The Secondary School students in relation to Scientific Attitude and Achievem...iosrjce
One of the chief objectives of education is the development of desirable attitudes in the students. It is,
there fore, observable that the teachers must understand the various dimensions of an attitude. It is also to be kept in
view that we are required to develop several attitudes in the students like attitude towards studies, attitude towards
self, attitude towards colleagues, attitude towards certain ideals, etc. Attitude is purely a psychological concept.
From psychological point of view it is difficult to discriminate attitude from other psychological concepts like
interest, aptitude or appreciation. Still, it is defined as the readiness of mind to respond to an object, person or a
situation. It is something that is learned by an individual as he learns many other things in life. Attitude is an
orientation or disposition or a sort of readiness to react in a certain way. Which an individual carries with him in a
sort of latent form and it may become manifest in an individual’s behavior only when an occasion arises. When an
individual has to express his attitude he may react to them in a predetermined manner either favorably or
unfavorably or in different manner. Hence this study attempts to know the relationship of achievement in science
and scientific attitude among students and the found result from this study was that there is no significant
relationship in achievement in science and scientific attitude.
Does neuro-anatomy award/ prize impact on student performance in the first pr...lukeman Joseph Ade shittu
Concern has been expressed about the motivational impact of neuro-anatomy award/prize in determining the overall student performance in the final professional anatomy examinations by comparing it with the result outcome of a high stake examination like neuro-anatomy incourse examination using the concept of convergent validity. A total of 57 third year medical students with the records of their grades/scores (Mean ± SD) in the various assessments criteria, were analyzed. In this study, the neuro-incourse examination was consistently a high predictor (r = 0.80; P<0.01)><0.01>< 0.01 respectively). However, the neuro-incourse examination tests students’ performance in a relatively difficult module and was found to be consistently correlated and highest when compared with the overall professional examination as a result of student motivation.
THIYAGU - PERCEPTION TOWARDS RESEARCH AMONG M.ED, SCHOLARS IN TUTICORIN DISTRICTThiyagu K
The main aim of the M.Ed. course is to provide capability of serving community in general and developing research perception and skills among the students in specific these students in future have to promote interest towards research among the M.Ed., students when they take up their jobs as teacher educators. The main theme of the present study is “A study on research perception among M.Ed. scholars”. The main aim of the study is to find out the level of perception towards research among M.Ed. scholars. Survey method is employed for this study. The investigator has randomly chosen 253 M.Ed., scholar for the study. The findings of the study are (1) There is no significant difference in the mean scores of perception towards research among the M.Ed., Scholars with respect to their gender and level of study. (2) There is significant difference in the mean scores of perception towards research among the M.Ed., Scholars with respect to their age. Etc.,
The peer-reviewed International Journal of Engineering Inventions (IJEI) is started with a mission to encourage contribution to research in Science and Technology. Encourage and motivate researchers in challenging areas of Sciences and Technology.
The Secondary School students in relation to Scientific Attitude and Achievem...iosrjce
One of the chief objectives of education is the development of desirable attitudes in the students. It is,
there fore, observable that the teachers must understand the various dimensions of an attitude. It is also to be kept in
view that we are required to develop several attitudes in the students like attitude towards studies, attitude towards
self, attitude towards colleagues, attitude towards certain ideals, etc. Attitude is purely a psychological concept.
From psychological point of view it is difficult to discriminate attitude from other psychological concepts like
interest, aptitude or appreciation. Still, it is defined as the readiness of mind to respond to an object, person or a
situation. It is something that is learned by an individual as he learns many other things in life. Attitude is an
orientation or disposition or a sort of readiness to react in a certain way. Which an individual carries with him in a
sort of latent form and it may become manifest in an individual’s behavior only when an occasion arises. When an
individual has to express his attitude he may react to them in a predetermined manner either favorably or
unfavorably or in different manner. Hence this study attempts to know the relationship of achievement in science
and scientific attitude among students and the found result from this study was that there is no significant
relationship in achievement in science and scientific attitude.
Does neuro-anatomy award/ prize impact on student performance in the first pr...lukeman Joseph Ade shittu
Concern has been expressed about the motivational impact of neuro-anatomy award/prize in determining the overall student performance in the final professional anatomy examinations by comparing it with the result outcome of a high stake examination like neuro-anatomy incourse examination using the concept of convergent validity. A total of 57 third year medical students with the records of their grades/scores (Mean ± SD) in the various assessments criteria, were analyzed. In this study, the neuro-incourse examination was consistently a high predictor (r = 0.80; P<0.01)><0.01>< 0.01 respectively). However, the neuro-incourse examination tests students’ performance in a relatively difficult module and was found to be consistently correlated and highest when compared with the overall professional examination as a result of student motivation.
THIYAGU - PERCEPTION TOWARDS RESEARCH AMONG M.ED, SCHOLARS IN TUTICORIN DISTRICTThiyagu K
The main aim of the M.Ed. course is to provide capability of serving community in general and developing research perception and skills among the students in specific these students in future have to promote interest towards research among the M.Ed., students when they take up their jobs as teacher educators. The main theme of the present study is “A study on research perception among M.Ed. scholars”. The main aim of the study is to find out the level of perception towards research among M.Ed. scholars. Survey method is employed for this study. The investigator has randomly chosen 253 M.Ed., scholar for the study. The findings of the study are (1) There is no significant difference in the mean scores of perception towards research among the M.Ed., Scholars with respect to their gender and level of study. (2) There is significant difference in the mean scores of perception towards research among the M.Ed., Scholars with respect to their age. Etc.,
The peer-reviewed International Journal of Engineering Inventions (IJEI) is started with a mission to encourage contribution to research in Science and Technology. Encourage and motivate researchers in challenging areas of Sciences and Technology.
Opinions of Teachers about Renewed 3rd and 4th Grade Science Curriculum in Tu...Premier Publishers
Science education aims to improve students’ scientific knowledge and skills. For that reason, the science curriculum should be revised in a feasible and dynamic way for higher quality. The purpose of the present study was to investigate primary school teachers’ opinions on the renewed 3rd and 4th grade course science curriculum. 163 3rd grade and 160 4th grade primary school teachers working in public primary schools in Şanlıurfa during spring of 2014-2015 constituted the study group. The study aimed to determine the teachers’ skills, achievements, theme, activity, measuring and assessment items. The research is a descriptive survey study. The data obtained from the 323 primary school teachers were analyzed by using frequencies, percentages and means via Statistical Package for the Social Sciences T-test and Anova were used for parametric variables; Kruskal Wallis and Mann Whitney-U were used for non-parametric variables. Cronbach alpha internal reliability coefficients of the scale were found to be 0,949. Findings of the study showed that the revised 3rd and 4th grade course science curriculum was adequate and was appropriate for the 3rd and 4th grade students.
Students attitudes towards physics in primary and secondary schools of Dire D...Premier Publishers
The focus of this study was about higher secondary and primary school students’ attitude towards physics subject. The population of this study was some of the higher secondary and primary schools students of Dire Dawa administrative city (Ethiopia), however due to time constraints and convenience students from three government secondary schools, 2 Private secondary schools and l1 government and private schools were taken as convenience sample for this study. The study revealed that students were very much unsatisfied from the physics teacher methodology moreover students have considered physics as difficult subject and developed negative attitudes on the calculation part of the subject. The result also revealed that girls are more attracted on physics subject when they at primary than secondary schools, like grade 9 and 11.
The present study is an analysis of the differences in Life Satisfaction of Science students studying in North-Eastern Hill University. It may be mentioned that related literature supports that there are differences in Life Satisfaction amongst different group of students in universities. For the purpose of the study, necessary information was gathered through the Satisfaction with Life Scale (SwLS). The t-test was applied to find out the significant group differences. The results revealed significant differences in the groups of students. The present study contributes to the understanding of differences in Life Satisfaction of the different groups of students in the university arena.
The differential impact of various assessment parameters on the medical stude...lukeman Joseph Ade shittu
This study was designed to assess the convergent validity of the professional anatomy (a multifaceted examination) with other markers of success (the various interactive assessment components of the curriculum) in determining the overall performance of third-year medical students. The aim was to isolate area of academic weakness among the students and to readjust the curriculum content to balance the weakness. A total of 66 third year medical students with records of their grades in the various assessments criteria were analyzed. Parameters on the average End-in course assessment, Short Essays Question (SEQ), Multiple-Choice Questions (MCQ), and Practical (Steeple-chase) were considered. The Practical significantly correlated with overall performance (r = 0.89, P< 0.01). The Practical, MCQ, SEQ and End incourse showed an overall rank order of relative performance in assessment tasks and therefore indicate that, in general, students performance in the Professional examination was better than in the End-incourse examination.
The Use of Problem-Based Instruction Strategy (PBIS) in Gas Laws Class: A Gen...ijtsrd
The study is an aspect of an unpublished Master thesis which employed quasi-experimental design to investigate the gender academic performance difference in chemistry among senior secondary school students in Nigeria. The study sampled 165 students and used PBIS to teach the gas laws among the sampled students. The research used Gas Law Achievement Test (GLAT) and a researcher-designed problem-based instructional material as instruments. The data obtained were analyzed using the t-test statistical analysis. Only one research question and one hypothesis guided the study. Finding reveals there was no significant difference between male and female students taught the gas laws using PBIS. The study has implications for the teaching and learning of chemistry. Popoola Rachael Adewumi | Olorundare, A. Solomon"The Use of Problem-Based Instruction Strategy (PBIS) in Gas Laws Class: A Gender Academic Performance Difference" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-1 | Issue-4 , June 2017, URL: http://www.ijtsrd.com/papers/ijtsrd171.pdf http://www.ijtsrd.com/chemistry/other/171/the-use-of-problem-based-instruction-strategy-pbis-in-gas-laws-class-a-gender-academic-performance-difference/popoola-rachael-adewumi
A LITERATURE REVIEW ON GEOGRAPHY TEACHERS’ KNOWLEDGE OF AND ATTITUDES TOWARDS...ijejournal
This article is a literature review on geography teachers’ knowledge and perceptions of dyslexia, as well
as the teaching methods they decide to use in order to differentiate their teaching in mixed ability classes,
including dyslexic students. The aim of the systematic literature review was to identify: a) Geography
teachers’ knowledge and perceptions of dyslexia; and b) the teaching strategies that they use to help
dyslexic students overcome their difficulties. The research was carried out from October to November
2020. Initially, 1346 articles on dyslexia and teaching methods, generally that were published during the
last 20 years (2000-2020) were identified in 5 databases. Findings showed that, despite the very large
number of publications on the subject, only a few studies (3) were found to meet our research criteria
(dyslexia + geography + teaching methods + teachers’ attitudes/knowledge). It is suggested that future
studies focused on teaching geography and its impact on dyslexia would contribute to drawing clearer
conclusions on the topic.
The Effect of STEM Project Based Learning on Self-Efficacy among High-School ...Nader Ale Ebrahim
Science, Technology, Engineering and Mathematics (STEM) Project-Based Learning (PjBL) is increase effectiveness, create meaningful learning and influence student attitudes in future career pursuit. There are several studies in the literature reporting different aspects of STEM into a PjBL pedagogy. However, the effect of implementing STEM PjBL in terms of improving students’ skills in self-efficacy levels in physics mechanics at high school level has not been demonstrated as expected in the previous literature. This study followed a quasi-experimental research method. Bandura’s social cognitive theory is used to assess and compare the effect of STEM PjBL with conventional teaching method on students’ self-efficacy level in learning physics among over 100 high school students. The result illustrated that STEM PjBL improve students’ self-efficacy to solve physics problem. Also, the study proposes a guideline for future research.
Correcting Students’ Chemical Misconceptions based on Two Conceptual change s...iosrjce
The purpose of the study was to correct students’ misconceptions using constru ctivism and analogy
as instructional technique and to evaluate the effect on achievement. The participants in the study included 66
SSII Chemistry Students from two intact classes of a chemistry course instructed by the researchers. One class
was randomly assigned as the experimental group, and was instructed with constructivism and analogy
approach; the other class was assigned as control group and was instructed with lecture method. Chemical
Concept Achievement Test (CCAT) was administered to the experimental the two groups as pre -test and post
test to measure the students’ prior knowledge and achievements respectively. The results showed that students
in the experimental group performed better than those in the control group, using the t-test statistic at (P <
0.05). The correlation coefficient (r) of the pretest and post-test of the experimental group was also significant.
It was concluded that teaching by constructivism and analogy was a better way of correcting students’ chemical
misconceptions. Teachers are therefore, advised to adopt this teaching method. Text writers and curriculum
developers are advised to also change their texts and curriculum designs respectively
hasil kajian yang telah dipresentasikan pada International Conference on Desicion Modelling 13 March 2012 di Universiti Utara malaysia, Kedah Darul Aman, Malaysia
An Investigation into the Relationship between Scientific Attitudes of VIII C...iosrjce
In this study the investigator tries to understand measure and identify the relationship between
scientific attitude and achievement level of science in VIII class Urdu medium minority students. It also
proposes to study the influence of some of the personal and demographic variables and identify the causes for
variations in scientific attitude and the level of attainment they reach in science education with different family
backgrounds. By studying these factors it may be possible to improve the standards in science education by
adopting innovations in Science Teaching and suggest remedial measures so as to bring uniformity in science
education at secondary level Urdu medium students on par with other media pupil.
Development of Science Process Skills among Nigerian Secondary School Science...Premier Publishers
Abstract
Science process skills (SPS) are skills that occur naturally and spontaneously in our minds as we think individually, collectively and logically about how the world or nature works. Science exposes the knowledge about how the world works. It is this scientific knowledge that builds up scientific character which modern science teachings tries to nurture in the learner. Consequently, SPS are transferable skills needed to undertake meaningful scientific enquiry. This paper highlighted the different science process skills and how some could be developed as we learn science in school. Some advantages and disadvantages were discussed and conclusion drawn.
Opinions of Teachers about Renewed 3rd and 4th Grade Science Curriculum in Tu...Premier Publishers
Science education aims to improve students’ scientific knowledge and skills. For that reason, the science curriculum should be revised in a feasible and dynamic way for higher quality. The purpose of the present study was to investigate primary school teachers’ opinions on the renewed 3rd and 4th grade course science curriculum. 163 3rd grade and 160 4th grade primary school teachers working in public primary schools in Şanlıurfa during spring of 2014-2015 constituted the study group. The study aimed to determine the teachers’ skills, achievements, theme, activity, measuring and assessment items. The research is a descriptive survey study. The data obtained from the 323 primary school teachers were analyzed by using frequencies, percentages and means via Statistical Package for the Social Sciences T-test and Anova were used for parametric variables; Kruskal Wallis and Mann Whitney-U were used for non-parametric variables. Cronbach alpha internal reliability coefficients of the scale were found to be 0,949. Findings of the study showed that the revised 3rd and 4th grade course science curriculum was adequate and was appropriate for the 3rd and 4th grade students.
Students attitudes towards physics in primary and secondary schools of Dire D...Premier Publishers
The focus of this study was about higher secondary and primary school students’ attitude towards physics subject. The population of this study was some of the higher secondary and primary schools students of Dire Dawa administrative city (Ethiopia), however due to time constraints and convenience students from three government secondary schools, 2 Private secondary schools and l1 government and private schools were taken as convenience sample for this study. The study revealed that students were very much unsatisfied from the physics teacher methodology moreover students have considered physics as difficult subject and developed negative attitudes on the calculation part of the subject. The result also revealed that girls are more attracted on physics subject when they at primary than secondary schools, like grade 9 and 11.
The present study is an analysis of the differences in Life Satisfaction of Science students studying in North-Eastern Hill University. It may be mentioned that related literature supports that there are differences in Life Satisfaction amongst different group of students in universities. For the purpose of the study, necessary information was gathered through the Satisfaction with Life Scale (SwLS). The t-test was applied to find out the significant group differences. The results revealed significant differences in the groups of students. The present study contributes to the understanding of differences in Life Satisfaction of the different groups of students in the university arena.
The differential impact of various assessment parameters on the medical stude...lukeman Joseph Ade shittu
This study was designed to assess the convergent validity of the professional anatomy (a multifaceted examination) with other markers of success (the various interactive assessment components of the curriculum) in determining the overall performance of third-year medical students. The aim was to isolate area of academic weakness among the students and to readjust the curriculum content to balance the weakness. A total of 66 third year medical students with records of their grades in the various assessments criteria were analyzed. Parameters on the average End-in course assessment, Short Essays Question (SEQ), Multiple-Choice Questions (MCQ), and Practical (Steeple-chase) were considered. The Practical significantly correlated with overall performance (r = 0.89, P< 0.01). The Practical, MCQ, SEQ and End incourse showed an overall rank order of relative performance in assessment tasks and therefore indicate that, in general, students performance in the Professional examination was better than in the End-incourse examination.
The Use of Problem-Based Instruction Strategy (PBIS) in Gas Laws Class: A Gen...ijtsrd
The study is an aspect of an unpublished Master thesis which employed quasi-experimental design to investigate the gender academic performance difference in chemistry among senior secondary school students in Nigeria. The study sampled 165 students and used PBIS to teach the gas laws among the sampled students. The research used Gas Law Achievement Test (GLAT) and a researcher-designed problem-based instructional material as instruments. The data obtained were analyzed using the t-test statistical analysis. Only one research question and one hypothesis guided the study. Finding reveals there was no significant difference between male and female students taught the gas laws using PBIS. The study has implications for the teaching and learning of chemistry. Popoola Rachael Adewumi | Olorundare, A. Solomon"The Use of Problem-Based Instruction Strategy (PBIS) in Gas Laws Class: A Gender Academic Performance Difference" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-1 | Issue-4 , June 2017, URL: http://www.ijtsrd.com/papers/ijtsrd171.pdf http://www.ijtsrd.com/chemistry/other/171/the-use-of-problem-based-instruction-strategy-pbis-in-gas-laws-class-a-gender-academic-performance-difference/popoola-rachael-adewumi
A LITERATURE REVIEW ON GEOGRAPHY TEACHERS’ KNOWLEDGE OF AND ATTITUDES TOWARDS...ijejournal
This article is a literature review on geography teachers’ knowledge and perceptions of dyslexia, as well
as the teaching methods they decide to use in order to differentiate their teaching in mixed ability classes,
including dyslexic students. The aim of the systematic literature review was to identify: a) Geography
teachers’ knowledge and perceptions of dyslexia; and b) the teaching strategies that they use to help
dyslexic students overcome their difficulties. The research was carried out from October to November
2020. Initially, 1346 articles on dyslexia and teaching methods, generally that were published during the
last 20 years (2000-2020) were identified in 5 databases. Findings showed that, despite the very large
number of publications on the subject, only a few studies (3) were found to meet our research criteria
(dyslexia + geography + teaching methods + teachers’ attitudes/knowledge). It is suggested that future
studies focused on teaching geography and its impact on dyslexia would contribute to drawing clearer
conclusions on the topic.
The Effect of STEM Project Based Learning on Self-Efficacy among High-School ...Nader Ale Ebrahim
Science, Technology, Engineering and Mathematics (STEM) Project-Based Learning (PjBL) is increase effectiveness, create meaningful learning and influence student attitudes in future career pursuit. There are several studies in the literature reporting different aspects of STEM into a PjBL pedagogy. However, the effect of implementing STEM PjBL in terms of improving students’ skills in self-efficacy levels in physics mechanics at high school level has not been demonstrated as expected in the previous literature. This study followed a quasi-experimental research method. Bandura’s social cognitive theory is used to assess and compare the effect of STEM PjBL with conventional teaching method on students’ self-efficacy level in learning physics among over 100 high school students. The result illustrated that STEM PjBL improve students’ self-efficacy to solve physics problem. Also, the study proposes a guideline for future research.
Correcting Students’ Chemical Misconceptions based on Two Conceptual change s...iosrjce
The purpose of the study was to correct students’ misconceptions using constru ctivism and analogy
as instructional technique and to evaluate the effect on achievement. The participants in the study included 66
SSII Chemistry Students from two intact classes of a chemistry course instructed by the researchers. One class
was randomly assigned as the experimental group, and was instructed with constructivism and analogy
approach; the other class was assigned as control group and was instructed with lecture method. Chemical
Concept Achievement Test (CCAT) was administered to the experimental the two groups as pre -test and post
test to measure the students’ prior knowledge and achievements respectively. The results showed that students
in the experimental group performed better than those in the control group, using the t-test statistic at (P <
0.05). The correlation coefficient (r) of the pretest and post-test of the experimental group was also significant.
It was concluded that teaching by constructivism and analogy was a better way of correcting students’ chemical
misconceptions. Teachers are therefore, advised to adopt this teaching method. Text writers and curriculum
developers are advised to also change their texts and curriculum designs respectively
hasil kajian yang telah dipresentasikan pada International Conference on Desicion Modelling 13 March 2012 di Universiti Utara malaysia, Kedah Darul Aman, Malaysia
An Investigation into the Relationship between Scientific Attitudes of VIII C...iosrjce
In this study the investigator tries to understand measure and identify the relationship between
scientific attitude and achievement level of science in VIII class Urdu medium minority students. It also
proposes to study the influence of some of the personal and demographic variables and identify the causes for
variations in scientific attitude and the level of attainment they reach in science education with different family
backgrounds. By studying these factors it may be possible to improve the standards in science education by
adopting innovations in Science Teaching and suggest remedial measures so as to bring uniformity in science
education at secondary level Urdu medium students on par with other media pupil.
Development of Science Process Skills among Nigerian Secondary School Science...Premier Publishers
Abstract
Science process skills (SPS) are skills that occur naturally and spontaneously in our minds as we think individually, collectively and logically about how the world or nature works. Science exposes the knowledge about how the world works. It is this scientific knowledge that builds up scientific character which modern science teachings tries to nurture in the learner. Consequently, SPS are transferable skills needed to undertake meaningful scientific enquiry. This paper highlighted the different science process skills and how some could be developed as we learn science in school. Some advantages and disadvantages were discussed and conclusion drawn.
kEBERKESANAN KAEDAH PEMBELAJARAN KOPERATIF - STUDENT TEAM ACHIEVEMENT DIVISIO...Ng lily
STAD DALAM KAJIAN TINDAKAN MEREKODKAN PENGALAMAN DAN PROSES PEMBELAJARAN KOPERATIF DI SEBUAH SEKOLAH MENENGAH PENDIDIKAN KHAS YANG TERLETAK DI KUALA LUMPUR. SAMPLE KAJIAN MERUPAKAN MBK KETIDAKUPAYAAN PENGLIHATAN.
Teaching Skills in Basic Sciences Implication for Quality Teacher Education BabayemiJohnOlakunle1
This paper investigated the effects of crossword-picture puzzle (CPP) and gender on students’ attitude to Basic Science. A pretest-posttest quasi experimental design was adopted. The sample comprised 389 JSS II Basic Science Students from nine schools randomly selected in three States (Oyo, Ogun and Ondo) in Southwestern Nigeria. Four instruments used were-Teachers’ Instructional Guides for: Crossword-Picture Puzzle Teaching Strategy, Conventional Lecture Method; Basic Science Students’ Attitude Scale (r=0.80); and Evaluation Sheets for assessing research assistants. Three hypotheses were tested at 0.05 level of significance. Data were analysed using ANCOVA and mean scores. Results revealed that treatment had significant main effect on students’ attitude to basic science (F (2,389) =11.51; p<0.05; ᵑ2=.06). Crossword-picture puzzle enhanced attitude scores ( =58.43) than Conventional Lecture Method ( =52.08). Gender had no significant main effect on students’ attitude scores (F (1,389) =.404; p>.05; ᵑ2 =.001). The interaction effect of treatment and gender on attitude scores was not significant (F(2,389) =.477; p>.05; ᵑ2=.003).Crossword -picture puzzle strategy is therefore, recommended to be adopted by Basic Science teachers and curriculum planners in enhancing students’ attitude to Basic Science.
Higher secondary school teachers' attitude towards second degree in physics: ...Premier Publishers
The goal of this paper is to understand the attitude of teachers for second degree in physics in Eastern part of Ethiopia. This study adopts a qualitative approach. Questionnaires written for open-ended responses were administered to a sample of 100 high school teachers. Content analysis was used to interpret diverse responses pertaining to teachers who want to continue further education on their first background. Both descriptive and quantitative methods were used to discuss the result. The study revealed that there is significant number of teachers who doesn’t want to pursue higher education in physics. Although the obtained result shows that most of the respondents are interested to upgrade their academic qualification, the number of teachers’ who lost interest for further education in their first background is very significant, more than 20% of the total number of respondents, which is an alarming quantity and shows the threat that research and postgraduate program in this field are facing.
Students’ attitudes towards science have long occupied the interest of the scientific community. The confirmed decline of students’ interest in pursuing the study of science, alongside the increasing recognition of scientific knowledge’s importance and economic utility, makes the issue even more imperative for any society attempting to raise its standards of scientific literacy. Attitudes towards science have been found to depend on variables like instructional teaching and curriculum. The latest research indicates that childhood experiences serve as a major influence on academic interest. The broad recommendation is to concentrate on improving 10 to 14-year-olds’ experience of science. Despite the recent flurry of media interest and the latest research in the scientific community, the school curriculum in most countries is still teaching obsolete science with scarce reference to current, cutting-edge scientific research. There is an urgent need to introduce the concepts of 20th-century Physics within the curriculum and exciting science programs that will enhance the interactive learning experience among students, as is shown by evaluating reports of OECD and PISA results. While this has led to several changes in the curriculum of secondary schooling in some countries, it is still an imperative case for others and definitely for Greece. There are some individual or institutional projects around the globe that introduce modern science and technology to upper primary students, yet of no nationwide effect. This paper aims to review the latest research on students’ attitudes towards science and to present the possible next research steps in amplifying students’ interest and engagement in science.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
1. Asia-Pacific Forum on Science Learning and Teaching, Volume 13, Issue 1, Article 6, p.1 (Jun., 2012)
Ömer Faruk FARSAKOĞLU, Çiğdem ŞAHİN, & Fethiye KARSLI
Comparing science process skills of prospective science teachers: A cross-sectional study
Comparing science process skills of prospective science
teachers: A cross-sectional study
Ömer Faruk FARSAKOĞLU
Kilis 7 Aralık University, Kilis/TURKEY
Çiğdem ŞAHİN
Giresun University, Education Faculty, Department of Science Education
28200, Giresun/TURKEY
Fethiye KARSLI
Giresun University, Education Faculty, Department of Science Education
28200, Giresun/TURKEY
Correspondence author
E-mail: fethiyekarsli28@gmail.com
Received 22 Apr, 2011
Revised 19 Jan, 2012
Contents
o
o
o
o
o
o
o
Abstract
Introduction
Method
Results
Discussion and Conclusion
Suggestions
References
Copyright (C) 2012 HKIEd APFSLT. Volume 13, Issue 1, Article 6 (Jun., 2012). All Rights Reserved.
2. Asia-Pacific Forum on Science Learning and Teaching, Volume 13, Issue 1, Article 6, p.2 (Jun., 2012)
Ömer Faruk FARSAKOĞLU, Çiğdem ŞAHİN, & Fethiye KARSLI
Comparing science process skills of prospective science teachers: A cross-sectional study
Abstract
This study was conducted with the purpose of examining how Prospective Science
Teachers’ (PST) Science Process Skills (SPS) develop according to different grades.
In this study, a cross-sectional research approach in the form of a case study was
used. The sample group consisted of a total number of 102 undergraduate students
who were selected from four different grades [(First Grade = Freshman) N=33;
(Second Grade = Sophomores) N= 23; (Third Grade = Juniors) N= 27; (Fourth
Grade = Seniors) N= 34] at the Department of Science Teacher Education, in the
Faculty of Education, the University of Giresun. As the data collection tool, a test
of assessing science process skills included 12 questions (9 multiple choice and 3
open ended questions) was used in this study. The mean SPS scores for students
from different grades were compared. Kruskall-Wallis H test was used to determine
whether or not there were significant differences in the levels of the different grades
PST’ SPS. Although PST were expected to develop their SPS over the increasing
grade levels from the first to the fourth grade, the findings of this study show that
there is no linear development.
Keywords: Science process skills, prospective science teachers, cross-sectional
approach.
Introduction
Recent studies on curriculum development and assessment give specific emphasis
on students’ scientific approach to events, their knowledge acquisition and their
ability to find solutions to problems (MNE, 2006). Although scientific research in
the area of science is widely adopted by many countries, internationally conducted
TIMSS studies reveal that their findings are not implemented in most countries
(Bağcı Kılıç, 2003). The aim of science education is for science to be taught
through scientific inquiry that develops students’ science process skills (SPS).
Although the need to teach the ways of reaching knowledge is known by many
countries, the results of internationally conducted TIMSS study show that this isn’t
realized in many countries (Bağcı Kılıç, 2003). According to 1999-2007 results of
TIMSS study, Turkey is remained significantly below the average level (URL-1-2,
2009). Taking into consideration that TIMSS also measures SPS, Turkey’s
Copyright (C) 2012 HKIEd APFSLT. Volume 13, Issue 1, Article 6 (Jun., 2012). All Rights Reserved.
3. Asia-Pacific Forum on Science Learning and Teaching, Volume 13, Issue 1, Article 6, p.3 (Jun., 2012)
Ömer Faruk FARSAKOĞLU, Çiğdem ŞAHİN, & Fethiye KARSLI
Comparing science process skills of prospective science teachers: A cross-sectional study
remaining below the average level may be interpreted that students have very low
level of SPS.
PISA is another international assessment study in which many countries regularly
participate. The reason why Turkey takes part in PISA is to determine both our
position at international level with respect to some references and the shortcomings
of our education system toward identifying what precautions to take in order to
increase the quality of education. PISA 2003 results have been used as a source in
curriculum development studies and various research studies in the area of
education (URL-3, 2009). In Turkey, Science and Technology curriculum was
restructured in 2004 taking these factors into consideration. General aims of the
restructured Science and Technology curriculum were explained and the targets of
the program were introduced. When the targets of Science and Technology
program are examined, it is possible to see that ‘educating all students to be
scientifically literate regardless of their individual differences’ is among the most
important aims of education. Scientific literacy is defined as developing
individuals’ abilities of investigating, questioning, critical thinking, problem
solving, decision making, being life-long learning individuals, and a set of ability,
attitude and understanding regarding science to sustain individuals’ curiosity about
their environment and the world (MNE, 2006). Science literacy is a key goal of
science education (American Association for the Advancement of Science [AAAS,
1993]; National Research Council [NRC, 1996]). The Educating scientifically
literate individuals, however, is possible not through passing knowledge onto
individuals but through teaching them and enabling them to adopt to use the ways
to gain scientific knowledge. In this respect, SPS is highly important in teaching
ways of reaching knowledge. SPS are mainly classified as basic skills and
integrated process skills, the former involving observing, measuring, classifying,
using number relationships, predicting, drawing conclusion, communicating and
the latter involving identifying and controlling variables, formulating and testing
hypotheses, operational describing, experimenting, and commenting variables
(Kanlı & Yağbasan, 2008). While SPS are widely used in science, they are also
used in real life contexts. They are required for explaining how real life events have
occurred. SPS involves creative and critical thinking alongside scientific thinking.
It is known that having those who can think creatively and critically are an
important factor in the development of a country. Therefore, it is possible to say
that SPS can be viewed as a measure of creativity for making scientific discoveries
and contributing to countries’ development. Aktamış and Ergin (2007), in their
Copyright (C) 2012 HKIEd APFSLT. Volume 13, Issue 1, Article 6 (Jun., 2012). All Rights Reserved.
4. Asia-Pacific Forum on Science Learning and Teaching, Volume 13, Issue 1, Article 6, p.4 (Jun., 2012)
Ömer Faruk FARSAKOĞLU, Çiğdem ŞAHİN, & Fethiye KARSLI
Comparing science process skills of prospective science teachers: A cross-sectional study
study that aimed to determine the relationship between SPS and scientific creativity,
Aktamış and Ergin (2007) gave students various activities and administered after
the intervention SPS measurement test and scientific creativity scale to twenty 7th
grade students. Additionally, they analyzed students’ worksheets in terms of SPS
and scientific creativity. As the result of their study, they found a meaningful
relationship between SPS and scientific creativity. SPS and scientific creativity
mutually support each other (Roberts 2003). Therefore, it is possible to say that
SPS is also a measure of creativity, which plays a significant role in contributing to
scientific discoveries toward the good of society. Therefore, the need of providing
students with SPS comes to the fore toward the development of creative individuals.
Teachers have some important responsibilities such as organizing the teaching
environment and teaching activities, teaching the ways of reaching knowledge,
developing students’ SPS and following students’ SPS level of development and
enabling students to develop their SPS (Ash, 1993; Harlen, 1999; Bağcı Kılıç, 2003;
Arslan & Tertemiz, 2004).
Many researchers have investigated studies related to SPS in science education
(Lazarowitz & Huppert, 1993; Brotherton & Preece, 1995; Harlen, 1999;
Beaumont-Walters & Soyibo, 2001; Huppert, Michal & Lazarowitz, 2002; Tan &
Temiz, 2003; Harrell & Bailer, 2004; Saat, 2004; Harrell & Bailer, 2004; Wilke &
Straits, 2005; Monhardt & Monhardt, 2006; Karahan, 2006; Bilgin, 2006; Kanlı,
2007; Koray, Köksal, Özdemir, & Presley, 2007; Temiz, 2007; Farsakoğlu et al.,
2008; Karslı & Şahin, 2009; Hotaman 2008; Kılıç, Haymana & Bozyılmaz, 2008;
Metin & Bilişçi 2009; Karslı, 2011). The foremost among these studies are those
that examine the effect of using different teaching methods on students’ SPS and
academic success (Campbell, 1979; Lee et al., 2002; Saat, 2004; Karahan, 2006;
Tatar, 2006; Azar et al., 2006; Kanlı, 2007; Koray et al., 2007; Dori & Sasson,
2008). Most of these research studies showed that there were positive relationships
between the students’ SPS and their achievements in science and also between the
students’ positive attitudes toward science and their achievements in science
(Colley, 2006; Bilgin, 2006; Wilke & Straits, 2006; Kesamang & Taiwo, 2002;
Beaumont Walters & Soyibo, 2001; Bybee, 2000; Schibeci & Riley, 1986).
Therefore, science teachers should be aware of the importance of improving the
students’ SPS and positive attitudes toward science, because they are strong
predictors of the students’ achievement in science.
Farsakoğlu et al (2008) found out that seniors PST did not know SPS and confused
it with concepts like Bloom’s taxonomy’s (cognitive domain) and Piaget’s
Copyright (C) 2012 HKIEd APFSLT. Volume 13, Issue 1, Article 6 (Jun., 2012). All Rights Reserved.
5. Asia-Pacific Forum on Science Learning and Teaching, Volume 13, Issue 1, Article 6, p.5 (Jun., 2012)
Ömer Faruk FARSAKOĞLU, Çiğdem ŞAHİN, & Fethiye KARSLI
Comparing science process skills of prospective science teachers: A cross-sectional study
development stages. Karslı and Şahin (2009) prepared a worksheet based on SPS in
order to develop PST’ SPS in laboratories and to promote their awareness of SPS.
What attracts attention is the small number of studies carried out on the SPS of
teachers and prospective teachers (Farsakoğlu et al., 2008; Karslı, Şahin & Ayas,
2009; Sinan & Uşak, 2011). However, there was no cross-sectional research study
on prospective teachers to show how SPS develops over time. Cross-sectional
research is generally carried out with the purpose of identifying misconceptions and
comparing developmental differences at different ages (Çalık & Ayas, 2005; Saka
et al., 2006; Şahin et al., 2008). Studies that use cross-sectional research method are
effective in improving activities with respect to teaching concepts and in informing
teachers how a concept develops in an individual. Carrying out a cross-sectional
study on SPS is believed to be important in identifying whether or not there is a
relationship between SPS and different grades. Comparing SPS at different grades
is believed to enlighten researchers in their studies toward observing the
development of SPS in prospective teachers, toward elimination of shortcomings
that have been identified and toward increasing the quality in education.
The purpose of this study is to examine how prospective science teachers’ SPS
develop according to different grades.
Method
The Sample
The study was carried out with a cross-sectional research. Cross-sectional research
method is used with the purpose of investigating over a short period of time
samples at developmentally different grades and comparing sample groups (Çepni,
2007). The study was carried out in the academic year of 2008-2009 at the Faculty
of Education, University of Giresun in Turkey. The sample group consists of a total
number of 102 undergraduate students [(First Grade= Freshman) N=33; (Second
Grade= Sophomores) N= 23; (Third Grade= Juniors) N= 27; (Fourth Grade=
Seniors) N= 34] who were selected from four different grades at the Department of
Elementary Science Teacher Training.
Copyright (C) 2012 HKIEd APFSLT. Volume 13, Issue 1, Article 6 (Jun., 2012). All Rights Reserved.
6. Asia-Pacific Forum on Science Learning and Teaching, Volume 13, Issue 1, Article 6, p.6 (Jun., 2012)
Ömer Faruk FARSAKOĞLU, Çiğdem ŞAHİN, & Fethiye KARSLI
Comparing science process skills of prospective science teachers: A cross-sectional study
Collecting Data
As the data collection tool, 12 questions were selected from a pool of questions on
SPS, which was prepared by Temiz (2007) for assessing science process skills. The
SPS test as the data collection tool was applied to all groups. The test that included
3 open ended questions was applied to determine the awareness levels of PST and
their views on the improvement of their own SPS. The 12 questions in the SPS test
were selected from each module of ‘Test for Assessing Science Process Skills’
(Temiz, 2007). 9 multiple choice and 3 open ended questions were selected from a
pool of questions consisting 6 modules. From the modules, questions related to
mechanics (movement, speed, acceleration, movement on slopes, periodic
movement) were selected, considering that PST developmentally at different grades
were familiar with them. The names of these modules were respectively
“identifying variables and formulating hypotheses”, “controlling variables and
experimenting”, “collecting data, preparing data table”, “drawing graph”,
“interpreting the data and reading graph”, “identifying variables and formulating
hypotheses”. In the test, there were four multiple choice questions in the first
module, one multiple choice question in the second module, one open-ended
question in the third module, one open-ended question in the fourth module, four
multiple choice questions in the fifth module, and one open-ended question
involving three phases in the sixth module.
A sample item from the module of identifying variables and formulating
hypotheses developed by Temiz (2007) is now presented in more detail below:
Question 4. Aslı made an inclined plane in the figure using a carton (cardboard)
and book. When she put a ball on the indicated plane, observed it to go by rolling
down. Aslı decided to investigate depending on what are the distance a ball
dropped from the indicated plane can go until it stops.
1. In your opinion, what are the variables affecting the distance a ball can go until it
stops?
Copyright (C) 2012 HKIEd APFSLT. Volume 13, Issue 1, Article 6 (Jun., 2012). All Rights Reserved.
7. Asia-Pacific Forum on Science Learning and Teaching, Volume 13, Issue 1, Article 6, p.7 (Jun., 2012)
Ömer Faruk FARSAKOĞLU, Çiğdem ŞAHİN, & Fethiye KARSLI
Comparing science process skills of prospective science teachers: A cross-sectional study
2. Please write a hypothesis can be tested using one of the variables determined
above.
3. Please write a hypothesis can be tested using one of the variables determined
above.
a) Depended variable:
b) Independent variable:
c) Controlled variables:
Data Analysis
Students answering correctly each question from each module received four points
from Module 1, one point from Module 2, sixteen points from Module 3,
twenty-two points from Module 4, four points from Module 5 and ten points from
Module 6. Correct and incorrect answers to multiple choice questions are evaluated
as 1 and 0 point respectively. The data obtained from the open-ended questions
were analyzed by using the analytical criteria developed by Temiz (2007). A
comparison of the mean values of the points that students received from SPS test is
presented in graph form. SPSS 15.0 Kruskall-Wallis H test has been used for the
purpose of examining if there exists a statistically meaningful difference among the
different grades in PST’ SPS. Kruskall-Wallis H test, a non-parametric test, is used
for the purpose of ranking data (Büyüköztürk, 2003). The data are presented in
figures and tables.
Results
Findings of the data obtained from the assessing science process skills test for each
module are given below.
Graph 1 presents a comparative display of the mean scores of answers given by
PST at different grades to questions in module 1. As the graph shows, while PST at
grade 1 score an average of 3.12 points, those at the 4th grade score an average of
3.7 points from module 1 questions.
Copyright (C) 2012 HKIEd APFSLT. Volume 13, Issue 1, Article 6 (Jun., 2012). All Rights Reserved.
8. Asia-Pacific Forum on Science Learning and Teaching, Volume 13, Issue 1, Article 6, p.8 (Jun., 2012)
Ömer Faruk FARSAKOĞLU, Çiğdem ŞAHİN, & Fethiye KARSLI
Comparing science process skills of prospective science teachers: A cross-sectional study
Identifying Variables and Formulating Hypotheses
Graph 1. Mean scores of answers given by PST at different grades to questions in
module 1 “identifying variables and formulating hypotheses”
Table 1 Kruskall Wallis- H Test Results for Module 1
Comparing of SPS
N
Mean Rank
Sd χ2
Module 1
Grade 1 (G1)
33
44.45
3
Grade 2 (G2)
23
63.24
Grade 3 (G3)
27
61.81
Grade 4 (G4)
34
68.01
Total
117
P
Meaningful Differences
12.435 .006
G1< G2;
G2~ G3;
G4> G1, G2, G3
A comparison of mean scores of PST from different grades for module 1 shows
that [ (3) = 12.43, p< .05] it is possible to say that there is a meaningful difference.
Although the comparison shows that there is no difference between the 2nd and the
3rd grades, it is possible to say that there is a continuous development from the 1 to
the 4th grade.
Experimenting, Changing and Controlling Variables (Module 2)
Graph 2 is a comparative display of mean scores of answers given by PST at
different grades to questions in module 2. As the graph shows, while PST at grade
Copyright (C) 2012 HKIEd APFSLT. Volume 13, Issue 1, Article 6 (Jun., 2012). All Rights Reserved.
9. Asia-Pacific Forum on Science Learning and Teaching, Volume 13, Issue 1, Article 6, p.9 (Jun., 2012)
Ömer Faruk FARSAKOĞLU, Çiğdem ŞAHİN, & Fethiye KARSLI
Comparing science process skills of prospective science teachers: A cross-sectional study
1 score an average of 0.54 points, those at grade 4th score an average of 0.67 points
from module 2 questions.
Graph 2. Mean scores of answers given by PST at different grades to questions in
module 2 “experimenting, changing and controlling variables”
Table 2. Kruskall Wallis H Test Results for Module 2
Comparing of SPS
N
Mean
Rank
sd
χ2
Module 2
Grade1(G1)
33
55.91
3
1.345
Grade2(G2)
23
57.07
Grade3(G3)
27
58.67
Grade4(G4)
34
63.57
Total
117
P
.719
Meaningful
Differences
G1~ G2 ~ G3~G4
Since a comparison of mean scores of PST from different grades for module 2
shows that [ X2(3) = 1,345, p> .05], there exists no meaningful difference. Although
the comparison shows that there is no difference between the 1st, the 2nd and the
3rd grade, the mean score of the 4th grade is a bit higher than those of the rest.
Copyright (C) 2012 HKIEd APFSLT. Volume 13, Issue 1, Article 6 (Jun., 2012). All Rights Reserved.
10. Asia-Pacific Forum on Science Learning and Teaching, Volume 13, Issue 1, Article 6, p.10 (Jun., 2012)
Ömer Faruk FARSAKOĞLU, Çiğdem ŞAHİN, & Fethiye KARSLI
Comparing science process skills of prospective science teachers: A cross-sectional study
Collecting Data (Preparing Data Table)
Graph 3. Mean scores of answers given by PST at different grades to questions in
module 3 “collecting data (preparing data table)”
Graph 3 comparatively displays mean scores of answers given by PST at different
grades to questions in module 3. As the graph shows, while PST at grade 1 score an
average of 7,84 points, 4th grade score an average of 11,65 points from module 3
questions.
Table 3. Kruskall Wallis H Test Results for Module 3
N
Mean Rank
sd χ2
Grade 1 (G1)
33
47.00
3
Grade 2 (G2)
23
51.07
Grade 3 (G3)
27
45.37
Grade 4 (G4)
34
86.84
Total
117
Comparing of SPS
Module 3
p
33.184 .000
Meaningful Differences
G1<G2;
G2>G3;
G3<G4;
G4> G1;
G4>G2.
Since a comparison of mean scores of PST from different grades for module 3
shows that χ2(3) = 33.18, p< .05], it is possible to say that there is a meaningful
difference. It is also possible to say that PST’ mean scores except for grade 3
develop over the increasing grades.
Copyright (C) 2012 HKIEd APFSLT. Volume 13, Issue 1, Article 6 (Jun., 2012). All Rights Reserved.
11. Asia-Pacific Forum on Science Learning and Teaching, Volume 13, Issue 1, Article 6, p.11 (Jun., 2012)
Ömer Faruk FARSAKOĞLU, Çiğdem ŞAHİN, & Fethiye KARSLI
Comparing science process skills of prospective science teachers: A cross-sectional study
Drawing Graphs
Graph 4. Mean scores of answers given by PST at different grades to questions in
module 4 “drawing graphs”
Graph 4 presents a comparative display of the mean scores of answers given by
PST at different grades to questions in module 4. As the graph shows, while PST at
grade 1 score an average of 15.24 points, 4th grade score an average of 14.35
points from module 4 questions.
Table 4. Kruskall Wallis H Test Results for Module 4
Comparing of SPS
N
Mean Rank
Sd χ2
Module 4
Grade 1 (G1)
33
62.89
3
Grade 2 (G2)
23
43.11
Grade 3 (G3)
27
74.30
Grade 4 (G4)
34
53.82
Total
117
p
11.914 .008
Meaningful Differences
G1>G2;
G2< G3;
G3> G4;
G1> G4;
G4> G2
Since a comparison of mean scores of PST from different grades for module 4
shows that [χ2 (3) = 11.914, p< .05] it is possible to say that there is a meaningful
difference. There is no steady increase in mean scores over the increasing grades,
with the highest mean score belonging to third grade.
Copyright (C) 2012 HKIEd APFSLT. Volume 13, Issue 1, Article 6 (Jun., 2012). All Rights Reserved.
12. Asia-Pacific Forum on Science Learning and Teaching, Volume 13, Issue 1, Article 6, p.12 (Jun., 2012)
Ömer Faruk FARSAKOĞLU, Çiğdem ŞAHİN, & Fethiye KARSLI
Comparing science process skills of prospective science teachers: A cross-sectional study
Interpreting Data (Interpreting Graphs)
Graph 5. Mean scores of answers given by PST at different grades to questions in
module 5 “interpreting the data and reading graph”
Graph 5 presents a comparative display of the mean scores of answers given by
PST at different grades to questions in module 5. As the graph shows, while PST at
grade 1 score an average of 2.66 points, 2nd grade score an average of 2.82 and the
4th grade score an average of 2.76 points from module 4 questions.
Table 5. Kruskall Wallis H Test Results for Module 5
Comparing of SPS
Sd χ2
N
p
3
.854
Mean Rank
Module 5
Grade 1 (G1)
33
58.67
Grade 2 (G2)
23
62.89
Grade 3 (G3)
27
54.98
Grade 4 (G4)
34
59.88
Total
.782
Meaningful
Differences
G1~ G2 ~ G3~G4
117
Since a comparison of mean scores of PST from different grades for module 5
shows that [χ2 (3) = .782, p> .05], it is possible to say that there is no meaningful
difference in PST’ SPS. It is possible to say that the mean scores of PST from all
grades are close to each other.
Copyright (C) 2012 HKIEd APFSLT. Volume 13, Issue 1, Article 6 (Jun., 2012). All Rights Reserved.
13. Asia-Pacific Forum on Science Learning and Teaching, Volume 13, Issue 1, Article 6, p.13 (Jun., 2012)
Ömer Faruk FARSAKOĞLU, Çiğdem ŞAHİN, & Fethiye KARSLI
Comparing science process skills of prospective science teachers: A cross-sectional study
Identifying Variables and Formulating Hypotheses
Graph 6. Mean scores of answers given by PST at different grades to questions in
module 6 “identifying variables and formulating hypotheses”
Graph 6 presents a comparative display of the mean scores of answers given by
PST at different grades to questions in module 6. As the graph shows, while PST at
grade 1 score an average of 5.7 points, 4th grade score an average of 6.7 points
from module 6 questions.
Table 6. Kruskall Wallis-H Test Results for Module 6
Comparing of SPS
N
Mean Rank
Sd
Module 6
Grade 1 (G1)
33
55.38
3
Grade 2 (G2)
23
61.72
Grade 3 (G3)
27
45.24
Grade 4 (G4)
34
71.60
Total
117
χ2
p
10.036 .018
Meaningful Differences
G1< G2;
G2> G3;
G4> G3;
G4> G1;
G4> G2
Since a comparison of mean scores of PST from different grades for module 6
shows that [χ2 (3) = 10.036, p< .05], it is possible to say that there is a meaningful
difference in PST’ SPS. It is possible to say that there is steady development in
scores from the first to the fourth grade except for grade 3.
Copyright (C) 2012 HKIEd APFSLT. Volume 13, Issue 1, Article 6 (Jun., 2012). All Rights Reserved.
14. Asia-Pacific Forum on Science Learning and Teaching, Volume 13, Issue 1, Article 6, p.14 (Jun., 2012)
Ömer Faruk FARSAKOĞLU, Çiğdem ŞAHİN, & Fethiye KARSLI
Comparing science process skills of prospective science teachers: A cross-sectional study
Discussion and Conclusion
The first graph enables us to make the interpretation that there seems to be a
relationship between PST’ grades and their ability to identify variables and make
hypotheses. Findings from Kruskall Wallis H test show that there is a meaningful
difference between PST’ ability to ‘identifying variables and formulating
hypotheses’. The mean scores of groups increase over the increasing grades.
Findings from Kruskall Wallis H test shows that there is no meaningful difference
between PST’ ability to ‘experiment, control and change variables’. That the group
scores are close to each other could possibly be interpreted to mean grade is not a
determinant variable of the skills of ‘experimenting, changing and controlling
variables’.
Kruskall Wallis H test results show that there is a meaningful difference in PST’
skills of “collecting data, preparing data table”. As the graph 3 shows, although the
tendency is that group scores increase over the increasing grades, it is interesting
that the grade 3 PST have the lowest mean score among all groups. The explanation
for this might be that PST at grade 3, perhaps, have not had the relevant experience
to develop adequately their skills of “collecting data, preparing data table” or that
they are perhaps having problems with applying their skills. The latter possibility is
in parallel to the finding of Farsakoğlu et al. (2008), that while PST can
theoretically express SPS, they experience problem in application.
Kruskall Wallis H test results show that there is a meaningful difference among
different grade groups in PST’ skills of ‘drawing graphs’. While a linear increase is
expected in mean scores over the increasing grades, fourth grade students have
scored lower than both the first and the third grades. The explanation for this
situation may be that there is, perhaps, no relationship between the increasing
grades and the skills of “drawing graphs”.
A comparison of Kruskall Wallis H test results shows that there is no meaningful
difference among groups in PST’ skills of “interpreting data and reading graphs”. It
is possible to say that the mean scores of PST from different grades are very close.
The interpretation might be that there is no relationship between increasing grades
and the skills of “interpreting data and reading graphs”.
Copyright (C) 2012 HKIEd APFSLT. Volume 13, Issue 1, Article 6 (Jun., 2012). All Rights Reserved.
15. Asia-Pacific Forum on Science Learning and Teaching, Volume 13, Issue 1, Article 6, p.15 (Jun., 2012)
Ömer Faruk FARSAKOĞLU, Çiğdem ŞAHİN, & Fethiye KARSLI
Comparing science process skills of prospective science teachers: A cross-sectional study
A comparison of groups in accordance with the Kruskall Wallis H test results
shows that there is a meaningful difference in PST’ skills of “identifying variables
and formulating hypotheses”. When there is an increasing tendency in the mean
scores of PST over the increasing grades, there is a drop in the mean scores of third
grade PST. This situation might be interpreted as no direct relationship existing
between grades and the SPS of ‘identifying variables and formulating hypotheses’.
SPS is obtained through experience, and individuals develop their skills through
practice. Therefore, it is expected that PST develop their skills as they move along
from grade 1 to grade 4. However, as this research shows there is no linear
development for each SPS module. For modules 1, 3, 4 and 6, there is a meaningful
difference in PST’ SPS. For modules 1, 3 and 6, there is an increasing tendency
from the first to the fourth grade. For module 4, however, the opposite applies.
While the mean scores are very close to each other, there still exists a linear
increase from the first to the fourth grade for module 2. Unsteady variations of
mean scores attract attention for module 5.
In summary, all findings considered there seems to be no direct relationship
between PST’ grades and SPS. But it is expected that the SPS of well- equipped
and qualified graduates who are PST will increase linear to a senior level.
When such as TIMSS and PISA studies were examined, it was seen that some
questions measured students’ SPS in these studies (ISC, 2000). However, what
attracts attention are the very low rates for the correct answer to SPS-related
questions in 1999, in participating countries in TIMSS (Bağcı Kılıç, 2003).
Teachers have an important role and mission in results in this way. It is known that
teachers can transfer to students their misconceptions (Valanides, 2000;
Papageorgiou & Sakka, 2000). In this case, studies identifying teachers or
prospective teachers’ misconceptions and resolving them have become more
important (Psillos & Kariotoglou, 1999; Taylor & Lucas, 2000; Parker & Heywood,
2000; McGregor & Gunter, 2006; Michail, Stamou & Stamou, 2007). In literature
it is showed that teaching based on the SPS helps the PSTs both to improve their
SPSs and achieve conceptual change together with removing their misconceptions
(Nicosia et al, 1984; Dawson, 1999; Beaumont Walters and Soyibo, 2001; Kanlı,
2007; Karslı, 2011). In light of these researches, if teachers' SPS are developed,
teachers can gain these skills to their students. Or they can encourage students to
gain these skills. Besides, they may be more helpful on provide a positive
conceptual change to the students.
Copyright (C) 2012 HKIEd APFSLT. Volume 13, Issue 1, Article 6 (Jun., 2012). All Rights Reserved.
16. Asia-Pacific Forum on Science Learning and Teaching, Volume 13, Issue 1, Article 6, p.16 (Jun., 2012)
Ömer Faruk FARSAKOĞLU, Çiğdem ŞAHİN, & Fethiye KARSLI
Comparing science process skills of prospective science teachers: A cross-sectional study
In this context, when the results of this study are also taken into consideration,
prospective teachers, who will be responsible from preparing educational activities
related to SPS in future, are required to be educated in such a way that they have
SPS.
Suggestions
SPS is given importance in curriculum development and improvement studies
(MNE, 2006). Therefore, students’ acquisition of SPS is emphasized. In this respect,
teachers have an important mission in developing students’ SPS. For this to be
possible, however, it is expected that primarily teachers should adopt and possess
SPS.
Taking into consideration the finding that there is no relationship between SPS and
grade levels, we have come to the view that it is having experience, not the grade
level, which is important. Therefore, we suggest that PSTs are provided with
environments in which they experience their SPS right from their grade onwards.
We also suggest that PSTs are provided with necessary feedback when they
experience their SPS. This is because when PST answers to open ended questions
were being assessed, it was seen that PST ignored some important issues such as
‘putting titles above tables, indicating the units while drawing graphs, indicating
the origin as (0,0) in graphs’. Therefore, it is very important that PSTs are given
feedback while they are experiencing their SPS.
Some activities based on developing of SPS can be prepared and these activities
can be implemented in their courses while learning of PST. In parallel, longitudinal
research with the aim of following the development of prospective teachers' SPS
should be done.
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