Bu makale, en az iki hakem tarafından incelenmiş ve intihal içermediği teyit edilmiştir. / This article has been reviewed by at least two referees and confirmed to include no plagiarism.
In this study, it is aimed to investigate the effect of smart board usage and activity based instruction on students' academic achievement, and their attitudes towards science and environment. The study was carried out with the participation of 77 students who were attending to 5th class in a public school in 2017-2018 academic year. A quasi-experimental design with pre-test and post-test control group was employed, and one control and two experimental groups were used in the study. A 36-item Science Attitude Test, 32-item Attitude Towards Environment Scale, and 25 multiple-choice item Human and Environment Relationship Achivement Test were applied as pre and post-tests to all groups. According to the results obtained from the study, it has been found that smart board usage and activity based instruction significantly increased students 'academic achievement and attitude towards science. Students' attitudes towards environment were not changed according to the applied teaching method.
There is a clear need that every individual in a society should be well informed about the organ donation and transplantation issue to contribute to the efforts to increase low donation rates. Science teachers have a crucial role in increasing young pupils' knowledge and awareness of organ donation by providing them with the necessary scientific information. Therefore, the present research examined the knowledge, practices and behaviors of pre-service science teachers regarding organ donation and transplantation, to help them to be better prepared science teachers. A total of 265 participants from two universities in Turkey responded to an organ donation and transplantation questionnaire. Descriptive statistics, t-test and chi-square test were used in the data analyses. While 92.8% of participants supported organ donation regardless of their year of study, only 1.1% declared that they were registered to be a donor. Pre-service science teachers in this study showed generally a low level of knowledge regardless of their year of study and gender. Despite having a low level of knowledge regarding organ donation and transplantation, they were generally willing to donate their own organs. These findings raised questions about the extent to which pre-service science teachers have the necessary knowledge, practices and behaviors to support student learning when they become real teachers. The implications of these findings for science teacher education in Turkey was also addressed.
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