Pre-service biology, chemistry, and physics teachers’ expectations in science courses

Demirci, Nilgün Yılmaz; Kırbulut, Zübeyde Demet; Bektaş, Oktay; ÇELİK, Ayşe YALÇIN; Çetin-Dindar, Ayla; Kılıç, Ziya

doi:10.1016/j.sbspro.2010.03.971

Cited by 2 publications

(3 citation statements)

References 7 publications

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“…YalçınÇelik et al (2014) • Modified MPEX, which is 'Science Expectations Questionnaire' (SEQ, in Turkish)• 121 freshman pre-service teachers, 44 of whom are in biology, 39 of whom are in physics, and 38 of whom are in chemistry at a university in Türkiye. • Science Expectations Questionnaire adapted from MPEX byDemirci et al (2010) revealed that pre-service teachers' science expectations were similar to expert views in the 'independence' and 'reality link' categories.…”

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confidence: 79%

“…al 2010, Yalçın Çelik et al 2014), instructional approach (Elby 2001, McCaskey et al 2003, Redish et al 2003, Örnek et al 2008, Redish and Hammer 2009, Şahin 2009, Yerdelen-Damar and Eryılmaz 2016), and gender (Im and Pak 2004, Sharma et al 2013).Together with a single (total or mean) expectations score that was also used as a continuous variable in some of them(Demirci et al 2010, Yerdelen-Damar 2013, Yalçın Çelik et al 2014, Yerdelen-Damar and Eryılmaz 2016, previous research investigated whether there are differences in subcategories in the expectations, such as in the content and structure of the physics/science knowledge and the physics/science learning.…”

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confidence: 99%

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Examination of undergraduate students’ physics expectations

Körhasan,

Çıtak

2024

Eur. J. Phys.

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A body of beliefs based on previous knowledge, attitudes, and experiences creates physics expectations of students about what they will learn and which skills they will use in physics lessons. Previous research indicated these views about knowledge and learning influenced physics learning by affecting their learning approaches. This research aims to investigate the physics expectations of undergraduate engineering and education students, who take various and different numbers of physics courses in Türkiye. The physics expectations of students were examined due to certain variables and they were compared with experts' ideas. In the study, the Turkish version of the Maryland Physics Expectations Survey II (MPEX II) was given to 831 engineering and education students in different universities. The results indicated the statistical differences in the physics expectations scores according to the department that was registered, the number of physics courses taken, and the reading of popular physics books. However, no significant difference was observed in the physics expectations scores according to gender, being an engineering student or education student, the year of the program, and the instructional approach of physics courses. The mean of the percentages of students who thought like experts in item by item was around 2/5; however, when expert-like thinking was considered for the overall scores, almost 12% of students answered at least half of the items like experts.

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confidence: 79%

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confidence: 99%

Examination of undergraduate students’ physics expectations

Körhasan,

Çıtak

2024

Eur. J. Phys.

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“…The data obtained following the applications were subject to parametric tests. The "Science Expectations Questionnaire (SEQ)" developed by Redish, Saul & Steinberg, (1998) [4] and adapted into Turkish by Demirci, Kırbulut, Bektas, Yalçın-Çelik, Çetin-Dindar & Kılıç (2010) [5] was used in the study. The SEQ was applied to 41 preservice teachers.…”

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confidence: 99%

Context-Based chemistry teaching: Its impacts on science expectations of pre-service teachers

Altundağ

2019

SHS Web Conf.

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The purpose of this study was to investigate pre-service teachers' science expectations on learning science after they completed introductory Context-Based teaching. The sampling of the study consisted of 21 pre-service teachers studying at Hacettepe University, Faculty of Education. This is a two-dimensional research study where qualitative and quantitative research methods are used together. The scores obtained by participating groups from the “Science Expectations Questionnaire”. Additionally, pre-service teachers' interviews are given as evidences. As a result of the evaluation of pre-service teachers' the expectations about learning science on independence, coherence, concept, reality link, math link, and effort dimensions, it is thought that there will be important outcomes in terms of improvement of the quality of teacher training at the university and that there will be an important contribution to literature in this sense.

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Pre-service biology, chemistry, and physics teachers’ expectations in science courses

Cited by 2 publications

References 7 publications

Examination of undergraduate students’ physics expectations

Examination of undergraduate students’ physics expectations

Context-Based chemistry teaching: Its impacts on science expectations of pre-service teachers

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