The purpose of this study is to examine the effects of a science education project implemented in different learning environments on secondary school students' creative thinking skills and their attitudes to science lesson. Within this scope, a total of 50 students who participated in the nature education project in Samsun City in 2014 make up the sample of the study. For this purpose, within the scope of a five-day long project, the students were presented with hands on activities, laboratory practices, outdoor practices, creative drama, planetarium and observatory activities to enable them to view science and nature from different views. The study was designed as one group, pre-test post-test experimental research. Attitudes scale towards Science lesson and Torrance Creative Thinking Test Verbal A-B forms were used as pre-test and post-test. In addition, open-ended interview form was used in order to find out the students' views on the project. For the analysis of quantitative data, non-parametric tests Wilcoxon signed ranks test and Mann Whitney-U test were used while a parametric test, t-test for dependent and independent samples was used for creative thinking test scores. For qualitative data analysis, content analysis method was used. The results of the study showed that the project was effective in increasing the students' attitudes towards the subject of science and their levels of creative thinking; at the same time it was found that using different learning environments attracted the students' interests on learning science and affected them positively towards science.
The purpose of this study is to prepare a multiple-choice achievement test with high reliability and validity for the "Let's Solve the Puzzle of Our Body" unit. For this purpose, a multiple choice achievement test consisting of 46 items was applied to 178 fifth grade students in total. As a result of the test and material analysis performed during the test development process, difficulty, distinctiveness, and item-total correlation coefficients of the materials were calculated. For the validity study, a table of specifications was prepared and the Content Validity Index (CVI) was found to be 0.95 by taking an expert opinion. As a result of the analysis, 8 items were removed from the test and the KR-20 reliability coefficient of the final test consisting of 38 items was calculated as 0.87. As a result of the item analyses, while item difficulty indices were valued between 0.30 and 0.74, item distinctiveness indeces were valued between 0.31 and 0.71. The average difficulty of the test was calculated as moderate (0.56) and its distinctiveness was calculated as very good (0.49).
The aim of this study is to determine the changes in the knowledge of pre-service Primary and Science teachers related to basic astronomy concepts occurring after four years of undergraduate study in education and the extent of and reasons for these changes. For this purpose, a "Basic Astronomy Test" involving 14 questions was administered to the pre-service Primary and Science teachers by education faculty members in the Black Sea Region of Turkey in the first (2009) determine whether achievement levels of pre-service teachers in basic astronomy concepts are related to the teaching program, year and their gender. Data analysis revealed that although the knowledge of basic astronomy topics of the students attending a program for Primary and Science teaching were the same in the first year of education, a statistically significant difference was observed in the knowledge levels of pre-service Science teachers after a four-year undergraduate education. In addition, the study also revealed that pre-service teachers had some misconceptions about basic astronomy concepts in their first year of undergraduate education. We observed a decrease in a number of these misconceptions, but others remained unchanged at the end of a four-year of education. It is recommended to include an astronomy course in the curriculum of the Primary teaching program and to increase the hours of the astronomy courses in the curriculum of the Science teaching program.
The aim of this research is to develop a guide material prepared according to Purdue Model for the ‘The Let's Solve the Puzzle of Our Body’ unit in the 5th grade Science class at secondary school and to research the effects of this guide material on students’ creative thinking. For this purpose, the research was carried out by using the quasi experimental model, with pre-test and post-test control groups. Experimental application was carried out with 43 experimental group and 44 control group students, in total 87 students in Turkey. While in the experimental group applications were carried out based on the Purdue Model, in the control group the course was taught according to the activities stated in 2013 Ministry of National Education Science Curriculum in Turkey. The data of the research were collected using Torrance Test of Creative Thinking Verbal Form A-B and Figural Form A-B. As a result of the research, it was determined that verbal and formal creative thinking levels of the experimental group and the control group students were significantly different in favour of the experimental group students. On the basis of the results obtained from this research, some suggestions have been made to the educators and future researchers. Keywords: creative thinking, problem solving, science project, Purdue model.
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