Effect on Academic Achievement and Misconceptions of Pre-service Teachers through Combining Different Teaching Methods in a Preschool Science Course
Abstract
Full Text:
DOWNLOAD PDFReferences
Alisinanoğlu, F., Özbey, S., & Kahveci, G. (2011). Erken çocukluk döneminde fen eğitimi [Science education in early childhood]. Maya Academy.
Atasoy, Ş., Tekbıyık, A., & Gülay, A. (2013). The effect of concept cartoons on understanding of sound concept of fifth grade students. Journal of Turkish Science Education, 10(1), 176-196.
Ayvacı, H. Ş., Devecioğlu, Y., & Yiğit, N. (2002). Okulöncesi öğretmenlerinin fen ve doğa etkinliklerindeki yeterliliklerinin belirlenmesi [Determining efficacy of preschool teachers in science activities]. Paper presented at the National Science and Mathematics Congress, Ankara.
Ayverdi, K., Asker, E., Öz Aydın, S., & Sarıtaş, T. (2012). Determination of the relationship between elementary students’ scientific creativity and academic achievement in science and technology courses. Elementary Education Online, 11(3), 646-659.
Bal, Ş. (2004). Determining misconceptions about science teacher candidates about greenhouse effect. Eurasian Journal of Educational Research, 17, 102-111.
Bilaloğlu, R. G., Aslan, D., & Arnas, Y. A. (2008). The analyzing of pre-school teachers' levels of knowledge about science activities. National Educational Journal, 178, 88-104.
Brenneman, K. (2011). Assessment for pre-school science learning and learning environments. Early Childhood Research & Practice, 13(1), 1-9.
Bulunuz, M. (2012). Developing Turkish pre-service pre-school teachers' attitudes and understanding about teaching science through play. International Journal of Environmental & Science Education, 7(2), 141-166.
Buntod, C. P., Suksringam, P., & Singseevo, A. (2010). Effects of learning environmental education on science process skills and critical thinking of mathayomsuksa 3 students with different learning achievements. Journal of Social Sciences, 6(1), 60-63. http://doi:10.3844/jssp.2010.60.63
Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2014). Bilimsel araştırma yöntemi (16. baskı) [Scientific research method (16th edition)]. Ankara: Pegem Academy.
Caballero, C., Moreira, M. A., & Rodriguez, B. L. (2008). Concept mapping as a strategy to explore teachers’ mental representations about the universe, concept mapping: Connecting educators. In Proceedings of 3th International Conference on Concept Mapping, Finland. Tallinn, Estonia and Helsinki.
Cho, H. S., Kim, J., & Choi, D. H (2003). Early childhood teachers’ attitudes toward science teaching: A scale validation study. Educational Research Quarterly, 27(2), 33-42.
Çalık, M, Okur, M., & Taylor, N. (2011). A comparison of different conceptual change pedagogies employed within the topic of “sound propagation”. Journal of Science Education and Technology, 20, 729-742. http://doi:10.1007/s10956-010-9266-z
Çamlıbel Çakmak, Ö. (2012). Examining the relationship between pre-school teacher candidates' attitudes towards science education and understanding levels of science concepts. Journal of Turkish Science Education, 9(3), 40-51.
Demir, S., & Şahin, F. (2015). Pre-school teacher candidates’ beliefs about to make experiments by using 5e method. The Journal of Academic Social Science Studies, 35, 385-397. http://dx.doi.org/10.9761/JASSS2808
Demir, S., & Şahin, F. (2014). Assessment of open-ended questions directed to prospective science teachers in terms of scientific creativity. Procedia-Social and Behavioral Sciences, 152, 692-697. https://doi.org/10.1016/j.sbspro.2014.09.264
Demirel, R., & Aslan, O. (2014). The effect of science and technology teaching promoted with concept cartoons on students' academic achievement and conceptual understanding. Journal of Theory and Practice in Education, 10(2), 368-392.
Frankel, J. R., & Wallen N. E. (2003). How to design and evaluate research in education. McGraw Hill.
Gemici, Ö. (2008). Fen ve teknoloji eğitiminde kavram öğretimi [Concept teaching in science and technology education]. In Ö. Taşkın (Ed.). Fen ve Teknoloji Öğretiminde Yeni Yaklaşımlar [New Approaches in Science and Technology Teaching] (pp. 125-148). Pegem Academy.
Gonzalez, J. E., Pollard-Durodola, S., Simmons, D. C., Taylor, A. B., Davis, M. J., Kim, M., & Simmons, L. (2010). Developing low-income preschoolers’ social studies and science vocabulary knowledge through content-focused shared book reading. Journal of Research on Educational Effectiveness, 4(1), 25-52.
Göksu, V. (2011). Sorgulamaya dayalı ve doğrulama laboratuvarı öğretiminin fen bilgisi öğretmen adaylarının başarıları, kuvvet ve hareket hakkındaki kavram yanılgıları ve epistemolojik inançları üzerindeki etkisi [The effects of inquiry based and verification laboratory instruction on preservice science teachers’ achievement, misconceptions about force and motion and their epistemological beliefs] (Unpublished doctoral thesis). Gazi University, Ankara.
Hestenes, D., & Halloun, I. (1995). Interpreting the force concept inventory. The Physics Teacher, 33, 502-506. https://doi.org/10.1119/1.2344278
Hrepic, Z. (2002). Identifying students’ mental models of sound propagation (Unpublished master’s thesis). Kansas State University, Manhattan.
Kallery, M. (2004). Early years teachers' late concerns and perceived needs in science: An exploratory Study. European Journal of Teacher Education, 27(2), 147-165. https://doi.org/10.1080/026197604200023024
Kaya, F. (2010). Fen bilgisi öğretmen adaylarının bitkilerde fotosentez ve solunum konusundaki yanılgılarının üstesinden gelmek için bilgisayar destekli kavramsal değişim metin talimatlarının etkisi [The effects of computer assisted conceptual change texts instructions on overcoming pre-service science teachers’ misconceptions of photosynthesis and respiration in plants] (Unpublished master’s thesis). Pamukkale University, Denizli.
Koray, Ö., Özdemir, M., & Tatar, N. (2014). Primary school student's misconceptions about "units": Example of mass and weight. Primary Education Online, 4(2), 24-31.
Küçüközer, A. (2009). Investigating prospective science teachers' misconceptions of sound. Primary Education Online, 8(2), 313-321.
Martin, D. J. (2012). Elementary science methods: A constructivist approach (6th edition). Wadsworth.
Ministry of National Education [MoNE] (2013). Pre-school educational programme. General Directorate of Basic Education.
Okur Akçay, N. (2014). Determining the views and adequacy of the pre-school teachers related to science activities. The Journal of Academic Social Science Studies, 30(1), 325-336. https://doi.org/10.13189/ujer.2016.040419
Orçan, A. (2013). Çizgi roman tekniği ile geliştirilen bilim kurgu hikayelerinin öğrencilerin yaratıcı düşünme becerileri ve fizik tutumlarına etkisi [The effect of science-fiction stories developed by comics technique, on creative thinking skills and physics attitudes of students] (Unpublished master’s thesis). Gazi University, Ankara.
Özbek, S. (2009). The analyze of pre-school teachers' sights of science education and its application (Unpublished master’s thesis). Çukurova University, Adana.
Peşman, H. (2005). Development of a three-tier to assess ninth grade students' misconceptions about simple electric circuits (Unpublished master’s thesis). Middle East Technical University, Ankara.
Sığırtmaç, A., & Özbek, S. (2011). The analyze of pre-school teachers' opinions of science education and its implementation. E-Journal of New World Sciences Academy Education Sciences, 6(1), 1039-1056.
Tahta, F., & İvrendi, A. (2010). Okul öncesi eğitimde fen öğrenimi ve öğretimi (2. baskı) [Science learning and teaching in preschool education (2nd edition)]. Kök Publishing.
Taşcan, M., & Ünal, İ. (2016). An investigation of science teachers’ knowledge levels of basic astronomy contents in terms of demographic variable. Necatibey Faculty of Education, Electronic Journal of Science and Mathematics Education, 10(1), 60-84. https://doi.org/10.17522/nefefmed.10897
Timur, S. (2012). Examining cognitive structures of prospective pre-school teachers concerning the subject "force and motion". Educational Sciences: Theory and Practice, 12(4), 3039-3049.
Türk, C., Alemdar, M., & Kalkan, H. (2012). Primary school students' seasons determination of understanding levels. Journal of educational and instructional studies in the world, 2(1), 62-67.
Türkmen, L., Çardak, O., & Dikmenli, M. (2005). Using concept maps changing the misconceptions of the first-year high school students in biology courses in classification of living things and their diversity. Gazi University Journal of Gazi Educational Faculty, 25(1), 155-168.
Ünlü, İ., Sever, R., & Akpınar, E. (2011). Analysis of the academic studies’ results in environmental education in Turkey about global warming and greenhouse effect. Erzincan University Journal of Education Faculty, 13(1), 39-54.
Ültay, E., & Can, M. (2015). Determination of pre-school student teachers' conceptual knowledge about heat and temperature. Karadeniz Journal of Social Sciences, 7(2), 1-23.
Yağbasan R., & Gülçiçek Ç. (2003). Describing the characteristics of misconceptions in science teaching. Pamukkale University Journal of Education, 13, 110-128.
DOI: https://doi.org/10.17509/jsl.v4i1.24672
Refbacks
- There are currently no refbacks.
Copyright (c) 2020 Nur Akcanca, Lale Cerrah Özsevgeç
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Jl. Dr. Setiabudhi 229 Bandung 40154, West Java, Indonesia