Laboratuar Uygulamalarını Farklı Şekillerde Raporlaştırmanın Kavramsal Anlamaya ve Modsal Betimleme Kullanımına Etkisi

Aslan, Safiye

doi:10.17556/jef.08506

Cited by 3 publications

(3 citation statements)

References 14 publications

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“…Günel (2009) states that the use of non-traditional writing activities in laboratories, unlike traditional laboratory reports, is an approach that allows the production of cognitive and metacognitive activities. On the other hand, Aslan & Tekin (2015) found that reporting of laboratory practices differently did not make a difference between the learning levels of control and experimental group students in their study. Meriç (2003) argued that the use of the V diagram would be more effective than writing a traditional report.…”

Section: Introductionmentioning

confidence: 77%

“…The most commonly used writing activity in undergraduate level laboratory applications is the activity of generating a laboratory report writing. The laboratory reports are usually written in the form of a traditional report (Aslan & Tekin, 2015). The laboratory reports are the most frequently used writing types in primary school, middle school, high school, and higher education institutions as well as at the undergraduate level.…”

Section: Introductionmentioning

confidence: 99%

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Determination of Primary School Teachers Candidates' Thoughts on Laboratory Report Writing

Uzoğlu¹

2019

Per

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This study was carried out to determine the opinions of the pre-service primary teachers about the laboratory report writing in laboratory courses. Data were collected by using an open-ended questionnaire. The sampling of the study consists of 68 pre-service primary teachers who situated at a public university in the northeast of Turkey. Data were analyzed using content analysis. Two faculty members and one teacher jointly assessed the responses of the pre-service primary teachers to the questionnaire and determined the themes and codes for each question. The results showed that the pre-service primary teachers in the study paid attention to the content while writing laboratory report in the laboratory course. Also, they had positive and negative opinions about the contribution of laboratory report on their learning. Some of the preservice primary teachers stated that writing a laboratory report had positive effects such as providing learning, encouraging thinking, reinforcing what was learned, increasing interest and attention towards the lesson, and ensuring the permanence of the concepts learned. Some of the pre-service primary teachers thought that writing reports had a negative effect such as being boring and not contributing to the development of the individual. In addition, it was determined that performing a laboratory report reduced the students' interest in the course and pre-service primary teachers did not want to write a laboratory report. However, pre-service primary teachers accept that laboratory report increases their ability to comment.

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Section: Introductionmentioning

confidence: 77%

Section: Introductionmentioning

confidence: 99%

Determination of Primary School Teachers Candidates' Thoughts on Laboratory Report Writing

Uzoğlu¹

2019

Per

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“…The scientific process skills are the basic skills which make learning in science easy, bring in research ways and methods, and enable the students to be active, develop their sense of taking responsibility of their own learning and increase the permanence of learning (Çepni, Ayas, Johnson & Turgut, 1997). While science is being learnt, speaking and writing, mathematics, images like pictures, graphics and diagrams, devices like experiment and measurement tools and activities aimed to practice are needed (Aslan & Tekin, 2015). Glynn and Muth (1994), remark that the writing activities are related to the scientific process skills and the learning of the students.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Using Representation Modes within Writing to Learn Activities on the Scientific Process Skills of the Fifth Grade Students

Memiş¹,

Öz²

2017

JETS

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The purpose of this research is to determine the impact of using multimodal representation modes in the writing practices done by the fifth grade students on their scientific process skills. A combined research method which had both quantitative and qualitative characteristics was used in the research and the groups were chosen as control and experimental groups. 32 5 th grade students at an elementary school in the North of Turkey formed the study group. Scientific Process Skills Test and writing activities for learning were used as data collection tools in the study. When the unit was completed, the students were asked to tell their peers about the subjects in the unit with a writing activity in the summary writing type. While the students in the experimental group were obliged to use the representation modes in these writing to learn activities, the students in the control group were asked only to complete the writing activity. In this process, the students performed three writing activities, one preparation and two real practice activities. The criteria determining the content and the features of these writing activities (purpose, subject, interlocutor, writing type and page limit) were standards explained in the instructions distributed to the students. The most basic discrepancy between the groups was the request of using of multimodal representations for the students in the experimental group. The writing activities performed within the scope of the study were scored after they were evaluated in consideration of the criteria determined by the researchers. The Cronbach's alpha credibility coefficent of the scientific process skill test applied as the preliminary test in the beginning of the practice and the post-test at the end of it was determined as 72. The results of the research indicate that using multimodal representations make statistically significant differences on behalf of the experimental group in the scientific process skills of the students.

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Argümantasyon Tabanlı Bilim Öğrenme Yaklaşımı Rapor Formatının Öğretmen Adaylarının Başarılarına ve Fen Bilgisi Laboratuvarına Yönelik Tutumlarına Etkisi

Erkol¹,

Kışoğlu²,

Gül³

2017

İlköğretim Online

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Laboratuar Uygulamalarını Farklı Şekillerde Raporlaştırmanın Kavramsal Anlamaya ve Modsal Betimleme Kullanımına Etkisi

Cited by 3 publications

References 14 publications

Determination of Primary School Teachers Candidates' Thoughts on Laboratory Report Writing

Determination of Primary School Teachers Candidates' Thoughts on Laboratory Report Writing

The Impact of Using Representation Modes within Writing to Learn Activities on the Scientific Process Skills of the Fifth Grade Students

Argümantasyon Tabanlı Bilim Öğrenme Yaklaşımı Rapor Formatının Öğretmen Adaylarının Başarılarına ve Fen Bilgisi Laboratuvarına Yönelik Tutumlarına Etkisi

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