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Elementary School Students’ Attitude toward Science and Related Variables

Esme Hacieminoglu

pp. 35-52  |   DOI: 10.12973/ijese.2016.288a
Published Online: February 02, 2016
Article Views: 2583  |  Article Download: 4596

Abstract

Worldwide studies have revealed an important issue in that an increasing percentage of students within the X – Y age group are not interested in science. Many students, especially females, have negative feelings and attitudes toward science, which discourages them from continuing with scientific inquiries. There are limited studies related to the factors predicting school students’ attitude toward science; therefore, the purpose of this study is to determine the relationships among the seventh grade elementary students’ attitudes toward science, their learning approaches, motivational goals, science achievement and students’ nature of science (NOS) views. The questionnaires for this study were administered online to 3,598 seventh grade students in different regions and cities of Turkey. The convenience sampling method was used in this study. The correlation results revealed the positive relationship between attitude toward science and the other variables. Multiple regression analysis indicated that while students’ meaningful learning, self-efficacy, and nature of science views have a positive contribution, rote learning contributed negatively to the model. The findings also showed that parents’ income and education level had a significant effect on students’ attitude toward science. 

Keywords: attitude toward science, motivational goal, self-efficacy, nature of science

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2

Understanding Scientific Texts: From Structure to Process and General Culture

Ferhat Ensar & Muhammed Eyyüp Sallabaş

pp. 29-34  |   DOI: 10.12973/ijese.2016.287a
Published Online: January 01, 2016
Article Views: 1409  |  Article Download: 1220

Abstract

In this study, the historical development of experimental research on learning processes from scientific texts has been introduced. Then a detailed analysis of the main contributions of cognitive science has been provided and the theoretical developments that are considered to have had a major role in the comprehension and understanding of scientific texts have been dwelled on. Our premise is to determine how development in understanding the basics of the comprehension of scientific text has been achieved and indicate the best way to continue research in the fields in which there has been less development. For this reason, types of theoretical developments required in order to make progress within the framework of learning processes from scientific texts have been included in this analysis. Thus, a contribution will be made in terms of better interpretation of the scientific texts used in environmental and science education. 

Keywords: Scientific text, expository text, comprehension, environmental education

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3

Circular Migration and its Impacts in the Current Stage of Globalization

Magdalena Privarova and Andrej Privara

pp. 12909-12917  |   DOI:
Published Online: October 22, 2016
Article Views: 1311  |  Article Download: 5817

Abstract

In recent years, the concept of circular migration is increasingly getting into the center of attention among economic theorists as well as decision-makers in the field of international labor migration. In the current conditions of globalization, circular migration could solve some of the pitfalls encountered on the return migration. This paper outlines the genesis of the concept of circular migration and analyses the impacts of this phenomenon on the development of countries of origin. It also draws attention to the need of establishing mechanisms to ensure the circulating nature of migration movement. To do this, it is necessary to meet certain conditions. In this context, international cooperation on migration is a necessary condition for a “win-win-win” strategy as an important part of circular migration. The paper outlines the various forms of this cooperation.

Keywords: Circular migration, development of countries of origin, international cooperation

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4

The Climate Change Attitude Survey: Measuring Middle School Student Beliefs and Intentions to Enact Positive Environmental Change

Rhonda Christensen & Gerald Knezek

pp. 773-788  |   DOI: 10.12973/ijese.2015.276a
Published Online: September 13, 2015
Article Views: 1282  |  Article Download: 1795

Abstract

The Climate Change Attitude Survey is composed of 15 Likert-type attitudinal items selected to measure students’ beliefs and intentions toward the environment with a focus on climate change. This paper describes the development of the instrument and psychometric performance characteristics including reliability and validity. Data were gathered from 1576 middle school students from across the United States in 2014 to validate the instrument and establish the measurement properties of the instrument’s scales. Factor analysis revealed two stable constructs representing beliefs and intentions, which were reconfirmed through multidimensional scaling and hierarchical cluster analysis techniques. Internal consistency reliability was found to be respectable for the survey as a whole as well as the two separate scales. The Climate Change Attitude Survey was created to fill a void in the measurement of middle school students’ affective responses to the environment and climate change. Educators may find this survey useful for assessing pre- to post intervention attitude changes as well as for identifying differences in selected groups of students. Further development is targeted to include adding new constructs as well as testing the instrument with different population subgroups. 

Keywords: environment, middle school students, climate change, survey instrument

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5

Classifying The Standards Via Revised Bloom's Taxonomy: A Comparison of Pre-Service and In- Service Teachers

Serhat Kocakaya & Nihat Kotluk

pp. 11297-11318  |   DOI:
Published Online: November 11, 2016
Article Views: 1236  |  Article Download: 897

Abstract

The aim of this study is (a) to investigate the usefulness of Bloom's revised taxonomy (RBT) for classification of standards, (b) to examine the differences and similarities between pre-service teachers' and in-service teachers' classification of the same standards and (c) to determine which standards are vague and broad. The 45 standards, in the Turkish 10th Grade Physics Syllabus, were categorized by the 16 participants, who were divided into two groups. The first group included eight pre-service physics and the second group included eight in-service physics teachers, in Turkey. Firstly, each participant classified the standards using RBT individually, then, they classified the standards with their group. We compared their all classification of standards. The usefulness of Revised Bloom Taxonomy for classification of standards, the differences between individually classification and the groups' and, differences between the pre-service and in- service teachers groups' classifications, (c) the standards which are broad and vague were discussed. 

Keywords: Revised Bloom's Taxonomy; classifying standards; pre-service teachers; in-service teachers; physics syllabus

References

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6

How Do Turkish Middle School Science Coursebooks Present the Science Process Skills?

Oktay Aslan

pp. 829-843  |   DOI: 10.12973/ijese.2015.279a
Published Online: October 10, 2015
Article Views: 1149  |  Article Download: 814

Abstract

An important objective in science education is the acquisition of science process skills (SPS) by the students. Therefore, science coursebooks, among the main resources of elementary science curricula, are to convey accurate SPS. This study is a qualitative study based on the content analysis of the science coursebooks used at middle schools. In the present study, 653 science activities presented in 10 Turkish science coursebooks used for teaching science at the 5th to 8th grade were analyzed. The findings show that activities in the coursebooks are in the planning and starting skill level of SPS. The overall investigation of the science coursebooks revealed that the SPS recommended in science curriculums are not reflected in the science coursebooks used in middle schools. Skills like variables determination and controlling-changing variables are either included at the lowest rates or not at all in the science coursebooks employed. In addition, the representation of each skill varies according to the grade, publisher, and unit. 

Keywords: science process skills, science coursebooks, science activities, middle school

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7

The Development of Discovery-Inquiry Learning Model to Reduce the Science Misconceptions of Junior High School Students

Basman Tompo, Arifin Ahmad & Muris Muris

pp. 5676-5686  |   DOI:
Published Online: August 13, 2016
Article Views: 1115  |  Article Download: 815

Abstract

The main objective of this research was to develop discovery inquiry (DI) learning model to reduce the misconceptions of Science student level of secondary school that is valid, practical, and effective. This research was an R&D (research and development). The trials of discovery inquiry (DI) learning model were carried out in two different classes in SMPN 2 Maros, South Sulawesi. The results of the study after two trials showed that the discovery inquiry (DI) learning model have been valid, practical, and effective. The discovery inquiry (DI) learning model is stated to be valid because the assessment of all learning components conducted by validator meets the elements of validity. It is stated to be practical because the discovery inquiry (DI) learning component is fully implemented, and the ability of teachers to manage learning is at the high category. It is stated to be effective because the misconceptions of Science student are in the medium category. The activities of students in learning are fulfilled the ideal time achievement, and the results of the students’ questionnaire give the positive respond to discovery inquiry (DI) learning. It is concluded that the discovery inquiry (DI) learning model to reduce the misconception of Science students meets the criteria of valid, practical, and effective.

Keywords: Discovery inquiry, misconceptions of science, learning model

References

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8

Predicting Turkish Preservice Elementary Teachers’ Orientations to Teaching Science with Epistemological Beliefs, Learning Conceptions, and Learning Approaches in Science

Elif Adibelli Şahin, Hasan Deniz & Mustafa Sami Topçu

pp. 515-534  |   DOI: 10.12973/ijese.2016.333a
Published Online: April 18, 2016
Article Views: 1101  |  Article Download: 831

Abstract

The present study investigated to what extent Turkish preservice elementary teachers’ orientations to teaching science could be explained by their epistemological beliefs, conceptions of learning, and approaches to learning science. The sample included 157 Turkish preservice elementary teachers. The four instruments used in the study were School Physics Teachers’ Conceptions of Teaching (Gao & Watkins, 2002), the Epistemic Belief Inventory (Schraw, Bendixen, & Dunkle, 2002), and the Conceptions of Learning Science and the Approaches to Learning Science questionnaires (Lee, Johanson, & Tsai, 2008). Step-wise multiple regression analyses indicated that the teacher-centered/moulding orientation to teaching science was mostly predicted by unfruitful learning approaches, naïve epistemological beliefs, and traditional learning conceptions in science. On the other hand, the student-centered/cultivating orientation to teaching science was mostly explained by constructivist learning conceptions in science. These findings suggest that epistemological beliefs, learning approaches, and learning conceptions are important factors in the genesis of conceptions of teaching science. 

Keywords: epistemological beliefs, elementary preservice teachers, teaching conceptions, learning conceptions, learning approaches

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9

The Feature of Scientific Explanation in the Teaching of Chemistry in the Environment of New Information of School Students’ Developmental Education

Suriya I. Gilmanshina, Iskander R. Gilmanshin, Rimma N. Sagitova & Asiya I. Galeeva

pp. 349-358  |   DOI: 10.12973/ijese.2016.322a
Published Online: March 04, 2016
Article Views: 1062  |  Article Download: 727

Abstract

The aim of this article is to disclose features of scientific explanation in teaching of chemistry in the environment of new information of school students’ developmental education. The leading approach to the study of this problem is the information and environmental approach that comprehensively address the problem of scientific explanation in the teaching of chemistry, to identify its characteristics and its role in the didactic system of developing training. In the article the concept of "informational-educational environment" and "personal information culture", identified the main function as the primary explanation of the procedure of scientific thinking in the teaching of chemistry. The features of scientific explanation in teaching chemistry in the new educational environment due to six types of relationships induction and deduction in explaining chemical phenomena, theories and laws. The choice of the ratio of induction and deduction affect the chemical nature of the studied object, the problem of knowing the object, the logical links between the structure of the object and the structure used to explain knowledge. It was found that the role of scientific explanation in the didactic system of developing education in the new information environment is the development of students forming their scientific outlook, logical thinking and culture of information activities.

Keywords: chemical education, scientific explanation, informational and educational environment.

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10

An Examination of Science Teachers’ Knowledge Structures towards Technology

Sedef Canbazoğlu Bilici

pp. 571-586  |   DOI: 10.12973/ijese.2016.403a
Published Online: April 18, 2016
Article Views: 998  |  Article Download: 664

Abstract

The purpose of the study was to examine science teachers’ knowledge structures on technology, who participated in a TPACK-based Professional Development (PD) program. The PD program was executed in the summer of 2015-2016 academic year with 24 science teachers. Data was collected with the Word Association Test (WAT). A holistic case study approach was followed throughout the study. The stimulus words used in WAT can be stated as; technology, information and communication technologies, computer, instructional materials, Web 2.0 tools, and Technological Pedagogical Content Knowledge (TPACK). Cut-off points were identified by the frequency tables of response words towards stimulus words. The cut-off points helped create the concept networks on technology. At the end of the PD program, progress in science teachers’ knowledge structures toward technology was observed. The results showed that the 21st century technologies included in the PD program such as Web 2.0 tools, Algodoo, animoto, probeware, and student response systems were found to be prominent in teachers’ responses.

Keywords: professional development program, science teacher, technological pedagogical content knowledge, word association test

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