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“…As the research findings support science learning through the inquiry instruction method, it can be said that distance education environments in which the inquiry instruction method is used will be effective in the development of lower and higher order thinking skills. Laboratory activities carried out in secondary school science classes are said to generally focus on content knowledge rather than developing students' inquiry skills (Abrahams & Millar, 2008;Titrek & Cobern, 2011). However, a instruction method that does not support students in drawing conclusions based on the data obtained from the experiments is unlikely to achieve the goal of science literacy.…”
Section: Discussion Conclusion and Suggestionsmentioning
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“…As the research findings support science learning through the inquiry instruction method, it can be said that distance education environments in which the inquiry instruction method is used will be effective in the development of lower and higher order thinking skills. Laboratory activities carried out in secondary school science classes are said to generally focus on content knowledge rather than developing students' inquiry skills (Abrahams & Millar, 2008;Titrek & Cobern, 2011). However, a instruction method that does not support students in drawing conclusions based on the data obtained from the experiments is unlikely to achieve the goal of science literacy.…”
Section: Discussion Conclusion and Suggestionsmentioning
“…The dissatisfaction of Turkish academicians about Turkish academic atmosphere is apparent in various studies (Ölçer & Koçer, 2015;Buluş, 2004). The reason of this different between job contexts between Turkey and America may result from the difference of social values two different nations possess (Titrek & Cobern, 2011;Aygün, Arslan & Güney, 2008;Wasti, 1998). Also, the differences between two management systems result in differences in academic atmosphere in the two countries (Çiçek, Ulker & Tarman, 2012).…”
Section: Discussionmentioning
“…La metodología empleada en esos estudios se basa fundamentalmente en las propias declaraciones del profesorado, recogidas a través de cuestionarios o entrevistas (Blanco Loro, 2010), pero también en el análisis de los materiales y documentos personales utilizados en la planificación y desarrollo de la enseñanza (Sánchez y Válcarcel, 2000), siendo pocos los que realizan una observación directa de la actuación del profesorado en clase (Fernández, Tuset, Ross, Leyva y Alvídrez, 2010). Por otra parte, Abell (2007) diferencia entre investigaciones centradas en las concepciones pedagógicas relativas a qué y cómo enseñar/evaluar ciencias -por ejemplo, los estudios de Tsai (2010) (Titrek y Cobern, 2011;Briceño, Benarroch y Marín, 2013). A pesar de que este tipo de trabajos ofrecen buenas oportunidades para explorar la interacción entre conocimientos científicos y contexto cultural, se puede decir que hay poca investigación realizada con profesorado de ciencias (Young y Nehm, 2011), y concretamente no se ha encontrado ningún trabajo comparativo sobre el pensamiento docente acerca de enseñanza de la nutrición humana.…”
Section: Introductionunclassified