No abstract

The purpose of the current study is to design and develop a sample Mobile Augmented Reality (MAR) application addressing the anatomic structure of the heart in a way suitable for laboratory learning for pre-service science teachers to achieve learning by constructing information in biology instruction. The implementation of the MAR design activity was conducted with the participation of 30 pre-service teachers taking the biology laboratory course. The implementation process of the activity consists of four stages. The first stage includes the introduction of the MAR application program and marker; the second stage includes the use of the MAR application in a laboratory environment; the third stage includes the operation of dissection and the last stage includes the association of the MAR application with the operation of dissection and general evaluation. Then, semi-structured interviews were conducted by involving pre-service teachers and the data obtained from these interviews revealed that integration of heart dissection with MAR application helped the pre-service teachers to better understand the anatomic structure of the heart and the related concepts. Thus, a sample activity demonstrating how MAR, which is an instructional method with strong potential for reification and visualisation, can be integrated into the teaching of concepts in laboratory settings was developed.

No abstract

The purpose of this study was to translate the original version of the Epistemic Belief Inventory developed by Schraw, Bendixen, and Dunkle (2002) for preservice teachers in a Turkish context and validate its construct. Studies on the epistemological beliefs of Turkish students have been heretofore limited in number and have been largely conducted using adapted versions of the Schommer (1990) instrument. First, the original questionnaire was translated from English to Turkish and then was scrutinized by experts in language, content, measurement, and evaluation. Then, the revised questionnaire was administered to 166 Turkish pre-service teachers. The results of exploratory factor analyses suggested 3 epistemological belief dimensions -quick learning, innate ability, and certain knowledge. The results of the study further revealed support for multidimensional theories of epistemological beliefs among pre-service teachers. In order to verify the results of the present study, further examination of pre-service teachers' epistemological belief systems is necessary.

Bu araştırmada, Genel Biyoloji Laboratuvar Uygulamaları-II dersinin bazı konularının "Tahmin-Gözlem-Açıklama (TGA)" stratejisi ile yürütülmesinin Fen Bilgisi Öğretmen adaylarının bilimsel süreç becerilerine ve akademik başarılarına etkisi incelenmiştir. Çalışma, karma araştırma modeli şeklinde desenlenmiştir. Araştırma, 2015-2016 eğitim-öğretim yılı bahar döneminde, Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Fen Bilgisi Öğretmenliği Anabilim Dalı 2. sınıfta öğrenim gören ve gerçekleştirilen tüm deneylere katılan Fen Bilimleri Öğretmen Adayları (N:58) üzerinde yürütülmüştür. Araştırmada veriler, laboratuvar uygulamaları boyunca her bir deney için "TGA formu" ve "Kazanım Testi"nin kullanılması ile toplanmıştır. TGA formundan elde edilen veriler, frekans ve yüzdelik değerlikleri hesaplanarak tablo ve grafikler hâlinde sunulmuştur. Kazanım testlerinden elde edilen veriler, bağımlı gruplar için t-testi ile analiz edilmiştir. Araştırma sonucunda, TGA stratejisine dayalı olarak gerçekleştirilen Genel Biyoloji Laboratuvar etkinliklerinin, öğretmen adaylarının tahmin, gözlem ve açıklama bilimsel süreç becerilerini haftalık olarak geliştirdiği ve akademik başarılarını olumlu yönde etkilediği ortaya konmuştur.