This paper describes a case study focusing on the subject matter knowledge, pedagogical content knowledge, and beliefs about science teaching of student teachers in Turkey at the start of their university education. The topic of interest was that of teaching chemical reactions in secondary chemistry education. A written test was developed which used the research literature on potential student misconceptions with regard to different aspects of chemical reactions. Thirty beginning science student teachers were tested, with an additional eight interviews from the student teachers in the same sample. The interviews focused on student teachers' views about how to best teach chemical reactions in lower secondary chemistry classes. The results revealed deficits in the subject matter knowledge of the student teachers. It also became obvious that the teachers in this sample held very traditional and teacher-centred beliefs when it came to chemistry teaching at the secondary level. Their teaching attitudes were geared mainly towards the acquisition of facts by pupils, and often ignored the development of process-oriented skills. Implications for science teacher education are discussed.
Background and Objectives:Our aim is to investigate the anxiety status of the patient before elective cholecystectomy and to analyze the relation between the level of anxiety for a given operation type (laparoscopic and open cholecystectomy) and the corresponding demographic and social data.Methods:A total of 333 patients undergoing cholecystectomy due to cholelithiasis were included in the study; 218 patients (66.1%) received laparoscopic cholecystectomy and 115 patients (33.9%) were treated with open cholecystectomy. The Beck Anxiety Inventory was given to all patients to be completed. We evaluated levels of anxiety in 3 groups as follows: 0 to 15, low to mild anxiety; 16 to 25, moderate anxiety; 26 to 63, severe anxiety. The following patient information remained confidential and was recorded: age and sex, associated disease, civil status, educational status, having open/laparoscopic cholecystectomy, previous knowledge of the operation, job status, economic status, health insurance, and having a child in need of care.Results:The following criteria were determined: the most determinant factors in differentiating between the score groups were having a low level of education, being of the female sex, being single, and having laparoscopic operation; the factors of being a homemaker and over the age of 25 years were determined to have significant effects.Conclusions:When analyzing the results that may appear during the intraoperative and postoperative period, understanding preoperative anxiety, analyzing the risk factors in depth, and taking the necessary precautions are all considerations that need to be the primary objectives of operators who are involved with laparoscopic, endoscopic, and robotic surgery.
ÖzBu araştırmada teknoloji destekli öğretimin 8. Sınıf öğrencilerinin bilimsel süreç becerilerine ve akademik başarılarına etkisinin incelenmesi amacıyla amaçlanmıştır. Araştırmada son test kontrol gruplu zayıf deneysel model kullanılmıştır. Araştırmanın örneklemini 2012-2013 eğitim-öğretim yılı bahar döneminde Kâhta Akıncılar Ortaokulunda öğrenim gören 64(32 deney,32 kontrol) 8.sınıf öğrencisi oluşturmaktadır. Deney ve Kontrol grubunda "Canlılar ve Enerji İlişkileri"" Ünitesi için dörder haftalık öğretim süreci tasarlanmış ve uygulanmıştır. Ünite konuları deney grubunda mevcut öğretim programının belirlemiş olduğu etkinliklere ek olarak teknoloji destekli etkinlikler kullanılarak işlenmiş, kontrol grubunda ise mevcut öğretim programın belirlediği etkinliklerle öğretim gerçekleşmiştir. Veri toplama aracı olarak 39 soruluk akademik başarı testi ile 26 sorudan oluşan bilimsel süreç becerileri testi kullanılmıştır. Araştırma sonuçlarına göre teknoloji destekli öğretimin 8. sınıf öğrencilerinin fen dersindeki akademik başarı ve bilimsel süreç becerilerinin gelişimi üzerinde olumlu etkilerinin olduğu tespit edilmiştir. Analiz sonuçları mevcut programda belirtilen etkinliklerle birlikte teknolojik destekli etkinlikler kullanılarak zenginleştirilen öğretimin, sadece programda yer verilen etkinliklerin uygulanmasına oranla daha arttırdığını ve bilimsel süreç becerilerini geliştirdiğini göstermiştir. Anahtar Kelimeler: Teknoloji Destekli Öğretim, Fen Eğitimi, Bilimsel Süreç Becerileri, Akademik Başarı AbstractThe purpose of this study was to investigate the effect of technology based education on scientific process skills and academic achievements. The study was carried out during the spring semester of 2012-2013 academic year. Pre-Experimental design was used as a method. The sample group consisted of sixty four primary school students" of 8th grade. Thirty two of them were in the intervention group. Several instructional implications were designed with regard to the unit of Humans and Energy elations and these implementations lasted for four weeks in both intervention and control group. Students who took part in the intervention group were given some extra technology supported activities as well as currently prevailing science education programme. An academic achievement test with 39 questions and scientific process skills test with 26 questions were used in order to collect data. According to the results, it was concluded that there were some positive effects of technology based education on students" scientific process skills and academic achievements. Additionally, enriched activities were more effective than those activities which already took part in the science education programme.
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