Sınıf Öğretmen Adaylarının Öğretmenlik Uygulaması Sürecinde İnsanın Çevreye Etkisi Konusu İle İlgili Pedagojik Alan Bilgilerinin Araştırılması

Çalık, Muammer; Aytar, Ayşe

doi:10.12738/estp.2013.3.1649

Cited by 5 publications

(4 citation statements)

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“…This may result from a positive attitudinal transition to tertiary education (i.e. Kolomuç and Çalık, 2012;Aytar and Çalık, 2013). In a similar vein, this may stem from General Chemistry Laboratory I and II that engage the SSTs in carrying out chemistry research in their small groups of 3-4 (Kılınç Apat et al, 2011).…”

Section: Discussionmentioning

confidence: 99%

A cross-age study of science student teachers' chemistry attitudes

Çalık

Ültay

Kolomuç

et al. 2015

Chem. Educ. Res. Pract.

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The aim of this study is to investigate the effects of some variables (gender and year of study) on science student teachers' (SSTs) chemistry attitudes. An adapted version of Chemistry Attitudes and Experiences Questionnaire was administered to 983 SSTs drawn from four different universities in the region of Eastern Black Sea, Turkey. Significant differences between genders' mean scores of the CAEQ indicate that the females somewhat develop stronger positive attitudes towards chemistry than do the males. Furthermore, because the first year of the study generally had the highest mean scores of the three subscales of the CAEQ, it can be deduced that tertiary education lacks improving the SSTs' positive chemistry attitudes to a satisfied level and/or a large effect size. Hence, its attitudinal quality should be intimately inquired.

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Section: Discussionmentioning

confidence: 99%

A cross-age study of science student teachers' chemistry attitudes

Çalık

Ültay

Kolomuç

et al. 2015

Chem. Educ. Res. Pract.

Self Cite

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“…In fact, such a learning strategy/environment necessitates having well-qualified teachers with knowledge of pedagogical strategies for environmental education (e.g., Çalık, 2009). That is, teachers, who have a good level of environmental literacy and pedagogical content knowledge, think about how to teach environmental concepts/issues effectively (Çalık & Aytar, 2013;Deveci & Karteri, 2021).…”

Section: Introductionmentioning

confidence: 99%

Intertwining Mathematical Modeling With Environmental Issues

Gürbüz

Çalık

2021

PEC

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Since contemporary learning theories, strategies and models offer the interdisciplinary approach, educators need new pedagogical alternative ways to attain it in practicum. For this reason, the current research aimed to illustrate how to intertwine mathematical modeling with an environmental issue that recruits waste management (e.g., reuse-recycle-reduce) to live an environmentally friendly lifestyle. Through a case study research, 6 seventh-grade students (3 females and 3 males; aged 13-14) voluntarily participated in the research. The researchers videotaped and analyzed all interactive learning processes to elicit the students’ environmental dialogues. The results indicated that the interdisciplinary mathematical modeling afforded the students to acquire the targeted environmental concepts/issues and somewhat supported their arguments. Since the current research illustrates an alternative pedagogy to integrate science/environmental education into mathematics, it may be used to facilitate dissemination and applicability of the STEM education. Keywords: environmental issues, interdisciplinary approach, mathematical modeling

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“…Therefore, any issue about scientific literacy should shed more light on the role of teachers' education or prospective teachers because they have a pivotal role in making students scientific literates. Regarding educational literature, it shapes and trains our future generations (example, Çalık and Aytar, 2013;. Hence, there is need for further research on prospective teachers' views about renewable and non-renewable energy sources.…”

Section: Introductionmentioning

confidence: 99%

“…Furthermore, with the idea, 'content knowledge is an important indicator of science teaching self-efficacy' (example, Çalık, 2013;Çalık and Aytar, 2013), prospective teachers' views of renewable and non-renewable energy sources should be examined. This study attempts to compensate for a vital deficiency in the current literature.…”

Section: Introductionmentioning

confidence: 99%

The examining of prospective teachers views about renewable and non-renewable energy sources: A case study of Turkey

Haşıloğlu¹

2014

Educ. Res. Rev.

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The aim of this study is to determine prospective teachers' views about renewable and non-renewable energy sources. To collect data, a questionnaire with 5 open-ended questions was conveyed to 463 prospective teachers selected from Agri Ibrahim Cecen University. The results showed that almost three fourths of the prospective teachers tend to denote hydroelectric energy sources. Also, the number of students who preferred nuclear power plants was higher than that of thermal power. In these results, some suggestions were made for future studies and implications for learning and practices.

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Sınıf Öğretmen Adaylarının Öğretmenlik Uygulaması Sürecinde İnsanın Çevreye Etkisi Konusu İle İlgili Pedagojik Alan Bilgilerinin Araştırılması

Cited by 5 publications

References 0 publications

A cross-age study of science student teachers' chemistry attitudes

A cross-age study of science student teachers' chemistry attitudes

Intertwining Mathematical Modeling With Environmental Issues

The examining of prospective teachers views about renewable and non-renewable energy sources: A case study of Turkey

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