The purpose of this study was to investigate inscriptions used in "Types of chemical reactions" topic in Turkish, Indian, and American chemistry textbooks. We investigated both the types of inscriptions and how they were used in textbooks to support learning. A conceptual analysis method was employed to determine how those textbooks use inscriptions to present "Types of chemical reactions." Results revealed that textbooks disproportionately used inscriptions at symbolic level and failed to present submicroscopic level. Moreover, in Turkish and Indian books, explicit connections between all three levels of inscriptions were inadequate whereas American textbook had them sufficiently. Inscriptions including multiple levels were provided simultaneously in American textbook. This research will contribute to growing literature of international studies about use of inscriptions in science textbooks.
The focus of this study was to examine the influence of special education course on preservice teachers' views of inclusive education. "Scale for view of inclusive education" was applied to 68 pre-service teachers and based on the pre and post-test scores, ten pre-service teachers were selected for identifying their views and perceived competences related to inclusive education. Case study design was used in the study and collected data analyzed by using content analysis. The findings indicated that preservice teachers presented both positive and negative views related to inclusive education while the present inclusive education practices they observed and the fear of unfavorable impact on regular students formed the reasons for negative view of inclusion. The results showed that lack of training in and experience with special needs students caused preservice teachers to illustrate low level perceived competences while experience with students with special needs resulted in high level perceived competences.
Assessing student learning to adapt instruction to support learning is an important skill all teachers need to develop. However, it is not an easy task for teachers and even more difficult for new teachers. The current study aims to explore an alternatively certified new chemistry teacher"s understanding and practices of classroom assessment to help educators and researchers to support teachers" assessment literacies. This study used holistic case study design to explore the teacher"s assessment literacy. Pre/reflective interviews, observations, classroom artifacts, including assessment tasks and a survey, were used as data sources. The results suggest that, in theory, the teacher"s understanding of assessment aligned with current view of assessment as she mostly valued formative function of assessment while, in practice, the teacher faced difficulties to practice assessment as she preferred and did not select and use appropriate assessment tasks to accomplish her aims, such as supporting conceptual learning.
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