Innovation Practices in Elementary School Science and Technology Course and Their Effects on Students

Kavacık, Levent; Yelken, Tuğba Yanpar; Sürmeli, Hikmet

doi:10.15390/eb.2015.2613

Cited by 3 publications

(2 citation statements)

References 4 publications

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“…Life-based learning involved the students' daily life, so they were able to develop their cognitive ability. Innovative project in the learning enhances the students' learning achievement [15]. By having them as active learners in the learning process, their central cognition will be modulated positively by the discovery process [16].…”

Section: Resultsmentioning

confidence: 99%

The Integration of Life-Based Learning Based Local Wisdom in the Development of Innovative Biotechnology Learning Models

Suratno

Umamah

Narulita

et al. 2020

Int. J. Interact. Mob. Technol.

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The development on biotechnology research is on the rapid growth. Biotechnology is assumed to be able to solve the needs problem in the community. University of Jember has developed a biotechnology research which focused on the fields of agricultural and health biotechnology. However, the result of biotechnology research has not been entirely integrated yet into the learning at schools, college, and community education. This research was intended to associate the products of biotechnology research with the innovative life-based local wisdom learning and developed local wisdom. Later on, the integration of life-based learning and local wisdom in regards to the development of biotechnology was able to be implemented at school, university and the community. Junior and senior high school, university and local community in East Java were selected as the subjects of this research. Ten-step model of developmental research was applied on this research (Borg and Gall, 1989) covering collecting research and information, planning, developing preliminary forms of product, testing the preliminary field, the revision on main product, testing the main field, the revision on operational product, testing the operational field, the revision of final product, and dissemination and implementation. The results of this research revealed that life-based learning model with local wisdom in the development of innovative biotechnology learning were valid, effective and efficient.

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Section: Resultsmentioning

confidence: 99%

The Integration of Life-Based Learning Based Local Wisdom in the Development of Innovative Biotechnology Learning Models

Suratno

Umamah

Narulita

et al. 2020

Int. J. Interact. Mob. Technol.

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“…Fiksl, Flogie and Abersek [9], stated that the innovative didactic model based on the problem-based and research-based teaching approaches that they had developed proved to be an innovative approach in Science, Engineering and Technology education. Kavacık, Yanpar Yelken and Sürmeli [37] stated that innovative project studies is one of the methods that can provide innovation in modern science education. Martins and Martel [38] compared the traditional laboratory techniques with innovative laboratory research projects including scientific thinking, scientific writing and speaking and presentation of outcomes as posters.…”

Section: Innovative Teaching Approachesmentioning

confidence: 99%

The Impact of Innovative Teaching Approaches on Biotechnology Knowledge and Laboratory Experiences of Science Teachers

Orhan

Sahin

2018

Education Sciences

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The current study presents an evaluation of the laboratory instructional tasks prepared based on innovative teaching approaches (research-inquiry, problem solving, project, argumentation and web-based interdisciplinary learning approaches) designed to enhance science teachers’ biotechnology knowledge, awareness and laboratory experiences. The laboratory instructional tasks developed by the researchers aim to improve the laboratory experiences, as well as support the teaching of biotechnology through innovative teaching approaches. For this purpose, in-service training course titled Biotechnology Education Practices was conducted with the voluntary participation of science teachers (n = 17). The current study employed the embedded design. The quantitative part of the embedded design is designed as the single group pretest-posttest model and the qualitative part of it is designed as the case study. The data of the current study were collected through the Biotechnology Awareness Questionnaire, Biotechnology Evaluation Questions, The Laboratory Self-Evaluation form and worksheets. The results obtained from the analyses revealed that the instructional tasks conducted within the context of the Biotechnology Education Practices resulted in significant effects on the science teachers’ biotechnology knowledge and awareness and that the innovative teaching approaches were effective in developing the science teachers’ laboratory experiences. It would be useful to use laboratory instructional tasks enriched with innovative teaching approaches in teaching biotechnology subjects.

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Fen Bilimleri Öğretmenlerinin İnovatif Düşünme Becerilerine İlişkin Özyeterlilik Algılarının Çeşitli Değişkenler Açısından İncelenmesi

ERBEK,

ASİLTÜRK,

KAHYAOĞLU

2023

Fen Bilimleri Öğretimi Dergisi

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Öğrenme ve öğretme sürecinde öğretmenliğin rehberliğinde öğrencilere kazandırılması gereken becerileriden biri yenilikçi (inovatif) düşünme becerileridir. İnovatif düşünme, öğrencilerin edindikleri bilgi ve becerileri kullanarak ürün oluşturmalarını ve bu ürünlere nasıl katma değer kazandırılabilecekleri konusunda stratejileri geliştirmelerini kapsamaktadır. Bu araştırmanın amacı, fen bilimleri öğretmenlerinin inovatif düşünme becerilerine ilişkin öz yeterlilik algılarını incelemektir. Bu amaçla öğretmenlerin inovatif düşünme becerilerine ilişkin özyeterlilik algıları cinsiyet, eğitim durumu, mesleki deneyim, inovatif düşünme becerilerine ilişkin hizmet içi eğitim alma durumu gibi çeşitli değişkenlere göre değerlendirilmiştir. Araştırmada nicel araştırma yöntemlerinden betimsel tarama modeli kullanılmıştır. Araştırmanın çalışma grubunu Siirt il merkezinde İl Milli Eğitim Müdürlüğüne bağlı okullarda görev yapan 223 fen bilimleri öğretmeni oluşturmaktadır. Araştırmada veri toplamak için fen bilgisi öğretmenlerine Google Forms uygulamasıyla yapılandırılmış mülakat formu ve inovatif düşünme becerilerine ilişkin öz yeterlilik algıları ölçeği uygulanmıştır. Araştırmada sonucunda fen bilimleri öğretmenlerinin inovatif düşünme becerilerine ilişkin öz yeterlilik algılarının yüksek düzeyde olduğu ve öğretmenlerin öz-yeterlilik algılarının demografik özelliklerine bağlı olarak farklılık göstermediği belirlenmiştir.

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Innovation Practices in Elementary School Science and Technology Course and Their Effects on Students

Cited by 3 publications

References 4 publications

The Integration of Life-Based Learning Based Local Wisdom in the Development of Innovative Biotechnology Learning Models

The Integration of Life-Based Learning Based Local Wisdom in the Development of Innovative Biotechnology Learning Models

The Impact of Innovative Teaching Approaches on Biotechnology Knowledge and Laboratory Experiences of Science Teachers

Fen Bilimleri Öğretmenlerinin İnovatif Düşünme Becerilerine İlişkin Özyeterlilik Algılarının Çeşitli Değişkenler Açısından İncelenmesi

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