Abstract. The purpose of this study is to investigate effects of formative assessment probes in determining 7th grade students' conceptual understanding level on heat and temperature. This research used the survey method implemented with 120 seventh grade students (63 students from Bursa / Yenişehir and 57 students from Gaziantep). Data were collected with three formative assessment probes about heat and temperature concepts, which were developed by Keeley and overlapping with the gains in curriculum. Findings obtained from this study indicated that most of the students in both groups have imperfect knowledge and incorrect alternative concepts about heat and temperature. Also, they often confuse these concepts and bring this faulty knowledge, based on their everyday experiences without questioning or interpretation, to the learning environment. In this study, it is concluded that formative assessment probes are effective in uncovering students' alternative concepts and conceptual understanding levels. Therefore, it is suggested that such probes should be used in other learning areas in science. New learning environments for teachers should be designed to include more information about the effectiveness, availability, and application of formative assessment techniques.
One of the most effective ways of integrating the nature of science in science classes is using the historical developments of scientific discoveries. While studying on science concepts with story based on its history, learners realize why they should learn these concepts and understand the social relevance of science. Storytelling is accepted as a teaching strategy to encourage meaningful learning by allowing learners to increase their motivation, improve their imagination, and allow them to look at situations from different viewpoints. The aim of this study is to carry out two teaching implementations on electricity through stories based on the history of science with the prospective science teachers, and to determine their opinions on the stories based on history of science and the teaching processes. This study has been designed according to a holistic single case descriptive study approach and carried out with 11 volunteering second grade prospective science teachers. The intervention including the stories of the construction of the Tesla coil and the Voltaic pile is planned and conducted in line with the LES model. An interview protocol for determining prospective teachers' opinions on the stories and implementation process was used as data collection tool. As a result of the study, it was seen that story-based teaching process and LES model have positive effect on the prospective teachers' conceptual understandings. Besides, it was determined prospective teachers' have positive attitude and opinions on teaching intervention. It is thought that teaching including stories based on the history of science will support understanding science concepts in any subject.
Öz: Bu çalışma, 2013 ve 2018 Fen Bilimleri Dersi Öğretim Programlarının çeşitli değişkenler açısından karşılaştırılması amacıyla gerçekleştirilmiştir. Çalışmada nitel araştırma yaklaşımı benimsenmiş ve doküman analizi deseninden yararlanılmıştır. Öğretim programlarında benimsenen yaklaşımlar, genel amaçlar ve eğilimler, öğrenme alanları, öğretmen-öğrenci rolleri, benimsenen yöntem ve stratejiler ve ölçme değerlendirme yaklaşımları boyutları altında sunulmuştur. Öğretim programlarında bilgi öğrenme alanında meydana gelen değişimler ise kazanım sayıları, ders saatindeki değişim ve içerikteki değişimler boyutlarında incelenmiştir. Çalışma sonucunda, yeni öğretim programının 21. yüzyıl becerilerinin geliştirilmesini merkeze aldığı belirlenmiştir. Bu doğrultuda, programın uygulayıcıları olan Fen Bilimleri öğretmenlerinin yeterli donanıma sahip olabilmeleri için hizmet öncesi ve hizmet içi eğitimlerle desteklenmeleri önerilmektedir.
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