Turkish Prospective Kindergarten Teachers′ Conceptions Concerning some Selected Atmospheric Events

Abstract

Prospective kindergarten teachers (n=144) participated in the present study including answering a questionnaire about conceptions concerning some selected events that occur in the atmosphere: wind, cloud, rain, hail, snow, thunder and lightning. Analysis included participants explanations (including participants' teaching), and drawings (with notes) about the concept itself and occurrence of the event represented by the concept. All the participants in the present study were found to have had at least one misconception concerning the concepts or formation of the events which are good candidates for transmitting to the next generation; they are still found to be bound by stereotype phrases and overgeneralized use of clichés; lack knowledge and may have dual views concerning selected atmospheric events. Not in all contexts but they can use their conceptions consistently. They were found to have a tendency to use analogies and models while explaining events. Participants' answers were categorized thus: affected; contaminated by teaching/ schooling and formed by worldview features of the participants. Implications for teaching are discussed.

La comprensión de las citas por parte de los estudiantes de arquitectura: Turco vs. Asiáticos y Africanos

“…Similar to the research carried out on misconceptions (Brown, 2014;Holding, Denton, Kulesza & Rigdway, 2014;Baysen & Silman, 2012;Baysen & Baysen, 2013;Monteiro, Nóbrega, Abrantes, & Gomes, 2012;Baysen, 2011;Nehm & Reilly, 2007;Baysen, Temiz, Baysen, & Yağbasan, 2004;Linke & Venz, 1979;Siramkaya & Aydin, 2017), research on plagiarism has been mostly carried out in the areas of educational sciences, behavioural sciences, psychology and engineering (Gullifer & Tyson, 2010;Eminoğlu & Nartgün, 2009;Dawson & Overfield, 2006;Duff et al, 2006;Köklü, 2000;Asak, 2017). When we investigated the literature related to plagiarism, we discovered that the amount of research dealing directly with the discipline of architecture is rare (Allmer, 2016;Ejezi, 2015;Eweda, 2011;Rimmer, 2002) and we realised that architecture is mostly mentioned in relation to the arts, creative arts and visual arts (Kınık, 2015;Garrett & Robinson, 2012;Porter, 2010;Mullin, 2009).…”

İlkokul Öğretmen Adaylarının Deney Etkinliklerinin Faydalarına İlişkin Düşünceleri: Deney Etkinlikleri Öncesi ve Sonrası

“…Before the EA was implemented, the PSTCs were not as forthright about the benefits of EA, they did not provide details to support their claim, and presented the benefits but superficially and in a clichéd manner (Baysen & Baysen, 2013). Additionally, benefits before EA were only concerned only with cognitive aspects, such as rectifying misconceptions (Baysen, Baysen, & Çakmak, 2017) and affective domains, constituting only part of the fundamental level benefits.…”

Bilgi ve Belge Yönetimi Bölümü Öğrencilerinin Bilgi Arama Süreci Deneyimleri: Kavram Yanılgıları (Department of Information and Records Management Students Information Search Process Experiences: Misconceptions)

“…Bireylerin günlük deneyimleri sonucunda elde edilen kavramlar genellikle bilimsel bilgiden farklıdır. Daha önce de belirtildiği üzere, bireyler, söz konusu kavram ile ilgili var olan bilgilerini yeni bilgiler ile zihinlerinde yapılandırırken bilimsel gerçeklere aykırı kavramlar geliştirebilmektedirler (Baysen ve Baysen, 2013;Holding ve diğerleri, 2014;Ormrod, 2008). Bir konu ile ilgili bireylerin sahip oldukları kavram yanılgısı arttıkça, onların bilimsel olarak kabul görmüş bilgileri (teorileri) kazanmalarını sağlamak da zorlaşmaktadır (Baysen ve Silman, 2012).…”