The research aims to find out the effect of project-based science education programme conducted with an active learning on scientific process skills and conceptions of 6-year-old children about nature of science. Quasi-experimental research design including experimental and control groups with pre-test and post-test was implemented. Mixed-method research including qualitative and quantitative data collection tools was adopted. The quantitative data were collected with Preschool Scientific Process Skills Scale while qualitative data were gathered with interviews to define scientific process skills of children. The research includes 26 children in total, 17 were in the experimental group and 9 were in the control group. Project Based Science Education Conducted with Active Learning was carried out on the experimental group and Project Based Science Education was carried out on the control group. The research lasted for 32 weeks between October, 2015 and June, 2016. Scores of scientific process skills about nature of science belonging to students in the experimental group were found to be higher than ones in the control group and the students in the experimental group were found to be more familiar with the related conceptions. The findings prove the positive effect of project-based science education. Keywords: active learning, nature of science, project based science education, preschool education, scientific process skills.
The present study investigated the effects of the cognitive enhancement training (COGENT) program on the reading skills (reading speed, reading errors, and reading comprehension) and writing skills (dictation and text copying) of students with specific learning disabilities (SLD). The study was conducted with an experimental design. The study group consisted of 16 students. The treatment-group students ( n = 8) were administered COGENT for 6 weeks and 12 sessions. After the training, semi-structured interviews were made with the treatment-group students and their teachers for social validity. The results suggest that the COGENT improved the reading speed, reading comprehension, dictation skills, and reduced reading errors of the treatment-group students. However, there was no significant difference in text copying. Findings obtained from the interviews showed that the students liked the program and wanted it to continue. The teachers stated that they observed improvements in their students’ literacy skills and some social skills.
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