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

Çalık, Muammer; Karataş, Faik Özgür

doi:10.14221/ajte.2018v44n6.3

Cited by 19 publications

(14 citation statements)

References 26 publications

(36 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…That is, if much more evidence is provided, they may alter their beliefs and/or worldviews . In other words, concept cartoons may afford students to evolve their scientific habits of mind (i.e., open-mindedness), which is a milestone for scientific attitude, nature of science, scientific inquiry and scientific literacy (e.g., Çalık & Coll, 2012;Çalık, Turan & Coll, 2014;Çalik & Karataş, 2019). Overall, producing their own arguments through concept cartoons may increase students' awareness levels of conceptual scaffolds and knowledge construction (Chin & Teou, 2009).…”

Section: Abstract: Concept Cartoon Informal Learning Initial Impresmentioning

confidence: 99%

Identifying Pre-Service Teachers’ Initial Impressions of the Concept Cartoons in the School Corridors and Informal Physics Learning

Atasoy

Toksoy

Çalık

2020

JBSE

View full text Add to dashboard Cite

Since concept cartoons give an important opportunity for students to achieve informal physics learning, the current research focused on pre-service teachers’ initial impressions of the concept cartoons in the school corridors and informal physics learning. The aim of the research was to determine pre-service teachers’ initial impressions of the concept cartoons in the school corridors and informal physics learning via the concept cartoons. After a 14-week intervention, a questionnaire with seven open-ended questions was administered to 542 pre-service teachers from primary, mathematics and science teacher education programmes. Their responses to the questionnaire were exposed to qualitative content analysis via two categories (advanced and poor impression). The results showed that pre-service teachers generally refered to advanced impressions of the concept cartoons. In light of the results, it can be deduced that the concept cartoons have enhanced their initial impressions of informal physics/science learning via the concept cartoons. The current research recommends that pre-service teachers should be encouraged to produce their own concept cartoons on the topic(s) they found difficult. Keywords: concept cartoon, informal learning, initial impression, science education.

show abstract

Section: Abstract: Concept Cartoon Informal Learning Initial Impresmentioning

confidence: 99%

Identifying Pre-Service Teachers’ Initial Impressions of the Concept Cartoons in the School Corridors and Informal Physics Learning

Atasoy

Toksoy

Çalık

2020

JBSE

View full text Add to dashboard Cite

show abstract

“…Management System has been committed to be used as vehicle to promote critical thinking skill (Alsaleem, 2013;Gharib, et al, 2016;Ta'amneh, 2017;Çalik, & Karataş, 2019;Zaenudin, et.al., 2019). The study also might be illuminating for the teachers to heighten their sense of the importance of E-writing as a prominent strategy (Kavaliauskienė, et al, 2013) to increase students' critical thinking.…”

Section: What Does the Results Imply?mentioning

confidence: 99%

Improving Students’ Critical Thinking Ability in Exposition Text Through E-Writing

Rohayati

Friatin

2021

JADILA

View full text Add to dashboard Cite

The high increase of electronic media supported by internet resulted in accessing all information easily. Concurrently, the requirement of thinking critically intrigued all parties to be involved in the internet environment. This research aimed at investigating whether or not there were significant mean differences of critical thinking ability in writing exposition text between students who were taught by using E-writing method and those who were given traditional method of writing. The study employed quantitative paradigm design with the type of quasi experimental and involved students which was selected purposively and formed into experimental group and control group. The primary data was the result of pre-test and post-test in the form of essays which were scored by the Holistic Critical Thinking Scoring Rubric (HTCR) developed by Facione & Facione (2011). Based on the result of pre-test and post-test, NGain was analyzed through Man Whitney test to find out the significant mean different of students’ critical thinking ability. After being analyzed by using SPSS 23, the Mann Whitney test came up with the accepted hypotheses i.e., there were significant mean differences of critical thinking ability between experiment group and control group, with mean of NGain score for experimental group was higher than control group had. The statistical output of Mann Whitney test obtained implied that students’ critical thinking ability were influenced by E-writing method. The result of the study convinced that E-writing contributed greater improvement in students’ critical thinking ability than the traditional method did. The finding of present study provided evidence for the effectiveness of E-writing in increasing the students’ ability in thinking critically in writing exposition text.

show abstract

“…For instance, they used SSIs like alternative treatment and vaccination to investigate mistrust of the argument from the authority, issues about rainforests and biodiversity, and overhead power lines to explore rationality, using issues about nutrition, energy sources, and climate change to measure openmindedness. In addition, previous studies showed that using SSIs as a way to examine students' SHOM became a useful study for exploring students' decision-making about SSIs (e.g., Çalik et al, 2014;Çalik and Karataş, 2019).…”

Section: Socio-scientific Issue and Students' Scientific Habits Of Mindmentioning

confidence: 99%

“…Students have been familiar with inquiry-based learning but they not familiar yet with the presence of SSIs. Meanwhile, SSIs significantly contribute to students' SHOM (Çalik and Karataş, 2019). Therefore, the use of inquiry learning that combines with SSIs strongly contributes to the development of students' SHOM (Grooms et al, 2014).…”

Section: Glass Cleanermentioning

confidence: 99%

“…Çalik et al (2014) investigated elementary student teachers' SHOM and showed that SHOM was affected by students' grade and study programs (i.e., teacher education for science, social science, mathematics, and primary teacher education). Moreover, SHOM handling SSI was taken as the dependent variable in two experimental studies (Çalik and Cobern, 2017;Çalik and Karataş, 2019). The studies concluded that science teachers' SHOM was improving during active learning.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Promoting Students’ Scientific Habits of Mind and Chemical Literacy Using the Context of Socio-Scientific Issues on the Inquiry Learning

2021

View full text Add to dashboard Cite

This quasi-experimental study used a pre-/posttest design to investigate student’s scientific habits of mind (SHOM) and chemical literacy. There were 32 students of the 11th grade selected for the experimental and control class. They were taken by random sampling. The experimental class applied inquiry learning via Predict-Observe-Explain-Extend (POEEd) using the socio-scientific issue (SSI) context, while the control class used a scientific approach that addressed the Indonesian national curriculum. The Acid-Base Chemical Literacy Test (A-BCLT) consisted of 19 items that used four contexts. Argumentative question added on each context. The other instrument was the SHOM scale in the SSI context. The scale consisted of 20 items in seven factors of SHOM. A group of experts looked at both instruments to ensure content validity. Then, the empirical test showed that both instruments have good reliability. MANOVA as the inferential statistic technique was used to analyze the differences among the group. The results showed that there was a significant difference in SHOM and students’ chemical literacy simultaneously. However, there was only a significant difference in students’ chemical literacy on separate analyses. Students have a better scientific argument in the case of acid rain as SSI, but it was less good for consumption of ulcer medicine for fasting people. Meanwhile, for SHOM, students have better thinking in open-mindedness and objectivity factors but less on curiosity. Some of the interesting findings and their implications are discussed in this study. The integration of SSI in chemistry learning is important. It is meaningful in promoting students’ thinking skills to become responsible citizens in the future.

show abstract

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

Cited by 19 publications

References 26 publications

Identifying Pre-Service Teachers’ Initial Impressions of the Concept Cartoons in the School Corridors and Informal Physics Learning

Identifying Pre-Service Teachers’ Initial Impressions of the Concept Cartoons in the School Corridors and Informal Physics Learning

Improving Students’ Critical Thinking Ability in Exposition Text Through E-Writing

Promoting Students’ Scientific Habits of Mind and Chemical Literacy Using the Context of Socio-Scientific Issues on the Inquiry Learning

Contact Info

Product

Resources

About