A Study on Development of an Instrument to Determine Turkish Kindergarten Students’ Understandings of Scientific Concepts and Scientific Inquiry Processes

Şenocak, Erdal; Samarapungavan, Ala; Aksoy, Pınar; Tosun, Cemal

doi:10.12738/estp.2013.4.1721

Cited by 4 publications

(5 citation statements)

References 34 publications

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“…This result regarding achieving the sciences education's goals at the global level agrees with studies like Isailan (2011), Al-Mahrooki (2009), Khataiba and Shaili (2007, and A-Loolo (2007). Regarding the importance of teaching the scientific concepts for the kindergarten children's stage, this study agrees with studies such as, Senocak et al (2013), Al-bashayreh et al (2007).…”

Section: Wwwccsenetorg/iessupporting

confidence: 92%

“…4;2015 70 development or modification. Senocak et al (2013) had conducted a study about the scientific concepts and the scientific inquiry at the kindergarten stage, the study aimed at developing an instrument for measuring the extent to which the kindergarten's children comprehend the scientific concepts, and the scientific search processes specific to the pre-school stage in the Turkish curricula. The results showed that the Turkish curricula for the pre-school stage contain the scientific concepts and the search processes that should be available.…”

Section: Introduce the Problemmentioning

confidence: 99%

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Investigate the Child’s Scientific Activities on Practical Child’s Activity Books for the Kindergarten’s Children

Aldarabah¹,

Al-Mouhtadi²

2015

IES

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This research aimed to investigate the extent to which the interactive international curriculum is included in the "Child's Scientific Activities" issued by the Ministry of Education in Jordan, for the kindergarten stage according to the global criterion (NRC). In order to answer the study questions, an instrument was developed to measure the extent of including the interactive international curriculum "The Child's Scientific Activities" for the Kindergartens' stage in the scientific concepts. The instrument consisted of scientific concepts that involved three basic aspects, the physics sciences aspects, Biological Sciences aspects and Earth and space aspects. The number of concepts was (20) scientific concepts. The instrument's validity was tested through introducing it to specialists' reviewers. Also the stability analysis was tested by re-analysis; the stage time span between the analyses was one month. The statistic data and frequencies were used to investigate the availability of the scientific concepts in the interactive international curriculum for the kindergarten stage, depending on the study instrument which was built for the study's purposes, and to investigate the suggested scientific concepts to be included in the curriculum. The study results showed a list of suggested scientific concepts to be included in the curriculum. Also, the results exhibited the availability of the scientific concepts in the curriculum (16) scientific concepts from (20) concepts, by (80%) According to the results, the study recommended the kindergarten curriculum designers to include the suggested scientific concepts, and to be presented in a structural balance, and in depth to be appropriate to the developmental characteristics at the kindergarten stage.

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Section: Wwwccsenetorg/iessupporting

confidence: 92%

Section: Introduce the Problemmentioning

confidence: 99%

Investigate the Child’s Scientific Activities on Practical Child’s Activity Books for the Kindergarten’s Children

Aldarabah¹,

Al-Mouhtadi²

2015

IES

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“…Involvement The content validity results were then compared with the critical CVR value, where the critical CVR value involving seven experts was 0.622 (Wilson, Pan, & Schumsky, 2012;Senocak, et al, 2013). For construct validity, the results of the assessment were compared with the classification of validity by Guilford (1956) as shown in Table 1.…”

Section: Data Collection and Data Analysismentioning

confidence: 99%

Development and validation of chemistry learning videos as learning media in the era of the COVID-19 pandemic

Pimenta

2021

J. of Sustainability Sci. and Tech.

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Learning media, especially videos, are very effective in achieving learning objectives, especially during the COVID-19 pandemic. Therefore, this study aims to develop learning videos as learning media during the COVID-19 pandemic. The research was conducted using a development research approach from the Borg & Gall model. The developed product has good validity. Where the results of the content validation test by material experts show the CVR value in the range 0.75 – 0.95 (above the critical CVR value). The construct validity test results have a value in the range 0.75 – 0.95 so that it is included in the valid category. And lastly, the test results for student responses have percentage values in the range of 79% - 89% so that they are included in the interesting and very interesting category. Based on these results, the developed learning video can be used as a learning media solution during the COVID-19 pandemic.

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“…Kanak-kanak mempunyai kebolehan Awal Matematik (Doig dan Ompok, 2010) tetapi alat untuk menaksir kebolehan awal Matematik untuk kanak-kanak belum dijumpai (Clements, Sarama & Liu, 2008). Beberapa kajian dalam pembangunan instrumen telah dijalankan oleh Senocak et al (2013) untuk menentukan pemahaman murid tadika tentang konsep Sains dan proses penyelidikan saintifik yang didasarkan pada Kurikulum prasekolah di Turki.…”

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“…Berdasarkan daripada kajian-kajian lepas yang telah dijalankan, dapat dilihat bahawa penyelidikan seperti ini sangatlah membantu dalam meningkatkan lagi kualiti pengajaran dan pembelajaran serta menilai kemahiran murid sebagai penilaian untuk tujuan meningkatkan pencapaian kanak-kanak prasekolah bukan sahaja dalam awal Matematik tetapi dalam subjek-subjek yang lain juga (Senocak et al, 2013). Oleh itu, penyelidik digesa agar mengenal pasti terlebih dahulu instrumen yang boleh dipercayai dan mempunyai kesahan agar dapat menilai perkembangan dan pembelajaran yang berlaku dalam lima tahun pertama kehidupan kanak-kanak, seperti yang telah dinyatakan oleh Nor Mashitah et al (2015).…”

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Pembinaan Instrumen Pencapaian Awal Matematik untuk Kanak-kanak Prasekolah

Ompok

Emison

Teo³

2021

MJSSH

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Kajian ini adalah membina instrumen untuk mengukur pencapaian awal matematik untuk kanak-kanak prasekolah. Dalam membina instrumen ini, penyelidik telah memilih kaedah konsistensi dalaman menggunakan Model Rasch. Dua set instrumen pencapaian awal Matematik kanak-kanak prasekolah diadaptasikan daripada Test of Early Mathematics Ability (TEMA) (Ginsburg dan Baroody, 2003) berdasarkan Kurikulum Standard Prasekolah Kebangsaan. Instrumen-instrumen ini merupakan ujian pra dan ujian pasca yang boleh digunakan untuk mengenal pasti kesan intervensi Matematik. Data kajian diperoleh melalui kaedah temu bual dan pemerhatian tulisan kanak-kanak yang seterusnya diterjemahkan kepada data kuantitatif. Kesemua item dalam kajian ini mempunyai kesahan konstruk iaitu berada dalam lingkungan 0.77 dan 1.30 semasa kajian rintis dijalankan.

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A Study on Development of an Instrument to Determine Turkish Kindergarten Students’ Understandings of Scientific Concepts and Scientific Inquiry Processes

Cited by 4 publications

References 34 publications

Investigate the Child’s Scientific Activities on Practical Child’s Activity Books for the Kindergarten’s Children

Investigate the Child’s Scientific Activities on Practical Child’s Activity Books for the Kindergarten’s Children

Development and validation of chemistry learning videos as learning media in the era of the COVID-19 pandemic

Pembinaan Instrumen Pencapaian Awal Matematik untuk Kanak-kanak Prasekolah

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