The aim of this research was to examine the perceptions of gifted students about climate change and global warming from socio-scientific topics. Phenomenology design, which is a qualitative research design, was used in the research.The sample group consisted of 53 gifted students studying in a Science and Art Center located in Anatolia in the 2018-2019 academic year. As data collection tool, the draw-write-tell technique was used. The drawings of the students were grouped into four categories as causes of climate change and global warming, their results, recommendations and unacceptable drawings; whereas, the compositions of the students and the focus group interviews were collected under three categories including causes, results and recommendations as a result of content analysis. The research results suggested that while the perception levels of gifted students about the causes and possible results of climate change and global warming were high, their perception level about the solution of these problems was quite low. In addition, it was determined that students had misconceptions about climate change and global warming.Besides, the research results showed that the draw-write-tell technique was a useful tool in determining the students' perception about socio-scientific subjects.
Epistemological beliefs can be defined shortly as beliefs about the source, certainty, organization of knowledge, and beliefs on ability and speed of learning. Word association tests (WAT) are practical alternative assessment and evaluation tools that can reveal students' thoughts on different concepts. In this regard, this research aims to investigate the gifted students' beliefs about "knowledge" and "learning" concepts by using WAT. Phenomenology design was utilized in the research. The study was carried out with 118 gifted students studying at Science and Art Center in Turkey's Central East Anatolia Region in the 2018-2019 academic year. The word association test was used as a data collection tool. In this context, participants were given the concepts "knowledge" and "learning" and asked to write their associations about these concepts. They were then asked to make a sentence about each concept. Deductive content analysis was used to analyze the data. The research findings revealed that most students have sophisticated epistemological beliefs in specific knowledge, simple knowledge, source of knowledge, and quick learning dimensions. However, it has been found that the number of students in the sophisticated and naive categories of innate ability dimension is approximately equal.
Developing a Valid and Reliable Achievement Test for Matter and Change Unit in Science Course: Example of BİLSEM Applications Nacaroğlu, O. & Bektaş, O. yapıya sahip olduğu bulunmuştur. Elde edilen bulgular ışığında özel yetenekli öğrencilerin madde ve değişim ünitesine yönelik başarı düzeylerini belirlemek amacıyla geliştirilen 34 çoktan seçmeli sorudan oluşan testin geçerli ve güvenilir olduğu ifade edilebilir.
ÖZ Bu araştırmada, özel yetenekli öğrencilerin ters yüz öğrenme modeline yönelik hazırbulunuşluklarının farklı değişkenler açısından incelenmesi amaçlanmıştır. Araştırmada nicel araştırma yöntemi desenlerinden tarama kullanılmıştır. Araştırmanın örneklemini 2019-2020 eğitim öğretim yılında Doğu Anadolu Bölgesinde yer alan bir Bilim ve Sanat Merkezi'nde öğrenim gören 184 özel yetenekli öğrenci oluşturmaktadır. Veri toplama aracı olarak Ters Yüz Öğrenme Hazırbulunuşluk Ölçeği kullanılmıştır. Ölçekten elde edilen puanların cinsiyet ve okul türü açısından karşılaştırılmasında bağımsız örneklem t testi, yaş ve öğrenim görülen program açısından karşılaştırılmasında ise ANOVA yürütülmüştür. Elde edilen bulgular, özel yetenekli öğrencilerin ters yüz öğrenme modeline yönelik hazırbulunuşluk düzeylerinin yüksek olduğu yönündedir. Kadın ve erkek katılımcıların sınıf-içi iletişim özyeterliliği ve ön çalışma yapma boyutlarından elde ettikleri puanlar arasında istatistiksel açıdan kadın katılımcılar lehine anlamlı bir farklılık tespit edilmiştir. Bununla birlikte katılımcıların ölçeğin sınıf-içi iletişim öz-yeterliliği boyutundan elde ettikleri toplam puanlar arasında 6-10 yaşa sahip öğrenciler lehine anlamlı düzeyde bir farklılığın olduğu ve proje üretimi ve yönetimi programında öğrenim gören öğrencilerin öğrenme için motivasyonlarının daha yüksek olduğu sonucuna ulaşılmıştır. Elde edilen sonuçlar çerçevesinde ters yüz öğrenme modeline yönelik dersler yürütülmeden önce öğrencilerin bu modele yönelik hazırbulunuşluk düzeylerinin incelenmesi önerilmektedir. Anahtar Kelimeler: Ters yüz öğrenme, hazırbulunuşluk, özel yetenekli öğrenci, tarama.
Introduction: Prospective science teachers must themselves first generate rather than simply using knowledge and they must be science literate must be science literate and abreas of the changes in industry if we want future generations to be and do the same. Therefore, the purpose of this study is to determine lifelong learning tendencies and scientific creativity levels of prospective science teachers and examine the correlation between these variables. Methods: In the study, correlational survey, one of the quantitative research methods, was used. The sample of the study was composed of 201 prospective science teachers studying at the 1st, 2nd, 3rd, and 4th years in a public university in Eastern Anatolia Region within the academic year 2019/2020. “Lifelong Learning Scale” and “Scientific Creativity Test” were used as data collection tools in the study. Independent samples t-test was used to compare the scale scores of the participants in terms of gender and age and ANOVA was used to compare them in terms of class level. In addition, Pearson’s Product-Moment Correlation Coefficient (r) analysis technique was used in order to examine whether or not there was a significant correlation between lifelong learning tendencies and scientific creativity levels of prospective science teachers. Results: The results of the study indicated that the prospective science teachers had high lifelong learning tendencies. No statistically significant difference was found between the Lifelong Learning Scale (LLS) total scores of female and male prospective science teachers. However, a statistically significant difference was found between the Scientific Creativity Test (SCT) total scores of male and female prospective science teachers and this difference was observed in favor of male teachers. Additionally, there was a positive and moderate correlation between the lifelong learning tendencies and scientific creative levels of the participants. Discussion: As a result of the study, it was observed that there was a moderate and positive correlation between lifelong learning tendencies and scientific creativity levels of the participants. High levels of lifelong learning were correlated with high levels of scientific creativity. Lifelong learning requires individuals to have some atypical knowledge, skills and competencies to cope with current life problems. In addition, it is recommended in the literature that individuals should have some competencies, such as searching information, accessing information and knowing the ways of reaching information in order to have lifelong learning skills. Therefore, it can be interpreted that scientific creativity skills of individuals, who integrate learning processes throughout their lives and have the mentioned competences, will also improve. Limitations: The limitations of the study are that the study included 201 prospective science teachers studying in a public university located in Eastern Anatolia Region and the number of male participants was less than the number of female participants. Conclusions: It is important for prospective teachers to do practices, which will improve their lifelong learning skills during their undergraduate education, in terms of scientific creativities. This is because scientific creativity and lifelong learning skills should be included in the science course in order for students to acquire sense of task, scientific perspective, and skills for controlling and regulating their learning.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.