Measuring Scientific Process Skills with Different Test Formats: A Research from the Perspective of Cognitive Styles

AYDIN-CERAN, Sema; Ateş, Salih

doi:10.21891/jeseh.703442

Cited by 4 publications

(1 citation statement)

References 26 publications

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“…This may be due to the fact that the misconceptions were not mentioned in the undergraduate years. In today's science education approach, it is adopted to develop scientific process skills in students and to plan courses to develop these skills (Aydin-Ceran & Ates, 2020;Tosun, 2020). All of the teachers participating in this research were aware of the importance of scientific process skills and gave importance to these skills in their courses in a consistent manner with the understanding of today's science education.…”

Section: Discussionmentioning

confidence: 99%

Self-Efficacy Perceptions of Science Teachers Regarding Content Knowledge

Sari¹,

Kıray²

2021

MJESTP

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This study aims to determine the self-efficacy of science teachers regarding their content knowledge. The research was conducted using a multiple case study design. Three science teachers working in public schools were selected through purposive sampling. Personal interviews were used to collect the data for the study. The results showed that science teachers’ self-efficacy in physics, chemistry, biology, astronomy, earth sciences, scientific process skills and science-technology-society-environment (STSE) are different. The area where science teachers are weakest in terms of their content knowledge self-efficacy is STSE. Although sustainable development, socio-scientific issues, science and career awareness sub-dimensions in the STSE have taken place in the curriculum, the teachers were not aware of these dimensions. Based on the results, the researchers recommend that in-service training courses be organised to increase the self-efficacy of science teachers on content knowledge.

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Section: Discussionmentioning

confidence: 99%

Self-Efficacy Perceptions of Science Teachers Regarding Content Knowledge

Sari¹,

Kıray²

2021

MJESTP

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The relationship between science process skills and biology learning outcome

Mandasari¹,

Iwan

Damopolii³

2021

J. Res. Instr.

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The study aims to know the relationship between science process skills (SPS) and biology learning outcomes (LO) through inquiry-based learning in the class XI MIA Senior High School of State 01 Manokwari. The correlational method was employed in this research. The population in the study was students of class XI MIA High School at Manokwari. The samples in the study were class XI MIA 2 and XI MIA 4, with a total of 47 students. The sampling technique in this research was purposive sampling. Data collection techniques used tests and documentation. The hypothesis test used regression and correlation tests. The results showed a contribution of SPS to the biology LO through inquiry-based learning in the class XI MIA High School of Manokwari. The relationship of LO to biology student LO was 31%. The correlation coefficient is 0.557, indicating that the SPS level to the biology student LO was medium.

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Investigation of Science Textbooks in terms of Science Process Skills

ÖNDER

Zorluoğlu

Timur

et al. 2022

Int. J. of Cont. Edu. Res.

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The aim of this study was to investigate the extent to which science process skills are represented in the texts and activities in the 3rd, 4th, 5th, 6th, 7th, and 8th grade science textbooks according to the learning areas in the science curriculum. This study was carried out by document analysis method. Course contents and activities in science textbooks were analyzed using descriptive analysis. Results showed that total of 899 science process skills are identified in the 3rd, 4th, 5th, 6th, 7th, and 8th grade science textbooks covering total 42 units. In addition, when the averages of science process skills use in science textbooks are examined, it has been determined that the use of science process skills in 6th (%23.9) and 7th (%18.8) grade textbooks is above the average. While the use of science process skills in science textbooks increases from the 3rd grade to the 4th grade at primary education level, the similar increase is not determined in the use of science process skills in secondary education science textbooks. Moreover, it is found that science process skills are mostly focused on the 6th grade science textbook (n=215) and the least in the 3rd grade science textbook (n=112). As a result, when science textbooks are evaluated according to grade levels in terms of science process skills, it is determined that the most common science process skill identified is observing, and the least used one is the using data and modelling.

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Measuring Scientific Process Skills with Different Test Formats: A Research from the Perspective of Cognitive Styles

Abstract: This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden.

Cited by 4 publications

References 26 publications

Self-Efficacy Perceptions of Science Teachers Regarding Content Knowledge

Self-Efficacy Perceptions of Science Teachers Regarding Content Knowledge

The relationship between science process skills and biology learning outcome

Investigation of Science Textbooks in terms of Science Process Skills

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