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The purpose of this study was to investigate epistemological predictors of nature of science understandings of 281 prospective biology teachers surveyed using the Epistemological Beliefs Scale Regarding Science and the Nature of Science Scale. The findings on multiple linear regression showed that understandings about definition of science and objectivity in science were negatively predicted by beliefs in inborn learning ability (ILA) and requirement for time in learning (RTL), while understandings about tentativeness was positively predicted by the same belief factors. Also, understandings of characteristics of scientific knowledge were positively predicted by beliefs in ILA and RTL, and hierarchy between laws and theories were negatively predicted by beliefs in ILA, RTL and development of learning ability with opportunity and support.

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SUMMARYThe state-space formulation of linear circuits containing periodically operated switches requires one to obtain the state and output equations. Further, it requires one to obtain the switching equations where discontinuities in the state variables occur at a switching instant. A new method for the computation of the state and output equations is given. Further, a procedure is described to obtain the switching equations, in the most general form, at a switching instant. Examples are given to illustrate these methods in finding the state, the output and the switching equations.

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Bu çalışmada çeşitli düzeylerde pedagojik hoşnutsuzluk yaşayan öğretmenlere odaklanarak reform odaklı hizmet-içi öğretmen eğitimi girişimlerinin değerini araştırdık. Bu amaçla, ilgili durumu detaylı araştırmak için durum çalışması yaklaşımını kullandık, ayrıca orta düzeyde pedagojik hoşnutsuzluk yaşayan 3 fen bilimleri öğretmenini amaçlı örnekleme ile belirledik. Altı farklı veri toplama yolu kullanıldı; dört anket ve iki görüşme. Veri analizi için tümevarımsal nitel veri analizi ve durumlararası karşılaştırma analizi kullanılmıştır. Bulgular katılımcılardan ikisinin yüksek lisans düzeyi dersleri, araştırma-inceleme yoluyla öğretim yeterliliğini arttırmada etkili, kullanışlı, ilginç, önemli ve çabazaman açısından etkili bulmuşlardır. Fakat katılımcılardan biri TÜBİTAK programlarını etkili, ilginç ve kullanışlı çabalar olarak görmüştür. Katılımcılar maliyet açısından bu girişimlerin uzun süreli yararlarının dikkate alınması gerektiğinin altını çizmişlerdir. Katılımcılardan biri yazılı dokümanları, bakanlığın on-line portallarını, tanıtım toplantılarını, bilimsel eğitim kongrelerini maliyet açısından etkili bulmuş, fakat bu girişimlerin öğretmenleri araştırma-inceleme sürecine entegre etmede yetersiz olduğunu ifade etmiştir. Reform odaklı girişimlerin değeri Pedagojik hoşnutsuzluk Araştırma-inceleme yoluyla öğretim Fen bilimleri öğretmenleri

The purpose of this study is to investigate association of data collectors' differences with the differences in reliability and validity of scores regarding affective variables (motivation toward science learning and science attitude) that are measured by Likert-type scales. Four researchers trained in data collection and seven science teachers who did not undergo any training, gathered data from 391 ninth-grade students. The data collection instruments were the "Motivation toward Science Learning Scale" and "Science Attitude Scale." Data collection applications were conducted in four stages, two of which were accomplished four weeks apart by the researchers. The remaining two stages were accomplished four weeks apart by the teachers. A principal component analysis, confirmatory factor analysis, Cronbach's alpha reliability analysis, Pearson correlation test for convergent validity, and t-test for the differences between the mean scores of each data collection stage were used for the data analysis. The results showed that motivation toward science learning and attitude toward science were high but the factor structures and reliability values, which were obtained by different data collectors, were different for the two scales. As another result, the convergent validity between the scores on the scales was shown to be sufficient for the measurements. However, the results of difference tests on the mean scores of the applications showed that there was a statistically significant difference between the mean scores of the two motivation scale applications by the teachers.