Yazar "Bayraktar, Şule" seçeneğine göre listele
Listeleniyor 1 - 4 / 4
Sayfa Başına Sonuç
Sıralama seçenekleri
Öğe Effects of Conceptual Change Texts and Laboratory Experiments on Fourth Grade Students' Understanding of Matter and Change Concepts(Springer, 2010) Durmuş, Jale; Bayraktar, ŞuleThe purpose of this study was to investigate whether conceptual change texts and laboratory experiments are effective in overcoming misconceptions and whether the concepts were acquired permanently when these methods were utilized. In this study, we addressed some topics from the "Matter and Change" unit in science and technology class of elementary 4th grade. Students from three classes of an elementary school participated in the study (N = 104). Students' misconceptions were determined by administering the "Matter Concept Test" before, immediately after and 13 weeks after the instructional period. The results of the study showed that both conceptual change texts and experiment method were more successful than traditional instruction in overcoming the misconceptions and acquiring permanent knowledge. However, there was not a significant difference between these two alternative approaches in terms of reducing the misconceptions.Öğe Öğretmen Adaylarının Gözü ile Fen ve Teknoloji Öğretmenlerinin Etkili Öğretmen Davranışlarını Gerçekleştirme Düzeyleri(Iated-Int Assoc Technology Education & Development, 2010) Bayraktar, Şule; Çınar, DeryaThe purpose of this study was to investigate middle school science teachers' frequency of exhibiting effective teacher behaviors. Science teachers' frequency of exhibiting effective teacher behaviors were determined by means of pre-service science teachers' (N=110) observations in elementary schools. Based on their observations in the classrooms, the pre-service teachers filled out an observation form, which consisted of 25 items about skills related to effective teacher behaviors, by indicating the frequencies of teachers' realizing certain behaviors in classroom. According to the results, teachers were found to be most effective in questioning and wait time and least effective in encouraging students to engage in group and self -evaluations.Öğe Pre-service Primary Teachers' Ideas About Lunar Phases(2009) Bayraktar, ŞuleThe purpose of this study was to explore pre-service primary teachers' ideas about how lunar phases occur. 154 third year primary student teachers were asked to explain " why the moon is seen in different shapes when we look at the sky at different times" . They have given enough time to explain their answers in writing. Then, their responses were examined and categorized as scientific explanations and misconceptions. Results of the study showed that while the 54 % of the student teachers' ideas about the lunar phases are scientific, the remaining 46 % of them could be categorized as misconceptions. Some of the misconceptions detected from the student teachers' explanations of the causes of the moon phases are: earth's shadow on the moon, earth's rotation or varying distance between the earth and the moon. The study revealed similar results with the previous studies conducted in other cultures.Öğe Sınıf Öğretmeni Adaylarının Fen Öğretimine Yönelik Yeterlik İnançlarının İncelenmesi(2009) Bayraktar, ŞuleBu çalışmanın amacı sınıf öğretmenliğinde öğrenim görmekte olan öğretmen adaylarının fen öğretimine yönelik yeterlik (öz yeterlik ve sonuç beklentisi) inançlarını belirlemek ve bu inançlarının 'sınıf düzeyi ve cinsiyete göre farklılık gösterip göstermediğini incelemektir. Araştırma verileri toplam 287 sınıf öğretmeni adayına Fen Öğretiminde Yeterlik İnancı Ölçeğinin uygulanması neticesinde elde edilmiştir. Verilerin analizinde t test ve aritmetik ortalama gibi teknikler kullanılmıştır. Araştırma sonuçları öğretmen adaylarının öz yeterlik inançlarının orta düzeyde gelişmiş olduğunu ve geliştirilmesi gerektiğini ortaya koymuştur. Ayrıca öz yeterlik inançlarının sınıf düzeyi arttıkça geliştiği ve cinsiyete bağlı olmadığı da araştırmanın bulguları arasındadır. Sonuç beklentisi ile ilgili inançların ise öz yeterlik inançlarına kıyasla daha güçlü olduğu ve sınıf düzeyine ve cinsiyete bağlı olarak değişmediği ortaya konmuştur.
