The main purpose of this study is to develop a test for determining verbal short-term memories of gifted students. In the study, there were 115 gifted students, 36 non gifted students and 37 adults that were studying a doctorate or master's degree were participated in. In the study, a test that consist of 9 stimuli were used. Nonparametric statistical analyses were used in the study. Kruskal-Wallis analysis for group comparisons and Mann-Whitney U analysis for follow-up analysis were utilized. Spearmen's rho correlation analysis was used for analyzing the data of the test-retest application. According to findings of the study, the gifted students recalled more words than their peers did in terms of words recalled both orderly and randomly. Yet, they randomly recalled fewer words than the adults who were studying a doctorate or master's degree. On the other hand, the gifted students recalled more words in an ordered way than the adults who were studying a doctorate and master's degree. Results of the test-retest indicated that there was a relationship at a level of .63 between the values obtained from both ordered and random recall tasks in terms of the two applications.
Abstract:The purpose of this study is to investigate scientific epistemological predictors of science achievement of middle school students. In line with this purpose correlational research method was utilized. The study involved 100 fifth, sixth and eighth grade middle school students.
This study aimed to perform a scale adaptation to determine students' perceptions of a classroom learning environment. The sample of the study consisted of 337 students for exploratory factor analysis and 1,639 students for confirmatory factor analysis. The scale known as My Class Activity adapted in this study was developed by Gentry and Gable (2001). The adapted scale is a five-point Likert-type scale consisting of four factors (interest, choice, challenge, and enjoyment). The scale was previously adapted to Turkish culture by Deniz and Saranli (2017), and in this study, we readapted the scale to Turkish culture. Exploratory factor analysis and reliability analysis of the data obtained from the scales were completed with SPSS software and confirmatory factor analysis with AMOS. As a result of the analyses of the adapted scale, it was decided to remove the challenge dimension. After the validity and reliability studies obtained from the three-factor (interest, choice, enjoyment) structure of the scale, it was concluded that the scale could be used in Turkish culture.
The purpose of this study was to describe processes and methods suggested by science teachers for changing alternative conceptions about genetics. The study focused on a group of 17 (8 male and 9 female) science teachers who were graduate level students or completed a graduate program. Hence, the group was the case of this study. Qualitative data of the study was collected by detailed lesson plans prepared by the participants for overcoming two alternative conceptions about genetics (chromosome is an organelle and DNA is found as a whole set in the body) and follow-up interviews. The data was analyzed by descriptive analysis. The findings showed that the case group of this study represented fragmented processes to overcome the alternative conceptions. At the same time, they did not provide methods or processes in line with conceptual change models. These findings mean that science and technology teachers who have completed a graduate program or are currently graduate students of science education are not able to plan coherent teaching on alternative conceptions or are not aware of conceptual change processes and methods.
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