ethanporcaro/eric-fulltext-meta huggingface dataset:
Application of a Questionnaire to Describe Teacher-Students Communication Behaviour in a University in Turkey
Author: Kaya, Ercan
Date: 2008-01-00
Type: Journal Articles
Subjects: Interpersonal Communication,Student Attitudes,Questionnaires,Physical Sciences,Foreign Countries,Science Teachers,Teacher Student Relationship,Social Environment,Gender Differences,Biology,Chemistry,Measures (Individuals),College Faculty,Science Instruction

Teachers contribute enormously to a positive social climate in science classes, particularly through their communication with students. In the study described in this article, a questionnaire [The Teacher Communication Behaviour Questionnaire (TCBQ)] developed by She and Fisher (2000) was used. TCBQ can be used to assess students' perceptions of science teachers' interpersonal communication behaviours in their classroom learning environments. TCBQ has five scales: Challenging, Encouragement and Praise, Non-Verbal Support, Understanding and Friendly, and Controlling. The TCBQ was used with a large sample of university students in Turkey. Girl students perceived more of these communication behaviours in their teachers than did the boy students. There were statistically significant differences (p less than 0.0001) on four of the five scales of the TCBQ between teachers' gender. Statistically significant differences were not found among different grade classes. Teachers in biological and chemistry science classrooms exhibited more favourable behaviour toward their students than did those in physical science classrooms. (Contains 4 tables.)
What Makes Physics Difficult?
Author: Ornek, Funda
Date: 2008-01-00
Type: Journal Articles
Subjects: Student Attitudes,Physics,Teaching Assistants,Teacher Attitudes,Difficulty Level,Introductory Courses,Student Surveys,Teacher Surveys,College Faculty,Interest Inventories,Instructional Effectiveness,Change Strategies

According to many students, introductory physics is difficult. We are investigating what students believe makes physics difficult and what can be done to overcome these difficulties. Our investigation includes an initial free-response survey given to approximately 1400 students in an introductory physics course and a second survey, which was given to approximately 400 students in another semester, distilled from the responses to the first survey. Also faculty members and teaching assistants (TAs) for physics courses are asked to complete the second survey. Our findings show that the perceptions of the students and faculty members are different in terms of difficulties which students have in a physics course. The perceptions of students and TAs are mostly the same. Both students and faculty members agree that student-related factors, such as not studying more have the most influence on students' success in physics. (Contains 4 tables.)
Models in Science Education: Applications of Models in Learning and Teaching Science
Author: Ornek, Funda
Date: 2008-04-00
Type: Journal Articles
Subjects: Physics,Science Education,Models,Classification,Courses,Scientific Concepts,Cognitive Development,Universities,College Students

In this paper, I discuss different types of models in science education and applications of them in learning and teaching science, in particular physics. Based on the literature, I categorize models as conceptual and mental models according to their characteristics. In addition to these models, there is another model called "physics model" by the physics-education community. And then, I discuss applications of these models for learning and teaching science, particularly physics, along with examples that can guide teachers and students in their science courses. (Contains 1 table and 11 figures.)
Motivational Qualities of Mathematical Experiences for Turkish Preservice Kindergarten Teachers
Author: Bintas, Jale
Date: 2008-04-00
Type: Journal Articles
Subjects: Attitude Measures,Kindergarten,Geometric Concepts,Mathematics Instruction,Foreign Countries,Preservice Teachers,Primary Education,Evaluation Methods,Anxiety

This study is based on the principle that the mathematical anxiety in preservice kindergarten teachers-to-be should be removed and they should be encouraged towards mathematics. It is expected from teachers-to-be who are able to construct this confidence to prepare exercises improving mathematical ideas for their students. This study was carried out with second year students of Preservice Teaching Section, Primary School Teaching Department, Faculty of Education, Uludag University who were taking pre-school mathematics. The study continued for 14 weeks (1 semester). The researcher of this study gave the course. The training was realised as 1 hour of basic mathematics and 2 hours of pre-school mathematics teaching within one week. An attitude test was applied to the pre-service teachers-to-be both at the beginning and at the end of training. In addition, several personal questions related to  the course were asked of these pre-service-teachers-to be. In this study, it is concluded that pre-service-teachers-to-be have developed positive attitudes and are encouraged towards mathematics, and that their success in preparing exercises on mathematical subjects, such as classification, ordering, comparison, pairing, numbers, geometric shapes, calculation, measures, space perception, problem-solving and developing creativity, for pre-school kindergarten students has improved. (Contains 1 table and 6 figures.)
Computer Attitude, Ownership and Use as Predictors of Computer Literacy of Science Teachers in Nigeria
Author: Ogunkola, Babalola J.
Date: 2008-04-00
Type: Journal Articles
Subjects: Self Evaluation (Individuals),Ownership,Computer Attitudes,Measures (Individuals),Computers,Political Divisions (Geographic),Foreign Countries,Science Teachers,Computer Literacy,Teacher Attitudes,Secondary Education

This study investigated the effect of computer attitude, ownership and use on the computer literacy of science teachers in Nigeria. One hundred and twenty (120) science teachers drawn from the four political divisions of Ogun State, Nigeria were used for the study. Two valid and reliable instruments namely Computer Attitude, Ownership and Use Scale (CAOUS) and Computer Literacy Self Assessment Scale (CLSAS) were used to collect the needed data. Percentages, standard deviation and multiple regression statistics were employed for data analyses. The findings revealed that the science teachers have positive attitude towards computer. Also, a little above half of the science teachers had personal computers and not all the teachers used computers frequently. Finally, computer attitude, ownership and frequency of use jointly predicted the science teachers' computer literacy with the influence of computer ownership being the highest when considered individually. Suggestions based on these outcomes were presented in this paper. (Contains 6 tables.)
Effects of Full and Quasi-Participatory Learning Strategies on Nigerian Senior Secondary Students' Environmental Knowledge: Implications for Classroom Practice
Author: Ajiboye, Josiah O.
Date: 2008-04-00
Type: Journal Articles
Subjects: Environmental Education,Learning Strategies,Foreign Countries,Teaching Methods,Secondary School Students,Intervention,Educational Practices

Environmental education is considered an appropriate intervention for creating awareness of, and an understanding of the challenges of environmental degradation. The introduction of EE into the Nigerian school curricular creates a challenge of how to teach it. A majority of the teachers still employ the old, traditional &quot;chalk and talk&quot; method. This study experimented with two modes of participatory strategies, the full and quasi participatory modes in teaching secondary school students in Nigeria some EE concepts. Three hundred and sixty students were randomly selected and assigned to the three treatment groups. Five hypotheses were tested at P less than 0.05 and data was collected using a test instrument measuring students' understanding of the EE concepts taught. Findings from the study indicate that generally students taught using the participatory modes performed better than their counterparts in the conventional lecture group. However, between the two participatory modes examined, it was noted that students in the quasi participatory mode performed better than their colleagues in the full participatory group. An explanation of this could be that the quasi mode offers the learners a unique opportunity to work together in a more flexible way, to read, accept and internalize the basic environmental concepts. The implications of the findings for classroom practice were discussed in the paper. (Contains 4 tables.)
Relative Evaluation System as an Obstacle to Cooperative Learning: The Views of Lecturers in a Science Education Department
Author: Tatar, Erdal
Date: 2008-04-00
Type: Journal Articles
Subjects: Schools of Education,Cooperative Learning,Interviews,Science Teachers,Science Education,Teaching Methods,Evaluation Methods,Lecture Method,Foreign Countries

This study attempts to define the contradiction between cooperative learning, which has an important place in science education, and the relative evaluation system. The fixation of the situation which was done with the data obtained from the literature also has been supported with a semi-structured interview study conducted with eighteen science lecturers from Kazim Karabekir Educational Faculty. The qualitative analysis of the obtained data brought to light that the relative evaluation system has negative effects on the interaction among students. Such negativities have a quality that can be an obstacle to cooperative learning, which has an important place in science education. For this reason, it is considered that such a study will be beneficial to researchers who work on science education and education policies, and to science teachers.
Geo-Political Position and Importance of Turkey in the Crime Trafficking between the Continents Asia, Europe and Africa
Author: Keser, Nurdan
Date: 2008-04-00
Type: Journal Articles
Subjects: Crime,Foreign Countries,Geographic Location,Geographic Distribution,Statistical Distributions,Narcotics,Political Influences,Regional Characteristics,Performance Factors,Weapons

According to the 2006 data of Turkish National Police (TNP), throughout Turkey, 1742 cases comprised of organized crime, collective or individual smuggling, nuclear stuff smuggling were recorded. Between 2000 and 2006, 11600 organized crimes had been recorded. It is known that the high number of crime is closely related to the geo-strategic and geo-political position of Turkey. Turkey functions as a bridge between Asia and Europe, the West and East blocks, European and Middle East countries, and Muslim and Christian cultures in many aspects. Moreover, it has borders with eight countries in Asia and Europe (Georgia, Armenia, Nakhichevan, Iran, Iraq, Syria, Greece and Bulgaria). With such a position, Turkey is involved in all the routes of human trafficking. In this study, the reasons for Turkey to be a bridge in this intercontinental crime trafficking were defined with respect to its geo-strategic and geo-political position. The study is comprised of three sections, the first of which presents the crime routes related to the geo-strategic and geo-political position of Turkey. In the second part, the spatial distribution and gates of the crimes committed over Turkey were specified and the motives behind these crimes were analysed. In the conclusion part, suggestions were put forward for the existing problems and their solutions. (Contains 8 figures.)
Teaching Motivation of the Students in Secondary Teacher Training Schools in Turkey
Author: Yenilmez, Kursat
Date: 2008-04-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Motivation,Educational Practices,Foreign Countries,Secondary School Teachers,Student Motivation,Data Collection,Statistical Analysis

Teaching is a profession that needs specialist knowledge and skill. Because of this, education of teachers is a crucial process. In Turkey, educating teacher candidates begins in the secondary schools in the new system. The aim of this study was to determine the motivational levels and motivational supplies for candidate teachers in the secondary teacher training schools. The population of the study was selected from five secondary teacher training schools in five cities. A total of 509 students were randomly selected as a sampling group. Data were collected by the &quot;Motivation Scale&quot; and analyzed by using ANOVA and t-test. The results of the study indicated that secondary teacher training schools students were most affected by the self-confidence and future anxiety sources. Finally, suggestions were included for motivating teaching in secondary teacher training schools. (Contains 5 tables.)
Turkish Secondary School Students' Perceptions of Violence and Crime, and the Relationship between Their Perceptions and Demographics
Author: Ozel, Ali
Date: 2008-04-00
Type: Journal Articles
Subjects: Socioeconomic Status,Violence,Crime,Courts,Foreign Countries,Secondary School Students,Student Attitudes,Statistical Analysis,Surveys

Violence in schools in Turkey shows an enormous increase in recent years. As it is becoming a serious problem in secondary schools, many violence cases are lasting in courts. In the current study, the aim is to examine and understand how secondary school students perceive violence and crime in schools. The study also aims to see if there is any relation between demographics and perceptions of students. In the current study, this relation is examined and understood through using descriptive statistics, such as mean and frequency analysis. The sample group of the study is composed of secondary students who live in different regions throughout the city, Kutahya. The results of the study show that students who come from families with low socio-economic status (SES) perceive violence and crime differently than students who come from families with middle or high socio-economic status. (Contains 8 tables.)
Turkish Students' Ideas about Global Warming
Author: Kilinc, Ahmet
Date: 2008-04-00
Type: Journal Articles
Subjects: Nuclear Energy,Foreign Countries,Climate,Misconceptions,Questionnaires,Science Education,Student Attitudes,Environmental Education,High School Students,Secondary Education

A questionnaire was used to explore the prevalence of ideas about global warming in Year 10 (age 15-16 years) school students in Turkey. The frequencies of individual scientific ideas and misconceptions about the causes, consequences and &quot;cures&quot; of global warming were identified. In addition, several general findings emerged from this study. Firstly, many students believed that radioactivity is causally linked to global warming; they believed that radioactive leakage from nuclear power stations exacerbates global warming, and that reducing the global nuclear arsenal could reduce it. Secondly, students appeared to confuse the causes and consequences of global warming with those of ozone layer depletion. For example, global warming was associated by many students with skin cancer, in reality a consequence of ozone layer damage. Furthermore, there seemed to be a general conflation of ideas whereby many pro-environmental actions that are not, in reality, connected with global warming were seen by students as helping to reduce it. More generically, many students accepted the scientific mechanism of global warming while simultaneously believing erroneous explanations. Thus, acceptance of scientific ideas does not lead automatically to elimination of misconceptions about the same issue. On a more practical level, relatively few students realised that saving electricity would contribute to a reduction in global warming. Encouraging students to use electricity economically would be a way of educating them about the importance of pro-environmental actions by individuals and empowering them to undertake some such actions. (Contains 4 figures.)
Cantorian Set Theory and Teaching Prospective Teachers
Author: Narli, Serkan
Date: 2008-04-00
Type: Journal Articles
Subjects: Experimental Groups,Active Learning,Mathematics Teachers,Topology,Lecture Method,Theories,Instructional Effectiveness,Comparative Analysis,Experiential Learning,Achievement Tests,Preservice Teacher Education

Infinity has contradictions arising from its nature. Since mind is actually adapted to finite realities attained by behaviors in space and time, when one starts to deal with real infinity, contradictions will arise. In particular, Cantorian Set Theory, for it involves the notion of "equivalence of a set to one of its proper subsets," causes perceptual issues. Prospective mathematics teachers usually learn this concept via traditional lecture methods and experience possible problems later. Since Cantorian Set Theory is used in courses like Topology, Algebra, etc., and prospective teachers will teach it to students using appropriate methods, it is important that they comprehend it well. The purpose of this study is to assess the effects of teaching Cantorian Set Theory via an Active Learning Based Course on prospective students' achievement. The results indicate that prospective teachers who were in experimental group (taught by active learning based methods) were more successful than those who studied the traditional lecture method, and that the difference between the groups was significant (p = 0.02). (Contains 6 tables and 4 figures.)
Planning Experiments in Science Education Research: Comparison of a Quasi-Experimental Approach with a Matched Pair Tandem Design
Author: Randler, Christoph
Date: 2008-07-00
Type: Journal Articles
Subjects: Educational Strategies,Control Groups,Quasiexperimental Design,Field Studies,Educational Research,Effect Size,Instructional Effectiveness,Educational Experiments,Teaching Methods,Comparative Analysis,Biology,Ecology,Teacher Educators,Foreign Countries

The planning of adequate control groups is a central aspect of educational research. Didactical studies, however, are often field studies encountering many problems of everyday classroom teaching? Recent research has indicated that teachers and their beliefs have an enormous influence on learning and retention. Taking this line of evidence further, a devil's advocate may emphasize that differences in treatment-control designs may be not a result of the different instructional strategies but reflect differences between different teachers. In this study, we try to sort out this kind of &quot;teacher effect&quot; by comparing two approaches of a complex treatment-control group design. In the first approach we compare treatment and control groups that were taught by the same teachers (labeled &quot;matched-pair tandem design&quot;), and in the second approach we compare the control group with an unrelated treatment group where different teachers taught the treatment groups (&quot;unrelated design&quot;). When comparing the &quot;matched-pair tandem design&quot; with the quasi-experimental approach, we found i) similar patterns in both educational experiments, and ii) higher effect sizes in the unrelated, quasi-experimental design. (Contains 2 tables and 1 figure.)
Enhancing Botswana Children's Environmental Knowledge, Attitudes and Practices through the School Civic Clubs
Author: Ajiboye, Josiah O.
Date: 2008-07-00
Type: Journal Articles
Subjects: Environmental Education,Clubs,Foreign Countries,Intervention,Student Attitudes,Elementary School Students,Knowledge Level,Gender Differences,Teaching Methods,Questionnaires

An intervention study was set up through the School Civic Clubs to improve Botswana children's environmental knowledge, attitudes and practices. The underlying assumption in using this informal approach was based on the premise that the school time table is already overcrowded and that the infusion approach currently adopted in the country has not produced the desired results. Hence, the Civic Clubs were introduced into ten Primary schools in Botswana. Using this informal approach, the children were given requisite training in civic and environmental issues, and they engaged in various activities for a period of six weeks. Data was collected before and after the project activities using two hundred members of the civic clubs and two hundred non-members of the club. Data collected were analyzed using descriptive analyses. Findings indicate a significant change in the knowledge and attitudes of the pupils after their exposure to the club activities. Also, there was a significant difference in the knowledge of pupils exposed to the EE club activities and those not so exposed. The interaction of pupils' gender and class of study were also examined. Teaching children environmental issues through the School Civic Clubs was explored in the study, and the findings seem to demonstrate the effectiveness of this approach as against the more theoretical classroom-based teaching currently going on in schools. The use of the Civic Clubs in promoting environmental education was therefore advocated by the study, both in Botswana and in other countries. (Contains 3 tables.)
Effects of Using Historical Microworlds on Conceptual Change: A P-Prim Analysis
Author: Masson, Steve
Date: 2008-07-00
Type: Journal Articles
Subjects: Concept Formation,Grade 5,Computer Uses in Education,Elementary Education,Environmental Education,Science Education,Interviews,Models,Virtual Classrooms

This study examines the effects of using historical microworlds on conceptual change in mechanics. Historical microworlds combine history of science and microworld through a computer based interactive learning environment that respects and represents historic conceptions or theories. Six grade 5 elementary students participated individually to five semi-directed interviews of forty-five minutes each where they interacted with an Aristotelian microworld, a Buridanian microworld and a Newtonian microworld. diSessa's p-prim theory is used to analyze the conceptual dynamics that occurs when students use historical microworlds. Results show positive effects of using historical microworld on conceptual change such as (1) questioning the idea that any object in motion will eventually stop and (2) increasing the importance of contextual elements in the elaboration of explanatory models. (Contains 3 tables and 2 figures.)
A Science Summer Camp as an Effective Way to Recruit High School Students to Major in the Physical Sciences and Science Education
Author: Bischoff, Paul J.
Date: 2008-07-00
Type: Journal Articles
Subjects: High Schools,Participant Observation,Physical Sciences,Sciences,Recruitment,Science Education,High School Students,College Students,Day Camp Programs

Now in its fifth year, PR[superscript 2]EPS is a National Science Foundation funded initiative designed to recruit high school students to attend college majoring in the physical sciences, including engineering and secondary science education, and to help ensure their retention within these programs until graduation. A central feature of the recruitment effort is a free, one-week residential summer science camp for high school students. This report describes the rationale for using a camp as a recruitment tool as well as the camp structure. Two focus questions are addressed: 1) How successful is the camp at providing a learning environment where participants can share their enthusiasm for science and brainstorm and apply solutions to challenging scientific tasks with their peers? 2) How successful is the camp at recruiting students into the physical sciences at this college? Quantitative data from pre- and post-camp and longitudinal surveys showing that campers are pursuing degrees in the sciences are substantiated in a framework of qualitative data collected during the summer of 2007 by a non-participant observer. Faculty similarly concerned with motivating high school students to major in the physical sciences and science education should find the report useful as several indicators show that most campers continue on their trajectory towards degrees in the sciences. (Contains 4 figures.)