FeTeMM Eğitimine Yönelik Etkinlik Uygulaması: Kuvvet ve Enerji Örneği

Tozlu, İsrafil; Gülseven, Emine; Tüysüz, Mustafa

doi:10.23891/efdyyu.2019.145

Cited by 6 publications

(5 citation statements)

References 4 publications

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“…During the 3D modeled thought experiments based on the social dialectic argumentation process, Cunningham's model was utilized for designing the learning domains for the 2e student (cf., Tozlu, Gülseven & Tüysüz, 2019). According to this model, there are five steps for designing the learning domains: • Improve: Argue how to make the model much better.…”

Section: Methodsmentioning

confidence: 99%

Designing Science Learning Domains for 2e (Twice Exceptional) Students

Tüzün

2021

J. Sci. Learn.

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2e (twice-exceptional) students are gifted and differently-abled, so they need specific learning domains according to their needs. This research aimed to design science learning domains for a 2e (gifted and blind) student to enhance his critical thinking in his special learning needs in Ankara province in Turkey in the 2020-2021 academic year's first term. Single-subject research was employed. The 2e student was ten years old. Through the application process, the 2e student argued 3D modeled Schrödinger's cat thought experiment. The main application's intervention was conducted to provide the research's internal validity since it was single-subject research. Through the intervention application, the 2e student argued 3D modeled Schrödinger's twin cats thought experiment. We noted both social dialectic argumentation processes as texts, and these texts were used as data collecting tools. Descriptive analysis was utilized to gathered data. The study showed that the 2e student could construct arguments containing claim, data, warrant, and weak rebuttals in the main application, which meant his argumentation quality level was average, so his critical thinking too. In contrast, the 2e student-constructed arguments containing claim, data, weak rebuttal, and rebuttal meant his argumentation quality level enhanced his critical thinking.

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Section: Methodsmentioning

confidence: 99%

Designing Science Learning Domains for 2e (Twice Exceptional) Students

Tüzün

2021

J. Sci. Learn.

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“…Researchers such as Zohar and Nemet (2002), Kelly and Takao (2002), Schwarz et al (2003), Lawson (2003), Sandoval (2003), and Erduran et al (2004) developed different models for analyzing scientific argumentation in science education. However, in many studies conducted in science education in Turkey, it is seen that Toulmin's model is mostly used (e.g., Karakaş & Sarıkaya, 2020;Seçkin Kapucu & Türk, 2019;Tozlu, et al, 2019;Tüzün et al, 2019;Ural et al, 2020). In this study, too, Toulmin's model is used, because in Toulmin's model, since the argument is molded in a certain way, the understanding, analysis and evaluation of the argument are facilitated (van Eemeren et al, 1996).…”

Section: Scientific Argumentationmentioning

confidence: 99%

Development of Self-Efficacy for Argumentation Scale

Kıran¹,

Feyzioğlu²

2021

Kuramsal Eğitimbilim

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The aim of the study is to develop a "Self-Efficacy Scale for Argumentation" (SEAS). The participants of the study consisted of 879 pre-service elementary teachers. In order to examine construct validity of SEAS, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were utilized. The initial solution of the EFA results revealed that three-factor structure consisting of 24 items called "Effort", "Confidence" and "Determination" for argumentation was obtained. Since the factor-item correlations were not significant for the "Determination" scale (p>.05), the two-factor structure consisting of the "Effort" and "Confidence" for argumentation was validated by the repeated CFA. The accepted fit indices for the repeated CFA results were X 2 /sd=2.62; p<.001; RMSEA=.07; S-RMR=.05; NFI=.86; CFI=.91; GFI=.87. The moderate and significant correlation coefficients between the scores of the SEAS with the scale of "Inquiry Learning Skills Perception in Science" (Taşkoyan, 2008) proved the criterion validity of the SEAS. The test-retest reliability of the SEAS was found to be moderate and significant. The internal consistency of SEAS is .93. Finally, a significant difference between the upper and lower groups means that the item discrimination of the SEAS is high.

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“…STEM education seems to be an approach that improves the knowledge and experience of individuals (Gunsen et al, 2017), predisposes them to solve problems by making interdisciplinary connections for situations they face in their daily lives (Tosmur et al, 2018) and enhances their creativity (Tozlu et al, 2019). Learning about magnetism is an important component of science education (Van Hook & Huziak-Clark, 2007).…”

Section: Introductionmentioning

confidence: 99%

A teaching intervention for magnetism using STEM in kindergarten

Samara,

Kotsis

2023

International Journal of Professional Development, Learners and Learning

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STEM education should begin in kindergarten, as pre-school children’s engagement with science and other fields, such as technology, raises their awareness and interest in science (Mantzicopoulos et al., 2009). In addition, it provides kindergarten children with the necessary opportunities to cultivate their talents (Chesloff, 2013) and contributes to their later development (Kermani& Aldemir, 2015). Pre-school children are capable and ready to learn with a STEM approach, as they can ask investigative questions, justify their opinions, and formulate interpretations about how the world around them works (NSF, 2012). Given the importance of the universal introduction of STEM in pre-school education, this work aims to design a teaching intervention in kindergarten using STEM on the topic of magnetism. First, reference is made to the use of STEM in kindergarten and the usual learning theories on which it is based. Then, the basic methods of its application are briefly presented. Furthermore, the theoretical framework regarding children’s misconceptions about magnetism is presented. Subsequently, the research questions are formulated on which the design of the educational intervention will be based, as well as the research hypotheses arising from the bibliographic review. Then, the goals of the teaching intervention are developed in harmony with the goals of the Greek curriculum for kindergarten, and the choice of methods, means, actions, and applications is justified. Finally, interdisciplinary activities using STEM and the involvement of new technologies are proposed.

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FeTeMM Eğitimine Yönelik Etkinlik Uygulaması: Kuvvet ve Enerji Örneği

Cited by 6 publications

References 4 publications

Designing Science Learning Domains for 2e (Twice Exceptional) Students

Designing Science Learning Domains for 2e (Twice Exceptional) Students

Development of Self-Efficacy for Argumentation Scale

A teaching intervention for magnetism using STEM in kindergarten

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