No abstract

This study aims to determine the effect of using out-of-school learning environments in science teaching on motivation for learning science. It is a quasi-experimental study and it has been designed as pre-and posttest experimental study. The study was carried out with seventh grade students enrolled in a secondary school in the city centre of a metropolis of Turkey in 2018 within a period of 20 weeks. There were 28 students in the control group and 28 students in the experiment group. Students' motivation for science learning was evaluated using the Motivation Scale for Science Learning. The scale was used as pretest before the study, post-test at the end of the study, and follow-up test 12 weeks after the study. In the research, the application step was carried out by the science teacher and the researcher. In the control group, science teaching process was performed in accordance with the present science curriculum. Out-of-school learning environments related to the objectives of the current science teaching were used for the experiment group during the science teaching. The students in the experiment group visited out-of-school learning environments like nature trips, botanic parks, science fairs, science museums, natural history museums, the observatory, anatomy exhibitions, and energy parks for the subjects that were taught to them. It was found in the study that using out-of-school learning environments in science teaching had a significant effect in developing students' motivation for learning science. Based on this finding, formal education of science students can be supported with out-of-school learning environments.

Bu araştırma bilim fuarına proje ile katılan öğrencilerin ve danışman öğretmenlerin bilim fuarı hakkındaki görüşlerini incelemek amacıyla yapılmıştır. Araştırma 4006-TÜBİTAK Bilim Fuarları Destekleme Programı tarafından desteklenen bir devlet okulunda 2017-2018 öğretim yılında gerçekleştirilmiştir. Araştırmada katılımcı olarak 14 sekizinci sınıf öğrencisi ve yedi danışman öğretmen yer almıştır. Araştırmada nitel araştırma yöntemlerinden olgu bilim kullanılmıştır. Veriler yarı yapılandırılmış görüşme formu ile toplanmış, içerik analizi yöntemiyle analiz edilmiştir. Öğrenci ve danışman öğretmen görüşleri "

This study was conducted for the purpose of determining the impacts of out-of-school learning environments on 6th-grade students’ attitudes towards science course. In the study, the quasi-experimental model and pretest-posttest control grouped experimental design was employed. The experimental process step of the study was carried out on 6th-grade students who receive education in a secondary school in Turkey in 2017 and maintained for 18 weeks. 60 students are included in the study group of the research (control group=30, experimental group=30). For the purpose of measuring the attitude scores towards science course, “The Scale of Attitude towards Science Lesson” was used. The experimental phase was performed by science lesson teacher both in the control and experimental groups. No experimental process was applied in the control group. The instruction was provided in accordance with the Science Course Curriculum. While the instruction was provided in line with the control group in the experimental group, out-of-school learning environments were also included in the teaching process. Out-of-school learning environments were specified by considering the learning outcomes in the 6th-grade science curricula. Experimental group students visited out-of-school learning environments with the guidance of the science teacher. Science museum, anatomy museum, planetarium, nature trip, science festivals, energy park and aqua park are among the out-of-school learning environments. As a result of the study, it was seen that the attitudes of the students in the experimental group were increased at a significant level, and no significant improvement was realized in control group students’ attitudes.

These data suggest that clinicians should consider psychological and personality features when evaluating and treating patients with isolated itching of the external auditory canal.

Öz: Bu araştırma, bilim şenliklerinin 6. sınıf öğrencilerinin problem çözme beceri düzeylerine etkisini incelemek amacıyla yapılmıştır. Araştırmada yarı deneysel yöntem, kontrol ve deney gruplu deneysel desen kullanılmıştır. Araştırma 2014-2015 eğitim-öğretim yılı ikinci döneminde 6. sınıf öğrencileri üzerinde uygulanmış ve 15 hafta sürmüştür. Verilerin toplanmasında "Problem Çözme Beceri Ölçeği" kullanılmıştır. Araştırmanın sonunda deney grubundaki öğrencilerin problem çözme beceri düzeylerinin anlamlı seviyede arttığı belirlenmiştir. Ayrıca araştırma tamamlandıktan üç ay sonra bu artışın korunduğu görülmüştür. Bu sonuçlara dayanarak, ülkemizdeki okullarda bilim şenlikleri gibi etkinliklerin yaygınlaştırılmasının ve öğrencilerin bu tür etkinliklere katılımlarının teşvik edilmesinin yararlı olacağı söylenebilir. Anahtar sözcükler: Bilim şenliği, problem çözme becerisi, fen öğretimi, informal öğrenme ortamları Abstract: The aim of the present research is to investigate the effect of science fairs on the 6th grade students' problem solving skills. A quasiexperimental method and an experimental pattern with control and experiment groups is used in the research. The research was applied on the 6 th grade students during 2014-2015 educational year II. semester and lasted 15 weeks. The Scale of Problem Solving Skill was used to collect the data. At the end of the research, an increase was determined 6th grade secondary school students' problem solving skills. Three months after research it was observed that the increase of students' problem solving skills has been preserved. Based on these results, it is recommended to disseminate activities such as science fairs in schools in our country and encourage students to participate in such activities.

Purpose of this research is to examine effect of science teaching enriched with technological practices on attitude levels of secondary school 7 th grade students towards science course. Execution step of the research was performed on 7 th grade students attending to a government secondary school in Turkey in the academic year of 2015 and completed in 13 weeks. Workgroup of the study had 74 students (control group = 38, experiment group = 36). "The Attitude towards Science Course Scale" was used to collect data. The scale having 5-point Likert grading structure was applied as pretest, posttest and follow-up test. Cronbach Alpha (α) reliability coefficient of the scale was 0.85. The execution step of the study was performed by the same teacher in science courses of control and experiment groups. The control group was not subjected to any experimental process and a student centered education in line with the existing science course curriculum was offered. The experiment group received education in parallel to the curriculum but technologically enriched science education programs were included in the teaching process. The research concluded that attitude levels of the experiment group significantly increased and this increase was still preserved three months after completing the research.

The prevalence of scrotal calculi was 9.6%, and hydrocele was found to be associated with scrotal calculi. We also found a significant relationship between the presence of calculi and scrotal pain. Because the etiology of scrotal pain is essential for appropriate treatment, scrotal calculi should be kept in mind when making a differential diagnosis of scrotal pain. © 2014 Wiley Periodicals, Inc. J Clin Ultrasound 43:406-411, 2015.