This study examined the level of knowledge the students had about owls by means of drawings and written answers. In the interviews, the students in the lower grades were found to have more limited information and less biological literacy than the ones in the upper grades. The aim was to determine students’ knowledge, experience, and sources of information about owls, and then to determine how useful they were by comparing information obtained from drawings and written answers to previous research conducted with students. A total of 878 students in the sixth and seventh grades in Turkey participated in the research. The students were familiar with certain characteristics of owls. The drawings provided clearer information about body parts and proportions, while the specific habitats, behaviors, and feeding of owls were expressed in more detail in the written responses. The students without any experience with owls were inadequate in reporting information about owls. When the frequencies of responses in the general concept categories about owls were compared, it was found that the use of drawings and written answers was equally beneficial for upper and lower grade students. It would be better to determine the views and sources of information of secondary school students through drawings and written answers to assess whether they have understood the concepts related to science subjects.
The present study aims to determine the perceptions of multicultural competence and democratic values of science teachers in schools where international students study and to find out whether there is a relationship between them. The study surveyed 436 secondary school science teachers in the Western Black Sea region in the 2018–2019 academic year. Data were collected using the Perceptions of Multicultural Competence Scale and the Democratic Values Scale. We found positive and moderate relationship between teachers’ perceptions of multicultural competence and their democratic values. As teachers’ democratic values increased, their perceptions of multicultural competence increased, and as their democratic values decreased, their perceptions of multicultural competence decreased as well. Understanding teachers’ opinions about democratic values, justice, respect for differences, and equality reveals an important relationship between their multicultural competence and their democratic values.
This study aimed to compare the effects of computer-based lessons versus traditional lessons on achievement of university students regarding meiotic cell division. A pretest-intervention-posttest design was used. To determine the effect of our computer-based intervention, we established a control group. In total, 100 second-year university students from a science education department (50 in the experimental group, 50 in the control group) participated in the study. Data were derived from a meiosis content test and interviews. The results showed the computer-based lesson had significant positive effects on student learning.
Instagram is one of the most widely used social media platforms around the world. It is not only a platform for users who want to spend time on social media, but also a platform where educators come together. This study aims to examine the views of science teachers on educational Instagram accounts. The sample was composed of 972 secondary science teachers and the data were collected through an online survey. The findings obtained from the online survey revealed the types of Instagram pages the participants valued the most, the criteria they used to select them, and the features they liked and disliked on these pages. The findings indicate that the participants generally benefit from Instagram in sharing resources related to science, communicating with their colleagues, following current information about their field of science, and contributing to their professional development. In addition, some of the features disliked by the participants about Instagram included late responses from administrators, off-topic posts and comments on the pages, and some limitations imposed by the platform. Overall, most of the participants find science-related Instagram pages valuable because they think that these pages increase their field-specific competencies. In conclusion, Instagram pages can be considered as a platform that can contribute to the professional development of science teachers specifically, and all teachers in general.
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