Deney videoları ile kimya öğretimi

Pekdağ, Bülent

doi:10.14527/9786053180746.27

Cited by 2 publications

(3 citation statements)

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“…Knowledge and experience about how teachers can use CAI for the effective learning of their students should be provided through pre-service and in-service training [34]. Although sufficient maturity has been reached in the production, dissemination and use of chemistry videos, a brilliant level has not yet been reached in integrating them into the curriculum [35]. Therefore, how these videos can be used effectively and efficiently in teaching environments should be investigated because teaching methods and strategies and learning styles should change.…”

Section: Conclusion and Suggestionmentioning

confidence: 99%

The Effect of Eba Aided Teaching on Students’ Heat-Temperature and Melting - Dissolving Conceptions

Köksal

Aydoğan

2022

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In this study, the question of if the computer aided instruction remediates the misconceptions of elementary fourth grade students about “heat-temperature” and “melting-dissolving” was aimed to be determined. The study was designed according to pre-test and post-test experimental group design. The population was fourth grade students attending a primary school in Nigde, Turkiye during 2014-15 education and instruction year. The sample was 96 students, who were attending three primary schools at Yesilgolcuk district in Nigde. The research took a total of 12 hours during four weeks. The researcher made use of the videos and animations of Morpha Campus and Okulistic electronic contents in Education Information Network (EBA) to teach experimental group students by computer aided instruction. Misconception Test was administered to both experimental and control group students. The data were analysed by t test and Crosstab. SPSS Statistic 22 software was used in these analyses. As a result, Morpha Campus and Okulistic e-contents in EBA eliminated more misconceptions of experimental group students. Moreover, outgoing misconceptions were also decreased with the use of EBA instruction.

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Section: Conclusion and Suggestionmentioning

confidence: 99%

The Effect of Eba Aided Teaching on Students’ Heat-Temperature and Melting - Dissolving Conceptions

Köksal

Aydoğan

2022

jour

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“…Bu noktada, alan yazında teknoloji bilgisi, teknoloji entegrasyonu için başka bir yetkinlik olarak yaygın olarak önerilmektedir. Teknoloji entegrasyonu öğretmenlerin mesleki gelişimi için zorunluluk olarak düşünülen teknoloji, pedagoji ve alan bilgisinin birlikte kullanılmasını gerektirmektedir (Angeli & Valanides, 2009;Campbell & Abd-Hamid, 2013;Koehler, Mishra & Yahya, 2007, 2007Mishra & Koehler, 2006;Pamuk, 2012;Pekdağ, 2015). Sonuç olarak, teknolojik pedagojik alan bilgisinin (TPAB) yeni ve önemli bir yetkinlik olarak ortaya çıktığı çok sayıda araştırma raporunda belirtilmektedir (Allan, Erickson, Brookhouse & Johnson 2010;Chen & Jang, 2014;Graham ve diğerleri, 2009;Hao, 2016;Lee & Tsai, 2010;Öztürk, 2013;Polly, 2011).…”

Section: öğRetim Elemanlarının Teknoloji Destekli Sınıflardaki Yeterlunclassified

“…Technological knowledge, in this matter, is commonly suggested in the literature to be another knowledge for technology integration. Technology integration necessitates knowledge of technology, pedagogy, and content altogether, which are considered as a must-to-have for teachers' professional development (Angeli & Valanides, 2009;Campbell & Abd-Hamid, 2013;Koehler, Mishra & Yahya, 2007;Mishra & Koehler, 2006;Pamuk, 2012;Pekdağ, 2015). Hence, it has become evident in many recent research studies and reports that technological pedagogical content knowledge (i.e., TPACK) has gained an important place as a new type of knowledge (Allan, Erickson, Brookhouse & Johnson, 2010;Chen & Jang, 2014;Graham et al, 2009;Hao, 2016;Lee & Tsai, 2010;Öztürk, 2013;Polly, 2011).…”

Section: Introductionmentioning

confidence: 99%

Turkish Adaptation of Instrument for Assessing Undergraduate Students’ Perceptions of Faculty Knowledge in Technology-Supported Class Environments

Şenel

Pekdağ

Sarıtaş

2018

Bartın Üniversitesi Eğitim Fakültesi Dergisi

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This study is aimed at adapting an instrument for "Assessing College Students' Perceptions of Faculty Knowledge in Technology-Supported Class Environments" developed by Shih and Chuang (2013) into Turkish by conducting validity and reliability procedures. This study is crucial due to the fact that it focuses on how students perceive teacher's knowledge in technology-supported classrooms. The adaptation procedure has such stages as (i) translation, (ii) back translation, (iii) experts' opinion, (iv) pilot assessment to 25 students and final modification, and (v) implementation of the instrument to 430 undergraduate students for validity and reliability studies. For construct validity, confirmatory factor analysis was done. The results showed medium and high goodness-of-fit indices (χ2/df=3.94, RMSEA=0.083, NFI=0.91, NNFI=0.93, CFI=0.94, RMR= 0.074). In terms of the reliability, Cronbach's alpha reliability coefficient is found to be 0.945; Spearman Brown reliability coefficient is 0.742; and Guttmann split-half reliability coefficient is 0.725. These results showed evidence for a high internal reliability for the instrument. Like the original version of the instrument, Turkish adaptation has also 4 constructs including a total of 50 items.

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Deney videoları ile kimya öğretimi

Cited by 2 publications

References 0 publications

The Effect of Eba Aided Teaching on Students’ Heat-Temperature and Melting - Dissolving Conceptions

The Effect of Eba Aided Teaching on Students’ Heat-Temperature and Melting - Dissolving Conceptions

Turkish Adaptation of Instrument for Assessing Undergraduate Students’ Perceptions of Faculty Knowledge in Technology-Supported Class Environments

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