The effect of active learning applications on students’ views about scientific knowledge

Aydede, Meryem Nur; Kesercioğlu, Teoman

doi:10.1016/j.sbspro.2010.03.589

Cited by 12 publications

(7 citation statements)

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“…The studies conducted reveal that active learning not only increases the accumulation of knowledge but also encourages scientific thinking (Phillips, 2005). Aydede and Kesercioğlu (2010) revealed in their study conducted at the primary school level that active learning implementations had a positive effect on the critical thinking skills of students. Also, in this study, teacher candidates expressed that the active learning process increased their scientific thinking skills.…”

Section: Discussionmentioning

confidence: 99%

Peer Assessment and Active Learning Experiences of Social Studies Teacher Candidates

Altıntaş¹,

Karaaslan²

2019

Review of International Geographical Education Online

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The aim of this study is to determine the opinions of teacher candidates on how teacher efficiency should be through peer assessment and active learning. For this purpose, an implementation was performed on the presentation skills of the social studies teacher candidates at a state university. In the study group, there are 28 teacher candidates as 10 males and 18 females. The study was designed in the case study. For 9 weeks, 8 groups gave lessons and a general assessment was performed for 1 week. The teacher candidates, in groups of twos, made presentations in accordance with the class level related to the subjects included in the secondary school social studies program. The presentations are based on critical, empathetic, reflective and project-based thinking. As the data collection tool, preliminary and final assessment forms consisting of open-ended questions were distributed. During the process, the teacher candidates were asked to keep individual and group reflective diaries. The diaries were used to support the final assessment forms. The data were coded through content analysis and analyzed by using the NVIVO 12 program. The main theme in the findings obtained was coded in accordance with peer assessment and active learning. The main themes were determined as The Effect on Peer Relationships, The Effect of Being Assessed, The Effect on the Assessor, and The Effect of the Process. The Category, Code and Dimensions were also shaped according to the main themes. The findings of the reflective diaries support the final assessment. At the end of the process, teacher candidates stated that peer assessment made a positive contribution to them, their relationships with their peers were negatively affected sometimes and active learning contributed to their personal development, professional knowledge, and collaborative works.

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Section: Discussionmentioning

confidence: 99%

Peer Assessment and Active Learning Experiences of Social Studies Teacher Candidates

Altıntaş¹,

Karaaslan²

2019

Review of International Geographical Education Online

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“…In addition, in comparing the mean of work stress in the experimental group before and one month after the intervention (using paired t-test), a signi cant difference was observed. While no signi cant difference was observed for the control group (9). A study has been conducted to investigate the effect of using podcast as a tool for cooperative learning by Zare'i and Ghasemi in 2015.…”

Section: Discussionmentioning

confidence: 99%

The effect of stress control training through podcast on work-life conflict in female residents of Iran University of Medical Sciences 2020-2021

Norouzi

Moghimi

Ramezani

et al. 2023

Preprint

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Introduction: Given the increasing growth of information in the present age and the growth and development of educational programs and changes that have occurred in the concept of learning, changing the approach to education from traditional methods to e-learning has become important. The present study aimed at investigating the effect of podcast stress control training on work-life conflict in female residents of Iran University of Medical Sciences in 2020–2021. Methods This study was a two-group quasi-experimental study (with a pretest-posttest design and a control group). The samples consisted of female resident students of Iran University of Medical Sciences in 2020–2021. As many as 70 female residents were selected and investigated by quota sampling and simple random sampling method from among the first and the last year residents. The individual demographic characteristics questionnaire and the Carlson’s Work-Family Conflict Scale (WFC) were used to collect data. Data analysis was conducted using descriptive statistics and inferential tests in SPSS-23 and the significance level was considered to be p < 0.05. Results The two groups were similar in terms of background variables (p = 0.0001). There was no statistically significant difference between the two groups in terms of mean scores of work-life conflict before the intervention (p = 0.931). However, two months after the intervention, a statistically significant difference was observed in the mean scores of work-life conflict between the two groups (p = 0.0000). Conclusion According to the results of the present study, it seems that stress control training through podcasts has reduced work-life conflict. Stress control training can reduce the residents’ work stress and work-life conflict. Thus, training stress control skills seems to be of high significance in the residents’ managerial, clinical and educational domains.

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“…In order to construct the information, the gifted students should be active in configuring information with the experiences. Active learning applications also positively affect self-directed learning skills (Aydede & Kesercioğlu, 2012). Furthermore, the technological tools should be integrated to enrich the learning environment.…”

Section: Recommendationsmentioning

confidence: 99%

The Importance of Technology in the Education of Gifted in the Context of 21st Century Skills

Kaya

Mertol

2022

Journal of Computer and Education Research

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Gifted students have unique educational needs due to their superior cognitive skills. In other words, gifted students learn faster, deeper and consistent than their normally developing peers. Besides, creativity is one of the most important features of gifted students. Thus the properties of gifted students should be taken into account while planning their curriculum. Furthermore, due to rapid changes in science and technology, 21 st century requires some new skills such as collaboration, communication, Information and Communication Technology literacy, and social and/or cultural competencies. In this context, educators should create learning environments that enable the gifted students to produce divergent thoughts and unusual solutions to global problems. This paper aims to discuss the change in educational sciences and how this change reflects to the learning process of gifted students to reach 21 st century skills. The appropriate techniques used in gifted education in order to develop required new skills are reviewed.

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The effect of active learning applications on students’ views about scientific knowledge

Cited by 12 publications

References 1 publication

Peer Assessment and Active Learning Experiences of Social Studies Teacher Candidates

Peer Assessment and Active Learning Experiences of Social Studies Teacher Candidates

The effect of stress control training through podcast on work-life conflict in female residents of Iran University of Medical Sciences 2020-2021

The Importance of Technology in the Education of Gifted in the Context of 21st Century Skills

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