The purpose of this study is to examine the effects of a science education project implemented in different learning environments on secondary school students' creative thinking skills and their attitudes to science lesson. Within this scope, a total of 50 students who participated in the nature education project in Samsun City in 2014 make up the sample of the study. For this purpose, within the scope of a five-day long project, the students were presented with hands on activities, laboratory practices, outdoor practices, creative drama, planetarium and observatory activities to enable them to view science and nature from different views. The study was designed as one group, pre-test post-test experimental research. Attitudes scale towards Science lesson and Torrance Creative Thinking Test Verbal A-B forms were used as pre-test and post-test. In addition, open-ended interview form was used in order to find out the students' views on the project. For the analysis of quantitative data, non-parametric tests Wilcoxon signed ranks test and Mann Whitney-U test were used while a parametric test, t-test for dependent and independent samples was used for creative thinking test scores. For qualitative data analysis, content analysis method was used. The results of the study showed that the project was effective in increasing the students' attitudes towards the subject of science and their levels of creative thinking; at the same time it was found that using different learning environments attracted the students' interests on learning science and affected them positively towards science.
In this study, it is aimed to investigate the present conditions of pre-school teachers about the field of astronomy from various points. The study group constitutes 20 pre-school teachers who are working in Central District of Mus Province. In this study, one of the qualitative research designs, the case study was used. The data of the study were obtained using open-ended questionnaire with 6 questions. The data were analyzed by using the content analysis technique. As a result of the analyzes, the concepts such as earth, sun, moon, stars, astronaut, space and alien come to the top of astronomy concepts that children are most curious about. Teachers found themselves partially satisfied about astronomy subjects due to the inadequacy of science education courses taken during undergraduate education. Furthermore, most teachers do not find astronomy activities adequate in pre-school education programs. Therefore, most teachers plan their own activities that are not in the preschool education program. Finally, teachers use figures-pictures, earth model, night-day modeling, telescope modeling and video shows while associating astronomy with daily life. There results suggest increasing the number of astronomy activities in the pre-school education program. Also, more attention should be given to science education courses as a part of pre-school teacher education undergraduate programs, and more attention should be paid to the subjects of astronomy in science education courses. ÖZ:Bu çalışmada okul öncesi öğretmelerinin astronomi alanına ilişkin mevcut durumlarını çeşitli açılardan araştırmak amaçlanmıştır. Araştırmanın çalışma grubunu Muş ili Merkez ilçesi sınırları içerisinde görev yapmakta olan 20 okul öncesi öğretmeni oluşturmaktadır. Çalışmada nitel araştırma desenlerinden biri olan durum çalışması deseni kullanılmıştır. Çalışmanın verileri 6 soruluk açık uçlu soru formu kullanılarak toplanmıştır. Elde edilen veriler içerik analizi tekniği kullanılarak analiz edilmiştir. Analizler sonucunda çocukların en çok merak ettiği astronomi kavramlarının başında dünya, güneş, ay, yıldızlar, astronot, uzay ve uzaylı gibi kavramların geldiği görülmüştür. Öğretmenler astronomi konularında kendilerini kısmen yeterli bulmuşlardır. Bu durumun nedenini ise genellikle lisans eğitimi süresince alınan fen eğitimi derslerinin yetersizliğine bağlamışlardır. Ayrıca öğretmenlerin çoğu okul öncesi eğitim programındaki astronomi etkinliklerini yeterli bulmamaktadırlar. Bu yüzden öğretmenlerin çoğu okul öncesi eğitim programı dışında kendileri etkinlik planlamaktadırlar. Son olarak öğretmenlerin astronomiyi günlük yaşamla ilişkilendirirken figürler-resimler, dünya modeli, gece-gündüz modellemesi, teleskop modeli ve video gösterileri kullandıkları saptanmıştır. Bu sonuçlardan yola çıkarak okul öncesi eğitimi programındaki astronomi etkinliklerinin sayısının artırılması önerilmiştir. Ayrıca okul öncesi öğretmenliği lisans programlarında bir dönem olarak yer alan fen eğitimi dersinin sayısının artırılması ve astronomi konularına fen eğitimi der...
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