The FATIH project is a project put in place by a protocol signed between the Ministry of National Education and the Ministry of Transport in order to obtain the highest level of efficiency and equal opportunities in education and training activities. Today, remote education applications have become compulsory in order to reach the rapidly changing and developing information network more easily and effectively. For this reason, an increase in distance education program designs has been observed in order to provide meaningful learning in Science and Technology course. The key role in increasing opportunities in education and improving the technology (FATIH PROJECT) is educational e-content applications. To this end, the Education Information Network (EBA) online social education platform has been established, which is equal opportunity in the basic principle education. Some of the contents in EBA, along with visual and interactive material, audio files and animations, have become the most important elementary videos of this platform. It was aimed to study science and technology course videos with a systematic understanding. Thus, it has been investigated how these videos contribute to the scope of the "FATIH Project". It is a descriptive study to examine the science and technology course videos in EBA systematically in terms of various variables. In the study, document review method was used from qualitative research methods. Science and Technology course videos analyzed in this study include Science and Technology course presentations for 5th, 6th, 7th, and 8th grade students who are available on EBA on July 28th, 2017. 433 course videos were reviewed by each of the researchers in terms of eight (8) predetermined questions that were repeated five times. The conclusions reached were finalized in accordance with the sub-objectives.
The aim of this study is to identify cell-related misconceptions among fifth graders attending middle schools in Turkey and examine the impact of microscopy on the elimination of these misconceptions. The study was conducted with the participation of 87 fifth grade students (schoolchildren are nearly 11 years old) attending a middle school in Ağrı province of Turkey in the academic year 2015-2016. The research was designed as a case study and data were collected using a test with 4 diagnostic and drawing items. Data analysis showed that the students had cell-related misconceptions. Prior to instruction with a microscope, most students thought an onion cell was shaped like an onion and it was a cooking ingredient their mothers used. They said that a leaf cell was shaped like a leaf and described it as a leaf on a tree. They described bacteria as living things with organs and limbs, like animals. They drew and described bread mold as a loaf of bread. Most of these misconceptions were found to disappear after learning with a microscope.
This study aims to examine the degree to which scores received by fourth graders in Turkey on the environmental attitudes scale is reflected in their environmental awareness (with respect to practice, behaviors), and to identify the correlation between attitudes and behaviors. Case study design was used to collect data in the study. Observation and questionnaire techniques were used as the data collection instruments. The sample of the study consisted of 15 students selected among the fourth graders attending elementary schools in Ağrı province of Turkey in the 2015-2016 academic year. The Attitudes Toward the Environment Scale (ATES), developed by Yaşaroğlu (2012), was used to measure students' attitudes toward the environment. The reliability of the scale was examined by Yaşaroğlu (2012) using Cronbach's alpha internal consistency coefficient, which is reported to be 0.84. Observations were made to measure students' environmental awareness by using the video recording technique. On the other hand, Spearman's Correlation analysis was used for data analysis. The relationship between students' scores on the attitude scale and their scores for environmental awareness, assigned on the basis of the observations made, was found weak, as indicated by the correlation between the two (Spearman's rho (r)=0,075). An important finding was that even though students received satisfactory scores on the ATES scale, a sizable number of them failed to reflect these attitudes in their practices or behaviors, which would indicate environmental awareness.
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