Evaluation of the Information Regarding Scientists in the Science Textbooks From the Teacher's Perspective

YILDIZ, Candan; Bilir, Volkan

doi:10.21764/maeuefd.1107010

Cited by 3 publications

(4 citation statements)

References 7 publications

(7 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…One of the fundamental goals of today's education system is to increase students' awareness of historical and cultural values (Meydan & Akkuş, 2014). However, the level of knowledge among students regarding scientists and their contributions can often be insufficient (Bıçak & Bilir, 2023). Educational programs often do not emphasize these important figures enough, leaving students with a limited understanding of the lives and scientific contributions of scientists.…”

Section: Introductionmentioning

confidence: 99%

“…In addition, a detailed literature review has been conducted to determine the general perception and thoughts about scientists in the field of education. Within the scope of these studies, various methods such as open-ended questions, interviews, and drawings have been observed (Ağgül Yalçın, 2012;Bıçak & Bilir, 2023;Bilir et al, 2020;Duran & Bayar, 2019;Durukan, 2017;Karaçam et al, 2014;Özdemir, 2017;Özdeş & Aslan, 2019). As a result of the comprehensive literature review, it has been identified that there is only one achievement test related to scientists (Karasu, 2019).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Development of a knowledge test about scientists for secondary school students

YILDIRIM,

KEÇECİ,

KIRBAĞ ZENGİN

2024

International Journal of Assessment Tools in Education

View full text Add to dashboard Cite

This study aims to develop a knowledge test to assess secondary school students' awareness of scientists. After determining the topics that the questions in the test would measure, 50 multiple-choice questions were prepared and presented to six experts in the field. Following the experts' feedback, the number of questions in the test was reduced to 44 due to issues related to question clarity, alignment with the curriculum, and cognitive appropriateness. The 44-question test underwent item analysis. The prepared test was subjected to a preliminary pilot application with 222 secondary school students. As a result of the preliminary pilot application, two questions with discrimination indices of 0.19 or lower were removed, and the final version of the test was arranged to consist of 42 questions for the pilot application. The pilot application was conducted with 211 secondary school students. In this application, secondary school students were administered the Knowledge Test of Scientists consisting of 42 questions, and item analysis was performed again. Two questions with discrimination indices of 0.19 or lower were removed from the pilot application. As a result of the pilot application, the Knowledge Test of Scientists had a KR-20 reliability coefficient of 0.94, and the Spearman Brown two-half test correlation coefficient was calculated as 0.92. The final version of the scale was arranged to consist of 40 items. These results demonstrate that the test is highly reliable, meaning that the test results accurately reflect the measured attribute and are replicable.

show abstract

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Development of a knowledge test about scientists for secondary school students

YILDIRIM,

KEÇECİ,

KIRBAĞ ZENGİN

2024

International Journal of Assessment Tools in Education

View full text Add to dashboard Cite

show abstract

“…It is particularly important for developing countries that science education curriculums should meet the needs of the age and prepare individuals for the world of the future (Karalı et al, 2021). Hence, all education levels are reorganized in order to improve or develop students' thinking skills and achievements (Avcı et al, 2021;Güngör-Cabbar et al, 2020;Sağlamöz & Soysal, 2021;Yıldız-Bıçak & Bilir, 2023). The trainings activities that aim to gain scientific knowledge and skills are considered within the scope of science education (Elmas et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Ortaokul Öğrenci̇leri̇ni̇n Fen Bi̇li̇mleri̇ Öğreti̇m Programi Maddeni̇n Doğasi Konusundaki̇ Başari Düzeyleri̇: Yeni̇lenmi̇ş Bloom Taksonomi̇si̇ Üzeri̇nden Bi̇r Anali̇z

ÖZKAYA,

SARIGÖZ,

DEMİR

et al. 2023

TEKE

View full text Add to dashboard Cite

The current study aims to determine knowledge areas and cognitive process dimensions of the Revised Bloom Taxonomy of elementary school student acquisitions in the curriculum course unit of "The Substance and its Nature", as well as how the learning acquisitions are distributed across grade levels. The document review method, regarded to be one of the qualitative research methods, was used in the study. The acquisitions in the course unit of "The Substance and its Nature" were analyzed according to the Revised Bloom's taxonomy. Accordingly, 52 acquisitions in the course unit of "The Substance and its Nature" were examined by the researchers. The reliability coefficient of the research data was determined as 0.73 which was considered to be enough for research reliability. The results of the study revealed that the most (35 learning acquisitions) acquisitions were emphasized in the conceptual knowledge dimension while the least acquisitions (1 item) was emphasized in the metacognitive knowledge dimension; the study also revealed that the most acquisitions (14 learning acquisitions) were emphasized in the application dimension while the least acquisitions (3 acquisitions) were emphasized in the analysis dimension. In addition, the study also concluded that the acquisitions levels did not display a homogeneous distribution according to grade levels, moreover that the acquisitions within higher-level knowledge dimensions that are to make students' learning more active were not focused enough in the curriculum.

show abstract

“…Bu çalışmaların farklı konulara odaklandığı görülmektedir. Örneğin, bilim insanlarıyla ilgili (Bıçak & Bilir, 2023;Özdemir, 2022), bilimin doğasını konu alan (Duruk & Akgün, 2020;Uluçınar Sağır & Soylu, 2021) çalışmalar dikkat çekmektedir. Ayrıca son yıllarda, Fen Bilimleri ders kitaplarında kullanılan analojilerin üzerine yapılan araştırmalar (Köse, 2022), kullanılan terim ve kavramlarla ilgili anlamlar (Çeken, 2022) üzerine yapılan araştırma da mevcuttur.…”

unclassified

Fen Bilimleri Ders Kitabı Etkinliklerinin Ortaokul Öğrencilerinde Bütüncül Yaklaşımı Sağlayan Bilimsel Anlayışı Kazandırması Açısından İncelenmesi

Atun,

Aktan

2024

YED

View full text Add to dashboard Cite

Fen Bilimleri dersinde öğrencilerin bilimsel araştırmanın mantığını ve önemini kavraması, bütüncül yaklaşım kazanmalarının ön koşullarından biridir. Öğretim programı içerisinde bu açıdan öğrencilerin bilgi ve becerilerini destekleyici etkinliklerin yer alması beklenmektedir. Bu çalışmada, 5-8’inci Sınıf Fen Bilimleri dersi kapsamında okutulan ders kitaplarında yer alan etkinliklerin, bütüncül yaklaşım açısından öğrencilerde bilimsel anlayış kazandırmasına yönelik değerlendirilmesi amaçlanmıştır. Araştırma, nitel araştırma yöntemlerinden içerik analizi yöntemi uygulanarak yapılmıştır. Araştırma sonucunda, incelenen ortaokul Fen Bilimleri ders kitaplarında bulunan etkinliklerin öğrencilerde bilimsel anlayışı geliştirme ve bilimsel araştırma düşüncesini kazandırma yönünden yetersiz olduğu görülmüştür. Mevcut etkinlikler genellikle kazanım hedeflerine yönelik basit uygulamalar olarak ders kitaplarında yer almaktadır. Etkinliklerde gözlenen bilim algısı genellikle bir düşünce biçimi olarak değil, daha çok belirli adımların izlendiği uygulamalar olarak yer almaktadır. Fen Bilimleri ders kitaplarında yer alan etkinliklerin sayısının artması, güncel ve daha zengin hale getirilerek öğrencileri araştırmaya teşvik edici ve bilimsel anlayışlarının gelişimini destekleyici yapıda hazırlanması gerekir.

show abstract

Evaluation of the Information Regarding Scientists in the Science Textbooks From the Teacher's Perspective

Cited by 3 publications

References 7 publications

Development of a knowledge test about scientists for secondary school students

Development of a knowledge test about scientists for secondary school students

Ortaokul Öğrenci̇leri̇ni̇n Fen Bi̇li̇mleri̇ Öğreti̇m Programi Maddeni̇n Doğasi Konusundaki̇ Başari Düzeyleri̇: Yeni̇lenmi̇ş Bloom Taksonomi̇si̇ Üzeri̇nden Bi̇r Anali̇z

Fen Bilimleri Ders Kitabı Etkinliklerinin Ortaokul Öğrencilerinde Bütüncül Yaklaşımı Sağlayan Bilimsel Anlayışı Kazandırması Açısından İncelenmesi

Contact Info

Product

Resources

About