Ask a Scientist Website: Trends in Chemistry Questions in Turkey

Elmas, Rıdvan; Akin, Fatma Nur; Geban, Ömer

doi:10.1007/s40299-013-0058-0

Cited by 7 publications

(20 citation statements)

References 25 publications

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“…There have been several studies focused on developing learning strategies, methods, and approaches to improve HOTs (Corder, 1995;Woods et al, 2004;Rickles et al, 2009;Novita, 2010;Atasoy, 2013;Chen et al, 2013;Hošková-Mayerová, 2014;Kusumawati et al, 2015;Klochkova et al, 2016;Prahani et al, 2016;Patriot et al, 2018;Triana et al, 2019). In addition, the researchers also focused on improving the model of teaching (Spektor-Levy et al, 2008;Yuliardi, 2017;Lubis et al, 2018;Alpusari et al, 2019) and learning media (Yang & Heh, 2007;Van Nuland et al, 2012;Elmas et al, 2013;Wang et al, 2015;Pehrson et al, 2016;Yuliardi, 2017;Triana et al, 2019) or evaluation (Ladyshewsky & Gotjamanos, 1997;Susie et al, 1999;Hobgood et al, 2002;Dunbar et al, 2006;Harasym et al, 2008;Calhoun et al, 2010;Pehrson et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Multiple Skill Laboratory Activities: How to Improve Students’ Scientific Communication and Collaboration Skills

Malik¹,

Ubaidillah²

2021

JPII

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This study aims to analyze the effects of experiment models and gender on scientific communication and collaboration skills. This study employed a quasi-experimental design consisting of five groups as control classes and five groups as experimental classes. The subject of this study was 327 students (168 students used HOT Lab and 159 used Multiple Skill; 69 Male and 258 Female from 18 to 22 years old) with heterogeneous skills and learning habits from five different universities representing four regions: Sumatra, Java, Kalimantan, and Sulawesi. The control class conducted activities based on the Higher-order Thinking Laboratory model, while the experimental class conducted activities based on the Multiple Skill Laboratory Activity Model. The data were collected by employing a validated instrument and were analyzed by employing a Multivariate test. This study shows that the experimental model has more significant influences on improving students' skills than gender. Specifically, the Multiple Skill Laboratory Activity Model (MSLAM) improves students’ collaboration skills better than communication skills. MSLAM explores more activities to practice collaboration skills, e.g., brainstorming, exploration, and measurement, while the activities for practicing communication skills is depended on analysis and presentation only. This study also reveals that the experiment model and gender are not suitable for concurrent analysis. This study is expected to provide methods for further researchers to optimize students’ scientific communication and collaboration skills. Furthermore, this study provides an overview for teachers to practice several thinking skills at one time.

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Section: Introductionmentioning

confidence: 99%

Multiple Skill Laboratory Activities: How to Improve Students’ Scientific Communication and Collaboration Skills

Malik¹,

Ubaidillah²

2021

JPII

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“…Studies conducted in different informal contexts and cultures provide the opportunity to compare whether students' curiosity towards a particular subject is culture and context dependent or not. There has been an effort to investigate Turkish students' interest in chemistry by using their self-generated questions (Elmas et al, 2013). Our study is different in terms of several aspects from other studies in the field.…”

Section: Students' Questions As Indicators Of Interestmentioning

confidence: 99%

“…There is growing interest among science educators in investigating students' questions as an indicator of their interest in science (Baram-Tsabari and Yarden, 2005Baram-Tsabari et al, 2006Cakmakci et al, 2012), chemistry (Elmas et al, 2013), biology (Baram-Tsabari et al, 2010) and physics (Yerdelen-Damar and Eryilmaz, 2010) raised in informal settings (i.e., web sites and journals). Apparently there needs to be more studies about what students want to learn about chemistry, physics, and biology compared to science.…”

Section: Students' Questions As Indicators Of Interestmentioning

confidence: 99%

“…Our study is different in terms of several aspects from other studies in the field. First, questions we investigated were submitted to Science and Technology (S&T) magazine, whereas Elmas et al (2013) focused on questions submitted to a website (www.kimyasanal.net). The S&T Magazine is a well-known magazine and has been offering more reliable context for years to readers.…”

Section: Students' Questions As Indicators Of Interestmentioning

confidence: 99%

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Investigating students' interest in chemistry through self-generated questions

Demırdöğen

Çakmakçı

2014

Chem. Educ. Res. Pract.

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This study investigates Turkish students' (age 15 or older) interest in chemistry by analysing 1027 of their self-generated chemistry-related questions, which had been submitted to a popular science magazine. These questions were classified based on the field of interest, the cognitive level of the question, and the stimulating impetus for asking the question. In addition, gender-related patterns were noted in these three categories. Those results demonstrated that males asked overwhelmingly more questions than females in an informal setting. In general, students mostly asked questions about ''states of matter and solutions'' and ''nuclear chemistry and chemistry of the elements.'' Most of the students asked for the properties of a variable and sought to learn about factual and explanatory types of information. The driving factors that led students to ask questions were mostly non-applicative stimulus. Significant differences emerged in some categories. For example, while males were more interested in comparison and causal relationships, females were more interested in specific information about properties. Moreover, while males tended toward seeking methodological information, making predictions, asking open-ended questions, and making general requests for information, females were more interested than males in factual and explanatory types of information. The implications of students' self-generated chemistry questions for science curriculum reform and teaching are discussed in this paper.

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“…During the observation process, an object, event or living being can be observed. It is also vital that the object, event or living being can attract students' interests (Elmas, Akın & Geban, 2013). For example, it was found that students mostly prefer to make observations about the natural environment and the sky (Koyunlu Ünlü, 2018).…”

Section: Introductionmentioning

confidence: 99%