A cross-age study of science student teachers' chemistry attitudes

Çalık, Muammer; Ültay, Neslihan; Kolomuç, Ali; Aytar, Ayşe

doi:10.1039/c4rp00133h

Cited by 19 publications

(11 citation statements)

References 35 publications

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“…This result is consistent with Ottander and Ekborg's (2012) one reporting that lower secondary school students' experiences with SSI were equally interesting to males and females in most cases. Moreover, this study is inconsistent with the related literature addressing that the 'gender' variable is probably the most significant variable for students' attitudes towards science (Çalık et al, 2015;Osborne, Simon & Collins, 2003). On the other hand, the lack of difference between males and females may come from their career plans.…”

Section: Discussioncontrasting

confidence: 92%

“…For this reason, the current study is unique to measure the PST's scientific habits of mind and attitudes towards SSI before and after the STSC course. Given Bagarinao's (2011) and Rundgren's (2011) studies with 'gender' variable, the current study also incorporates the 'gender' variable that is probably the most significant variable for students' attitudes towards science (Çalık, Ültay, Kolomuç & Aytar, 2015;Osborne, Simon & Collins, 2003). Further, since the Turkish Ministry of National Education has undergone a positive discrimination towards females, the current study views the gender as an important variable.…”

Section: Introductionmentioning

confidence: 99%

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Does a “Science, Technology and Social Change” Course Improve Scientific Habits of Mind and Attitudes towards Socioscientific Issues?

Çalık¹,

Karataş²

2019

AJTE

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The study aimed at exploring whether a "Science-Technology-Social Change" course improved pre-service social studies teachers' (PST) scientific habits of mind and attitudes towards socio-scientific issues. Within a pre-and post-course experimental design, the study was conducted with 135 second-year PST (68 males and 67 females) from two classes at Department of Social Studies Teacher Education in a large-size university, Turkey. Two different Likert type scales, Scientific Habits of Mind Scale and Attitudes towards Socioscientific Issues Scale, were employed to collect data before and after the course. The data were imported to SPSS 15 TM for descriptive and inferential statistics in order to address research questions. The results indicated that the STSC course had some shortcomings in improving the PST's scientific habits of mind and attitudes towards socio-scientific issues. The current study recommends enriching the STSC course with tasks that integrate socio-scientific issues and scientific habits of mind into social studies.

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Section: Discussioncontrasting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Does a “Science, Technology and Social Change” Course Improve Scientific Habits of Mind and Attitudes towards Socioscientific Issues?

Çalık¹,

Karataş²

2019

AJTE

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“…Beberapa penelitian telah dilakukan terkait kesulitan belajar untuk toik ini, baik untuk tingkat SMA (Satilmis, 2014) yang menitikberatkan pada strategi penyampaian materi selama pembelajaran; atau SMP (Kousa, Kavonius, & Aksela, 2018); maupun tingkat universitas (Salame, Sarowar, Begum, & Krauss, 2011); (Mokiwa, 2017) yang menitikberatkan pada miskonsepsi yang dimiliki mahasiswa terkait materi SPU. Untuk konteks mahasiswa di luar jurusan Kimia, penelitian menunjukkan bahwa motivasi dan partisipasi mahasiswa meningkat untuk mata kuliah yang melibatkan praktikum dan menurun untuk kuliah tatap muka yang membahas teori dan prosedur (Çalik, Ültay, Kolomuç, & Aytar, 2015).…”

Section: *)unclassified

Studi Kesulitan Belajar Mahasiswa Jurusan Pendidikan IPA dalam Mempelajari Sifat Periodik Unsur

Sari

Andromeda

Hardinata

2020

jep

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Periodical properties of elements are not a new topic for students in science education department for they have studied this topic previously in senior high school and in General Chemistry course. However, teaching experiences for the past two years in Basic Inorganic Chemistry course revealed that many students still failed to master the expected learning outcomes for this topic. Therefore, this explorative study was conducted to figure out what kind of difficulty that students perceived in learning this topic. One hundred and twelve students in science education department of Universitas Negeri Padang enrolled in Basic Inorganic Chemistry course in the academic year of 2017/2018 were involved as subjects in this study, and data of students’ perceived learning difficulties were collected with a questionnaire. Data were analyzed with descriptive statistics technique to map out our findings which will become the fundamental consideration in discussing attempts to overcome students’ perceived learning difficulties. Our findings revealed that the sources of students’ perceived difficulty came from several factors, namely: the characteristic of content, personal learning style, condition of classroom learning, availability of relevant learning resources and previous learning experiences. Based on these findings, attempts for better learning of periodical properties of elements were suggested.

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“…After a high-stakes nation-wide examination, students submit a university list (maximally 30) to the Assessment, Selection and Placement Center (Ölçme, Seçme ve Yerleştirme Merkezi-ÖSYM) in regard to their scores (Çalik, 2014;Çalık, Ültay, Kolomuç, & Aytar, 2015). Then, the Assessment, Selection and Placement Center centrally places them into the universities in regard to their scores.…”

Section: Turkish Dental Education Systemmentioning

confidence: 99%

A Comparison of the Turkish and American Predoctoral Pediatric Education

Kuşgöz

Çalık²

2018

EURASIA J MATH SCI T

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This study aimed to compare the Turkish (Karadeniz Technical University) and American (Boston University) predoctoral pediatric dental education. Given related curricula and first-hand observations at dental schools at Karadeniz Technical University and Boston University, documentary analysis was employed to emerge their similarities and differences. The authors, who matched the courses in both universities, found the following similarities between them: (a) class-hours; (b) subject matter and laboratorybased courses prior to pediatric clinic; (c) measurement and assessment methods; and (d) content knowledge. Moreover, their main differences appeared at the pediatric clinical treatment sessions, rotation (special needs and community clinics in Boston University; community clinics in Karadeniz Technical University), and subject-matter courses (e.g., Child Abuse, Review Cases and Integrated Problem-Solving Exercise). This study sheds more light on collaborative works between dental schools and faculty of education. For example; the questions 'How are alternative strategies integrated into dental education?' and 'How are the subjects taught effectively?' should be inquired. The authors suggest to enhance international collaborations (e.g., student/faculty exchange programmes, distance education, monthly online meeting, and teleconferences) for achieving better dental education.

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A cross-age study of science student teachers' chemistry attitudes

Cited by 19 publications

References 35 publications

Does a “Science, Technology and Social Change” Course Improve Scientific Habits of Mind and Attitudes towards Socioscientific Issues?

Does a “Science, Technology and Social Change” Course Improve Scientific Habits of Mind and Attitudes towards Socioscientific Issues?

Studi Kesulitan Belajar Mahasiswa Jurusan Pendidikan IPA dalam Mempelajari Sifat Periodik Unsur

A Comparison of the Turkish and American Predoctoral Pediatric Education

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