Special Issue - (2016)
Special Issue - (2015)
Special Issue - (2012)
Environmental Mental Models of College Students
Melissa R. Wuellner, Leslie Vincent, and Brandi Felts
pp. 105-115 | Article Number: ijese.2017.004
Primary and secondary students in the United States are provided environmental education in their curricula due in part to national legislation, but higher education, for many U.S. citizens, is the last opportunity to educate young adults about the environment and humans’ role in it in a formalized setting. Pre-college education and other life experiences or ways of learning can shape a student’s mental model of the environment. While some previous research has focused on understanding environmental mental models of primary and secondary students, only one study to date has evaluated models of college students. Further, no study has evaluated potential shifts in mental models because of taking a course or what specific factors shape these models prior to college. The objectives of this study were to assess environmental models of college students and determine whether a course on “Environmental Conservation” reinforces or influences students’ mental models by the end of the course. We compared environmental metal models at the start and end of our course using the Environments Task tool. Students were asked to provide pictorial and written descriptions of their mental models at both time periods. Additionally, photographs were used to explore student beliefs on environmental representations and questions were used to assess sources of prior environmental knowledge of students at the start of the semester. Results show that pictorial and written mental models differed from one another at the beginning as well as the end of the semester. More students identified humans as a part of the environment in their pictures by the end of the semester compared to the beginning, but no such shifts were noted in the written description. Students identified secondary school courses, life experiences such as growing up on a farm or ranch or hunting and fishing, and their family members as their primary sources of environmental information prior to taking the course. In total, these results indicate that mental models remain underdeveloped after this specific 16-week course and that these models may be more fixed by earlier educational experiences than previously believed. Recommendations for future environmental education are also provided.
Keywords: Mental models, environment, higher education
Costa, A.L., & Kallick, B. (2008). Learning through reflection. In A.L. Costa & B. Kallick (Eds.), Learning and Leading with Habits of Mind (pp. 221-235). Alexandria, Virginia: Association for Supervision and Curriculum Development.
Cortese, A.D. (2003). The critical role of higher education in creating a sustainable future. Planning for Higher Education, 31, 15-22.
Coyle, K. (2005). Environmental literacy in America. Washington, DC: The National Environmental Education and Training Foundation.
Greca, I.M., & Moreira, M.A. (2000). Mental models, conceptual models, and modeling. International Journal of Science Education, 22, 1-11.
Heberlein, T.A., & Ericsson, G. (2005). Ties to the countryside: Accounting for urbanites’ attitudes toward hunting, wolves, and wildlife. Human Dimensions of Wildlife, 10, 231-227.
Johnson-Laird, P.N. (1983). Mental models: Toward a cognitive science of language, inference, and consciousness. Cambridge, MA: Harvard University Press.
Jones, N.A., Ross, H., Lynam, T., Perez, P., & Leitch, A. (2011). Mental models: An interdisciplinary synthesis of theory and methods. Ecology and Society, 16, 46-59.
Judson, E. (2011). The impact of field trips and family involvement on mental models of the desert environment. International Journal of Science Education, 33, 1455-1472.
Kalvaitis, D. & Monhardt, R.M. (2011). The architectures of children’s relationships with nature: A phenomenographic investigation seen through drawings and written narratives of elementary students. Environmental Education Research, 18, 209-227.
Kollmuss, A., & Agyeman, J. (2002). Mind the gap: why do people act environmentally and what are the barriers to pro-environmental behavior? Environmental Education Research, 8, 239-260.
Leopold, A. (1966). A Sand County almanac with essays on conservation from Round River. New York: Ballantine Books.
Liu, S.-C., & Lin, H.-S. (2015). Exploring undergraduate students’ mental models of the environment: Are they related to environmental affect and behavior? The Journal of Environmental Education, 46, 23-40.
Louv, R. 2008. Last child in the woods. Chapel Hill, NC: Algonquin Books.
Louv, R. 2012. The nature principle. Chapel Hill, NC: Algonquin Books.
Manfredo, M.J., Teel, T.L., & Bright, A.D. (2001). Why are public values toward wildlife changing? Human Dimensions of Wildlife, 8, 287-306.
Manfredo, M.J. (2008). Who cares about wildlife: Social science concepts for exploring human-wildlife relationships and conservation issues. New York: Springer-Verlag Press.
National Environmental Education Act (NEEA). (1990). https://www.epa.gov/education/national-environmental-education-act#s5.
Osborne, R., & Freyberg, P. (1985). Children’s science. In R. Osborne & P. Freyberg (Eds.), Learning in science: The implications of children’s science (pp. 5-14). Auckland, New Zealand: Heinemann Publishers.
Payne, P. (1998). Children’s concepts of nature. Australian Journal of Environmental Education, 14, 19-26.
Shepardson, D.P., Wee, B., Priddy, M., & Harbor, J. (2007). Students’ mental models of the environment, Journal of Research in Science Teaching, 44, 327-348.
Teel, T.L., & Manfredo, M.J. (2010). Understanding the diversity of public interests in wildlife conservation. Conservation Biology, 24, 128-139.
U.S. Census. (2010). https://www.census.gov/geo/reference/urban-rural.html
Zhang, W. (2015). www.sdstate.edu/soc/rlcdc/upload/FYFT-projections-WZ-09162015.pdf
|View Abstract References Full text PDF|
Examining the Learning Outcomes Included in the Turkish Science Curriculum in Terms of Science Process Skills: A Document Analysis with Standards-Based Assessment
Umit Duruk, Abuzer Akgün, Ceylan Doğan, Fatma Gülsuyu
pp. 117-142 | Article Number: ijese.2017.005
Science process skills have provided a valuable chance for everyone to construct their own knowledge by means of scientific inquiry. If students are to understand what science is and how it actually works, then they should necessarily make use of their science process skills as well as scientific content knowledge compulsory to be learned in any science curriculums. As an important schooling item, science curriculums based on scientific literacy have been reoriented at times and aimed at providing students with a deeper understanding of science process skills and make them fully competent to deal with scientific process as far as possible. The present study took its inspiration for examining the role of science curriculum on science process skills from the purpose of investigating learning outcomes in it. The study was conducted in accordance with document analysis of Turkish Secondary School Science Curriculum revised in 2013. The analysis was operated by standards-based assessment of learning outcomes with the help of sentence-based criteria constructed by researchers. The results showed that the representation rate of science process skills for science curriculum varied with grade level and unit. Based on the results, the implications and limitations of the study and the directions for further study were discussed.
Keywords: Science education, science process skills, science curriculum, document analysis
Abd-El-Khalick, F., Bell, R. L., & Lederman, N. G. (1998). The nature of science and instructional practice: Making the unnatural natural. Science Education, 82(4), 417-436.
Ağgül Yalçın, F. (2011). The evaluation of the unit “structure and properties of matter” in primary 8th grade science and technology teacher guidebook with regard to scientific process skills. Elementary Education Online, 10(1), 378-388.
Åkerlind, G. S. (2005). Variation and commonality in phenomenographic research methods. Higher Education Research & Development, 24, 321-334.
Akgün, A., & Duruk, U. (2016). The investigation of preservice science teachers’ critical thinking dispositions in the context of personal and social factors, Science Education International, 27(1), 3-15.
Akgün, A., Tokur, F., & Duruk, U. (2016). Associating conceptions in science teaching with daily life: Water chemistry and water treatment. Adıyaman University Journal of Educational Sciences, 6(1), 161-178.
Aktamış, H., & Ergin, Ö. (2008). The effect of scientific process skills education on students’ scientific creativity, science attitudes and academic achievements. Asia-Pacific Forum on Science Learning and Teaching, 9(1), 1-21.
Al-Rabaani, A. (2014). The acquisition of science process skills by Omani’s pre-service social studies’ teachers. European Journal of Educational Studies, 6(1), 13-19.
Ambross, J., Meiring, L., & Blignaut, S. (2014). The implementation and development of science process skills in the natural sciences: A case study of teachers’ perceptions. Africa Education Review, 11(3), 459-474.
American Association for the Advancement of Science (AAAS) (1989). Science for all Americans: Project 2061. Washington, DC.
Anderson, R. D. (2002). Reforming science teaching: What research says about inquiry. Journal of Science Teacher Education, 13(1), 1-12.
Arthur, C. (1993). Teaching science through discovery. Toronto: Macmillan Publishing Company.
Aslan, O. (2015). How do Turkish middle school science course books present the science process skills? International Journal of Environmental Science Education, 10(6), 829-843.
Aslan, S., Ertas-Kılıc, H., & Kılıc, D. (2016). Bilimsel Süreç Becerileri [Science Process Skills]. Ankara: Pegem Akademi.
Aydınlı, E., (2007). İlköğretim 6., 7. ve 8. sınıf öğrencilerinin bilimsel süreç becerilerine ilişkin performanslarının değerlendirilmesi [Evaluation of science process skill study on the 6.,7. and 8. grade students] (Unpublished Master Dissertation). Gazi University, Institute of Educational Sciences. Ankara.
Aydogdu, B. (2006). İlköğretim fen ve teknoloji öğretiminde bilimsel süreç becerilerini etkileyen değişkenlerin belirlenmesi [Identification of variables effecting science process skills in primary science and technology course] (Unpublished Master Dissertation). Dokuz Eylül University, Educational Sciences Institute, İzmir.
Aydogdu, B. (2015). The investigation of science process skills of science teachers in terms of some variables. Educational Research and Reviews, 10(5), 582-594.
Aydogdu, B., Erkol, M., & Erten, N. (2014). The investigation of science process skills of elementary school teachers in terms of some variables: Perspectives from Turkey. Asia-Pacific Forum on Science Learning and Teaching, 15, 1-8.
Aziz, M. S., & Zain, A. N. Md. (2010). The inclusion of science process skills in Yemeni secondary school physics textbooks. European Journal of Physics Education, 1(1), 44-50.
Bagcı Kılıc, G. (2003). Üçüncü uluslararası matematik ve fen araştırması (TIMSS): Fen öğretimi, bilimsel araştırma ve bilimin doğası [The third international mathematics and science study (TIMSS): Science teaching, scientific research and nature of science]. Elementary Education Online, 2(1), 42-51.
Bagcı Kılıc, Haymana, F., & Bozyılmaz, B. (2008). Analysis of the elementary science and technology curriculum of Turkey with respect to different aspects of scientific literacy and scientific process. Education and Science, 33(150), 52-63.
Beaumont-Walters, Y., & Soyibo, K. (2001). An analysis of high school students’ performance on five integrated science process skills. Research in Science & Technological Education, 19(2), 133-145.
Berman, W. (1996). Science process skill competency and academic achievement in college biology: A correlational study. Ed.D. dissertation, Temple University, United States. ProQuest Digital Dissertations Database.
Böyük, U., Tanık, N., & Saracoğlu, S. (2011). Analysis of the scientific process skill levels of secondary school students based on different variables. TUBAV, 4(1), 20-30.
Celik, P. (2013). Probleme dayalı öğrenmenin öğretmen adaylarının fizik dersi başarısı, öğrenme yaklaşımları ve bilimsel süreç becerileri üzerindeki etkisi [The effect of problem based learning on pre-service teachers' physics course achievement, learning approaches and science process skills] (Unpublished Doctoral Dissertation). Dokuz Eylül University, İzmir.
Chabalengula, V., Mumba, F., & Mbewe, S. (2012). How pre-service teachers, understand and perform science process skills. Eurasia Journal of Mathematics, Science and Technology Education, 8(3), 167-176.
Charmaz, C. (2006). Constructing grounded theory: A practical guide through qualitative analysis. Thousand Oaks: Sage Publications.
Chu, H., Treagust, D. F., Yeo, S., & Zadnik, M. (2012). Evaluation of students’ understanding of thermal concepts in everyday contexts. International Journal of Science Education, 34(10), 1509-1534.
DeBoer, G. (2000). Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching, 37(6), 582-601.
Delen, I., & Kesercioglu, T. (2012). How middle school students’ science process skills affected by Turkey’s national curriculum change? Journal of Turkish Science Education, 9(4), 3-9.
Dökme, I. (2005). Evaluation of 6th grade science textbook published by the Turkish ministry of education in terms of science process skills. Elementary Education Online, 4(1), 7-17.
Ewers, T. G. (2001). Teacher-directed versus learning cycles methods: Effects on science process skills mastery and teacher efficacy among elementary education students (Unpublished doctoral dissertation). Timothy Gorman. University of Idaho, United States. ProQuest, UMI Dissertations Publishing.
Farsakoglu, O. F., Sahin, C., & Karslı, F. (2012). Comparing science process skills of prospective science teachers: A cross-sectional study. Asia-Pacific Forum on Science Learning and Teaching, 13(1).
Güden, C., & Timur, B. (2016). Examining secondary school students’ cognitive process skills (Çanakkale sample). Abant İzzet Baysal University Journal of Education, 16(1), 163-182.
Harlen, W. (1999). Purposes and procedures for assessing science process skills. Assessment in Education: Principles, Policy & Practice, 6(1), 129-146.
Hazır, A., & Türkmen, L. (2008). The fifth-grade primary school students’ level of science process skills. Journal of Ahmet Keleşoğlu Education Faculty, 26, 81-96.
Kanlı, U., & Yagbasan, R. (2008). The efficacy of the 7E learning cycle model based on laboratory approach on development of students’ science process skills. Gazi University Journal of Gazi Educational Faculty, 28(1), 91-125.
Karahan, Z. (2006). Fen ve teknoloji dersinde bilimsel süreç becerilerine dayalı öğrenme yaklaşımının öğrenme ürünlerine etkisi [Within the science and technology lesson, the effects of scientific process skills based learning on learning products] (Unpublished Master Dissertation). Zonguldak Karaelmas University.
Karamustafaoglu, S. (2011). Improving the science process skills ability of prospective science teachers using I diagrams. Eurasian Journal of Physics and Chemistry Education, 3(1), 26-38.
Karslı, F., Sahin, C., & Ayas, A. (2009). Determining science teachers’ ideas about the science process skills: A case study. Procedia Social and Behavioral Science, 1, 890-895.
Kılıç, G. B., Haymana, F., Bozyılmaz, B. (2008). Analysis of the elementary science and technology curriculum of Turkey with respect to different aspects of scientific literacy and scientific process. Education and Science. 33(150).
Koray, O., Bahadır, H., & Gecgin, F. (2006). The states of being represented of science process skills in the course books of chemistry and chemistry curriculums at the class 9th, ZKU Journal of Social Sciences, 2(4), 147-156.
Kvale, S. (1996). Interviews: An introduction to qualitative research interviewing. Thousand Oaks, CA: Sage.
Lacin Simsek, C. (2010). Classroom teacher candidates’ sufficiency of analyzing the experiments in primary school science and technology textbooks’ in terms of scientific process skills. Elementary Education Online, 9(2), 433-445.
Laugksch, R. C. (2000). Scientific literacy: A conceptual overview. Science Education, 84(1), 71-94.
Lederman, J. S., Lederman, N. G., Bartos, S. A., Bartels, S. L., Meyer, A. A., & Schwartz, R. S. (2014). Meaningful assessment of learners’ understandings about scientific inquiry-The views about scientific inquiry (VASI) questionnaire. Journal of Research in Science Teaching, 51(1), 65-83.
Lee, C. K. (2014). A conceptual change model for teaching heat energy, heat transfer and insulation. Science Education International, 25(4), 417-437.
Lumbantobing, R. (2004). Comparative study on process skills in the elementary science curriculum and textbooks between Indonesia and Japan. Bulletin of the Graduate School of Education, Hiroshima University. Part. II, Arts and Science Education, 53, 31-38.
Martin D., J. (1997). Elementary science methods: A constructivist approach, An International Thomson Publishing Company.
Miles, M. B., & Huberman, M. A. (1994). An expanded sourcebook qualitative data analysis. London: Sage.
Ministry of National Education, (MoNE). (2006). İlköğretim fen ve teknoloji dersi (6, 7 ve 8. sınıflar) öğretim programı. Talim ve Terbiye Kurulu Başkanlığı, Ankara.
Ministry of National Education (MoNE). (2013). İlköğretim kurumları (İlkokullar ve Ortaokullar) fen bilimleri dersi (3, 4, 5, 6, 7 ve 8. sınıflar) öğretim programı, Talim ve Terbiye Kurulu Başkanlığı, Ankara.
Molefe, L., & Stears, M. (2014). Rhetoric and reality: Science teachers’ educators’ views and practice regarding science process skills. African Journal of Research in Mathematics, Science and Technology Education, 18(3), 219-230.
Monhardt, L., & Monhardt, R. (2006). Creating a context for the learning of science process skills through picture books. Early Childhood Education Journal. 34(1), 67-71.
National Research Council (NRC). (1996). National science education standards. Washington, DC: National Academy Press.
National Research Council. (2000). Inquiry and the national science education standards: A guide for teaching and learning. Washington, DC: National Academy Press.
Nehring, A., Nowak, K. H., zu Belzen, A. U., & Tiemann, R. (2015). Predicting students’ skills in the context of scientific inquiry with cognitive, motivational, and sociodemographic variables, International Journal of Science Education. 1-21.
Niaz, M. (2000). A framework to understand students’ differentiation between heat energy and temperature and its educational implications. Interchange, 31(1), 1-20.
Osborne, J., & Patterson, A. (2012). Authors’ response to “for whom is argument and explanation a necessary distinction? A response to Osborne and Patterson” by Berland and McNeill. Science Education, 96(5), 814-817.
Ostlund, K. L. (1992). Science process skills: Assessing hands-on student performance. New York: Addison-Wesley.
Ozgelen, S. (2012). Students’ science process skills within a cognitive domain framework. Eurasia Journal of Mathematics, Science & Technology Education, 8(4), 283-292.
Oztürk, N., Tezel, O., & Acat, M. B. (2010). Science process skills levels of primary school seventh grade students in science and technology lesson. Turkish Science Education (TUSED), 7(3), 15-28.
Padilla, M. J. (1990). The science process skills. Research matters - to the science teacher. National Association for Research in Science Teaching.
Phillips, M. C., Vowell, J. E., Lee, Y. H., & Plankis, B. J. (2015). How do elementary science textbooks present the nature of science? The Educational Forum. 79(2), 148-162.
Rezba, R. J., Sprague, C. R., McDonnough, J. T., & Matkins, J. J. (2007). Learning and assessing science process skills. Iova: Kendall, Hunt Publishing Company.
Rillero, P. (1998). Process skills and content knowledge. Science Activities, 35(3), 3-4.
Saat, R. M. (2004). The acquisition of integrated science process skills in a web-based learning environment. Research in Science & Technological Education, 22(1), 23-40.
Saban, Y., Aydogdu, B., & Elmas, R. (2014). The comparison of 2005 and 2013 science curricula for science process skills in 4th and 5th grades. Mehmet Akif Ersoy University Journal of Education, 1(32), 62-85.
Settlage, J., & Southerland, S. A. (2007). Teaching science to every child: Using culture as a starting point. New York: Taylor & Francis.
Shaw, T. J. (1983). The effect of a process-oriented science curriculum upon problem-solving ability. Science Education, 67(5), 615-623.
Sinan, O., & Usak, M. (2011). Evaluating of prospective biology teachers’ scientific process skills. Mustafa Kemal University Journal of Social Sciences Institute, 8(15), 333-348.
Sen, A. Z. & Nakiboglu, C. (2012). Analyze of high school chemistry textbooks in terms of science process skills, Journal of Kırşehir Education Faculty (KEFAD), 13(3), 47-65.
Taconis, R., Ferguson-Hessler, M. G. M, & Broekkamp, H. (2000). Teaching science problem solving: An overview of experimental work. Journal of Research in Science Teaching, 38, 442-468.
Yıldırım, C. (2007). Bilim Felsefesi [Philosophy of Science]. İstanbul: Remzi Kitabevi.
Yıldırım, A., & Simsek, H. (2013). Sosyal Bilimlerde Nitel Araştırma Yöntemleri [Qualitative Research Methods in Social Sciences]. Ankara: Seçkin Yayıncılık.
Yıldız Feyzioglu, E., & Tatar, N. (2012). An analysis of the activities in elementary science and technology textbooks according to science process skills and structural characteristics. Education and Science, 37(164), 108-125.
Yılmaz Senem, B. (2013). Content analysis of 9th grade physics curriculum, textbook, lessons with respect to science process skills (Unpublished doctoral dissertation). Middle East Technical University, Ankara.
Wong, C. L., Chu, E., & Yap, K. C. (2014). Are alternative conceptions dependent on researchers’ methodology and definition? A review of empirical studies related to concepts of heat. International Journal of Science and Mathematics Education, 14(3), 499-526.
Zion, M., Michalsky, T., & Mevarech, Z. R. (2005). The effects of metacognitive instruction embedded within an asynchronous learning network on scientific inquiry skills. International Journal of Science Education, 27(8), 957-983.
|View Abstract References Full text PDF|
Science Content Knowledge of 5–6 Year Old Preschool Children
pp. 143-175 | Article Number: ijese.2017.006
The present study is a descriptive research in the scanning model. In the present study is research conducted to determine five to six-year-old children’s knowledge of science content, study group constitutes of 360 children attending preschool educational institutions in Burdur city center and their parents and teachers. In the study, Science Content Standards Scale (SCSS) Trial Form developed by Taştepe (2012) was used. SCSS consists of a total 31 items and three subscales including Life Science, Physical Sciences, Earth and Space Sciences processing areas. SCSS-Trial Form was filled at the end of May 2015 by group teachers giving children training throughout the whole academic year. Group score differences were analyzed with one-way analysis of variance (ANOVA) technique. Difference among groups is tested using Scheffe and Tamhane techniques. While statistically significant differences are observed among children’s scores obtained from SCSS total and sub-dimensions according to age and duration of preschool education, and all sub-dimensions as per number of siblings, there are not any statistically significant differences among children’s scores total and sub-dimension according to gender and mothers and fathers’ age. While difference among children’s scores obtained from physical sciences, earth and space sciences is observed in favor of firstborn, no differences in life sciences and total score are not determined. There is a statistically significant difference between children’s scores in physical and life sciences sub-dimensions as per mothers and father’ status of education, and physical sciences sub-dimensions as per mothers’ occupational group but there are not any significant differences determined in as per father’ occupational group.
Keywords: Preschool, kindergarten, science content knowledge, teacher and parents
Ahtee, M., & Johnston, J. (2006). Primary student teacher’ ideas about teaching a physics topic. Scandinavian Journal of Educational Research, 50(2), 207-219. Retrieved December 18, 2015 from http://www.tandfonline.com/doi/pdf/10.10%2080/%200%200313830600576021?%20
Akkaya, M. (2007). Öğretmenlerin ve velilerin okul öncesi eğitim kurumlarında uygulananaile katılımı çalışmalarına ilişkin görüşleri. Unpublished Master ‘Thesis. Eskişehir Anadolu University Institute of Education Sciences, Eskişehir. Retrieved July 15, 2015 from https://tez.yok.gov.tr/UlusalTezMerkezi/
Aksu, F.F.&Karaçöp, A. (2015). Ev temelli fen öğrenme etkinliklerine aile katılımının bazı değişkenler açısında incelenmesi. Bayburt Üniversitesi Eğitim Fakültesi Dergisi, 10(1) Retrieved July 13, 2016 from http://edergi.bayburt.edu.%20tr/% 20index.% 20php/befd/ article/view/95/83 Alignment of Kentucky’s Early Childhood Standards with High Scope’s Preschool Child Observation Record (2002). 2nd edition. Retrieved Jun 15, 2016 from http://www.highscope.org/file/Assessment/StateAlignments/Kentucky%20to%20COR%20 Alignment_Nov09.pdf
Andersson, K. & Gullberg, A. (2014). What is science in preschool and what do teachers have to know to empower children? Cultural Studies of Science Education, 9(2), pp. 275-296. DOI: 10.1007/s11422-012-9439-6 Retrieved October 30, 2015 from http://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer?vid=1&sid=03b7a31e-9bab-4129 a1601d486fb300f9% 40sess ionmgr115&hid=127
Appleton, K. (1992). Discipline knowledge and confidence to teach science: Self-perceptions of primary teacher education students. Research in Science Education, (22), 11–19. Retrieved October 30, 2015 from http://download.springer.com/static/pdf/643/art%253 A10.1007%252FBF02356874.pdf DOI:10.1007/BF02356874.
Aydınlı, E. (2007). İlköğretim 6, 7 ve 8. sınıf öğrencilerinin bilimsel süreç becerilerineilişkin performanslarının değerlendirilmesi. Unpublished Master’s Thesis. Gazi University Institute of Education Sciences, Ankara. Retrieved July 15, 2016 from https://tez.yok.gov.tr/UlusalTezMerkezi/
Aykut, Ö. (2006). Bazı değişkenlerin okul öncesi eğitimi öğretmenlerinin fen ve doğa çalışmalarına ilişkin görüşlerine etkisi. Unpublished Master’s Thesis. Gazi University Institute of Education Sciences, Ankara. https://tez.yok.gov.tr/UlusalTez Merkezi/ Baz, M. 2003, İlkoğretim 7. ve 8. sınıf öğrencilerinin bilimsel okuryazarlık seviyelerinin tespiti. Unpublished Master’s Thesis Marmara University Institute of Education Sciences, İstanbul. https://tez.yok.gov.tr/UlusalTezMerkezi/
Bilgin Aydın, N.H. (2003). Çocuk Ruh Sağlığı. Morpa Kültür Yayınları, İstanbul.
Bosse, S., Jacobs, G., Anderson, T.L. (2009). Science in the early years: Science in the air. Young Children, 64(6), 10-14. Retrieved February 15, 2015 from http://www.naeyc. org/files/yc/file/200911/BosseWeb1109.pdf
Bowman, B. T. (2006). Standards at the heart of educational equity. Young Children.
Retrieved April 20, 2015 from https://www.naeyc.org/files/yc/file/200609/Bowman,BTJ.pdf
Bozkurt, O. & Olgun, Ö.S. (2005). Fen ve teknoloji eğitiminde bilimsel süreç becerileri. In M. Aydoğdu ve T. Kesercioğlu (Eds.), İlköğretimde fen ve teknoloji öğretimi (pp. 55-71). Ankara, Anı.
Brewer, J. A. (2001). Introduction to early childhood education: Preschool through primary grades. USA: By Allyn and Bacon.
Brigido, M., Bermejo, M. L. & Mellado, V. (2012). Self-efficacy and emotions in prospective primary education science teachers. In Bruguière, C., Tiberghien, A. & Clément, P. (Eds.), Proceedings of the ESERA 2011 Conference: Science learning and Citizenship Part 12, 19-24. Lyon, France: European Science Education Research Association. Retrieved May 11, 2015 from http://www.esera.org/media/ebook/strand12 /ebook -esera2011_brigido-12.pdf
Brown, T. Brown, K., Barnot, V., & Dean Nelson (2014). Pre-service elementary teachers ’attitudes towards components of physical science: Do they differ from other post-secondary students? Electronic Journal of Science Education, 18(4), 1-20. Retrieved January 18, 2016 from http://ejse.southwestern.edu
Buldu, N., Buldu, M. & Buldu, M. (2014). Türkiye’de anasınıflarında ve ilkokul 1, 2 ve 3. sınıflarda fen öğretimi üzerine bir kalite değerlendirmesi. Eğitim ve Bilim. 39(174), 214-232. DOI:10.15390/EB.2014.2974
Butzow, C.M. & Butzow, J. W. (2000). Science through children’s literature: An integrated approach. USA: A Division of Greenwood Publishing Group, Inc.
Büyüköztürk, Ş. (2010). Sosyal bilimler için veri analizi el kitabı. Ankara: PegemA.
Büyüktaşkapu, S. (2010). 6 yaş çocuklarının bilimsel süreç becerilerini geliştirmeye yönelikyapılandırmacı yaklaşıma dayalı bir bilim öğretim programı önerisi. Unpublished Doctoral Dissertation, Selçuk University Institute of Social Sciences, Konya. Retrieved January 29, 2013 from https://tez.yok.gov.tr
Cesarone, B. (2007). ECAP Report: Early Childhood Learning Standards: Effects on Teaching Practices, Childhood Education, 84(1), 60-61.DOI:10.1080/00094056.2007.10522974
Charlesworth, R., Lind, K.K., & Fleege, P. (2003). Math and science for young children. New York: Thomson.
Cheadle, J. E. (2009). Parent educational investment and children’s general knowledge development. Social Science Research, 38, 477-491. Retrieved April 07, 2015 from http://ac.els-cdn.com/S0049089X08001282/1-s2.0-S0049089X08001282main.pdf?_tid=7189e104-6dc9-11e6-abec00000aab0f6b&acdnat=1472462444_645d97ae5e68cbf8349dac5dbd05a2f0
Çınar, S. (2013). Okul öncesi öğretmenlerin fen ve doğa konularının öğretimindekullandıkları etkinliklerin belirlenmesi. Eğitim ve Öğretim Araştırmaları Dergisi, 2(1). Retrieved March 05, 2015 from http://www.jret.org/FileUpload/ks281142/File/38c.sinan_cinar.pdf
Davies, D., & Howe, A. (2003). Teaching science, design and technology in the early years. London: David Fulton.
DeVellis, R. F. (2003). Scale development theory and application (2nd ed.). USA: Sage.
Dirim, A. (2003). Çocuk Ruh Sağlığı. Esin Yayınevi, İstanbul.Downing, J. E., & Filer, J. D.(1999). Science process skills and attitudes of preservice elementary teachers. Journal of Elementary Education, 11(2), pp. 57-64. Retrieved May 12, 2014 from http://link.springer.com/article/10.1007/BF03173838#page-2
Dubosarsky, M.D. (2011). Science in the eyes of preschool children: Findings from an innovative research tool. Doctoral Dissertation, A dissertation submitted to the faculty of the graduate school of the university of Minnesota. ProQuest Education Journals Retrieved Jun 08, 2012 from http://kutuphane.mehmetakif.edu.tr/? page=veritabanlari &veritabaniTurID=3
Eliason, C. F., & Jenkins, L.T. (2011). A practical guide to early childhood curriculum’s: Pearson.
Englund, M. M., Luckner, A. E., Whaley, G. J. L., & Egeland, B. (2004). Children’s achievement in early elementary school: Longitudinal effects of parental involvement, expectations, and quality of assistance. Journal of Educational Psychology, 96(4), 723-730. Retrieved February 21, 2015 from http://reseauconceptuel.umontreal.ca/rid=1NHF.QDYY3-8MQ2PQ14G1/KHATON_Asia_vignette5_article.pdf
Essa, E.L. (2011). Early childhood education: Annotated student’s edition. (6th ed.). USA:Wadsworth.
Ferreira, F.H. G., Gignoux, J. (2010). Eğitimde Fırsat Eşitsizliği: Türkiye Örneği. DünyaBankası Türkiye Cumhuriyeti Devlet Planlama Teşkilatı ve Dünya Bankası Refah veSosyal Politika Analitik Çalışma Programı Çalışma Raporu, (4). Retrieved Jly 13, 2016from http://abdigm.meb.gov.tr/projeler/ois/egitim/006.pdf
Franklin, S. P., Lamana, A. & Van Thiel, L. (2003). Early childhood program standards: For three and four years, old. Early Childhood Advisory Council to the Massachusetts Board of Education. Retrieved August 30, 2015 from http://files.eric.ed.gov/fulltext/ED481493.pdf
Greenfield, D.B., J. Jirout, X. Dominguez, A. Greenberg, M. Maier, & J. Fuccilo (2009). Science in the preschool classroom: A programmatic research agenda to improve science readiness. Early Education and Development, 20(2), 238–264. Retrieved Jun11, 2015 from http://www.tandfonline.com/doi/pdf/10.1080/10409280802595441?need. Access=true
Guo, Y., Piasta, S.B., & Bowles, R.P.(2015).Exploring Preschool Children's Science Content . Knowledge. Early Education and Development, 26(1) pp.125-146. Retrieved October30, 2015 from http://www.tandfonline.com/doi/pdf/10.1080/1040 9289.2015.968240
Harlen, W. & Jelly, S. (1997). Developing science in the primary classroom. Harlow: Longman.
Hope K. G., Schachter, R. E., & Wasik, B.A. (2013). Using the scientific method to guide learning: An integrated approach to early childhood curriculum. Early Childhood Education Journal, 41(5), 315-323. Redrieved July 12, 2014 from http://eds. b.Ebscohost. com/eds/pdfviewer/ pdfviewer?vid=1&sid=9c039f9c-f2ac-10d-94ab-31ba94472c8d%40sessionmgr 110&hid=103Illinois State Board of Education. (2002). Illinois early learning standards. Retrieved October 30, 2015 from http://files.eric.ed.gov/fulltext/ED481222.pdf
Jackman, H. L. (2011). Early education curriculum: A child’ s connection to the world (5th ed.). Wadsworth.
Johnson, J. (1999). The forum on early childhood science, mathematics, and technology education. In Dialogue on early childhood: Science, mathematics and technology education (pp.14-26). Washington, DC: National Academy Press.
Johnston, J. & Ahtee, M. (2006). Comparing primary student teachers’ attitudes, subject knowledge and pedagogical content knowledge needs in a physics activity. Teaching and Teacher Education, 22(4), 503-512. Retrieved August 09, 2015 from http://ac.els-.cdn.Com/S0742051X0500154X/1-s2.0-S0742051X0500154X-main.pdf?_tid=32636298-.6d6a-11e6-aa7f-00000aab0f01&acdnat=
Kallery, M., & Psillos, D. (2001). Pre-school teachers’ content knowledge in science: Theirunderstanding of elementary science concepts and of issues raised by children’s questions. International Journal of Early Years Education, (9), 165–179. Retrieved April 05, 2015 http://www.tandfonline.com/doi/pdf/10.1080/09669760120086929
Karaer, H. ve Kösterelioğlu, M. (2005). Amasya ve Sinop illerinde çalışan okul öncesiöğretmenlerinin fen kavramlarının öğretilmesinde kullandıkları yöntemlerinbelirlenmesi. Kastamonu Eğitim Dergisi. 13(2), 447-454. Retrieved March 03, 2015from http://www.Kefdergi.com/pdf/13_2/13_2_14.pdf
Karamustafaoğlu, S., & Kandaz, U. (2006). Okul öncesi eğitimde fen etkinliklerinde kullanılan öğretim yöntemleri ve karşılaşılan güçlükler. Gazi Eğitim Fakültesi Dergisi,26(1), 65-81. Retrieved April 07, 2015 from http://egitimarastirmasi.ueuo. com/ogretim/makale1/20061.pdf
Kefi, S., Çeliköz, N., & Erişen, Y. (2013). Okulöncesi eğitim öğretmenlerinin temel bilimselsüreç becerilerini kullanım düzeyleri. Eğitim ve Öğretim Araştırmaları Dergisi, 2(2). Retrieved April 14, 2014 from http://dergipark.ulakbim.gov.tr/tubav/article/download/1013000108/1013000161
Kesicioğlu, O.S. (2008). Ebeveynlerin okul öncesi dönemdeki çocuklarına (60-72 ay) yaşattıkları doğal çevre deneyimleri ve çocukların çevreye karşı tutumları. UnpublishedPostgraduate Thesis. Gazi University Institute of Education Sciences, Ankara. Retrieved January 31, 2015 from https://tez.yok.gov.tr/UlusalTezMerkezi/
Kesik, C. (2016). İlkokul üçüncü sınıf öğrencilerinin fen okuryazarlığını belirlemeye yönelikenvanter geliştirme ve uygulama (Şanlıurfa ili örneği). Unpublished Master’s Thesis. Niğde University Institute of Education Sciences, Niğde. Retrieved July 14, 2016 fromhttps://tez.yok.gov.tr/UlusalTezMerkezi/
Kloos, H., Baker, H., Luken, E., Brown, R., D., Pfeiffer, D. and Carr, V. (2012). Preschoolers learning science: Myth or reality? In H. Kloos, B. J. Morris and J. L.Amaral (Eds.), Current topics in children's learning and cognition (pp.45-60). Rijeka,Croatia:Tech-Open Access Publisher. Redrieved February 07, 2015 from http://cdn.Intechopen.com/pdfs/40973/InTechPreschoolers_learning_science_myth_or_reality_.pdf
Koçak, N.B. (2009). Farklı sosyo-ekonomik düzeydeki ailelerin anasınıfına giden beş-altıyaş çocuklarının erken öğrenme becerilerinin incelenmesi. Unpublished Master’s Thesis. Gazi University Institute of Education Sciences, Ankara.https://tez.yok.gov.tr/UlusalTezMerkezi/
Kuhn, D., & S. Pearsall. 2000. Developmental origins of scientific thinking. Journal of Cognition and Development, (1), 113–129. Retrieved May 12, 2016 from http://eds.b. ebscohost.com/eds/pdfviewer/pdfviewer?vid=1&sid=a09736b8-2241-4abf-b708-9b4e7de 29 777%40sessionmgr105&hid=119
Leibham, M.B.; Alexander, J. M.; Johnson, K. E. (2013). Science interests in preschool boys and girls: Relations to later self-concept and science achievement. Science Education,97(4), 574-593. DOI: 10.1002/sce.21066
Lind, K.K. (2005). Exploring science in early childhood education. New York, USA:Thomson Delmar Learning.
Martin, R., Sexton, C., Franklin, T., Gerlovich, J.& McElroy, D. (2014). Teaching science for all children: An inquiry approach (5th ed.). USA: Pearson Education.
Martin, D. J. (2001). Constructing early childhood science. USA:Delmar Thomson Learning. Massachusetts Department of Education. (2003). Guidelines for preschool learning experiences. Early childhood advisory council to the Massachusetts board of education. Retrieved August 30, 2015 from http://www.eec.state.ma.us/docs1/ research_ planning/guidelines4preschool.pdf
McNeal Jr., R. B. (2001). Differential effects of parental involvement on cognitive and behavioral outcomes by socioeconomic status. Journal of Socio-Economics, 30, 171-179. Retrieved September 12, 2015 from http://ac.els-cdn.com/S1053535700001001/1- s2.0-S1053535700001001-main.pdf? _tid=f917d104-6d28-11e6a19600000aab0f27 &acdnat= 1472393522_43a472a47f8f07735 d548cefa5ce1ccf
Metz, K.E. (1997). On the complex relation between cognitive developmental research and children’s science curricula. Review of Educational Research 67(1), 151–163.Retrieved August 10,2016 from http://about.jstor.org/terms
Milli Eğitim Bakanlığı. (1994). Okul öncesi eğitim programı. Milli Eğitim Basımevi,İstanbul.Milli Eğitim Bakanlığı. (2002). 36-72 aylık çocuklar için okul öncesi eğitim programı. MilliEğitim Basımevi, Ankara.Milli Eğitim Bakanlığı. (2006). 36-72 aylık çocuklar için okul öncesi eğitim programı. MilliEğitim Basımevi, Ankara.Milli Eğitim Bakanlığı Temel Eğitim Genel Müdürlüğü (2013). Okul öncesi eğitim programı. Milli Eğitim Basımevi, Ankara.
Morrison, G.S. (2009). Early childhood education today (11th ed.). US: Pearson.
Murphy, C., Neil, P., & Beggs, J. (2007). Primary science teacher confidence revisited: Ten years on. Educational Research, 49(4), 415-430. Retrieved April 04, 2015 from http: //eds.a.ebscohost.com/eds/command/detail? sid=e8166b16-4c10-4937-9ae7c88a 06e9e60a% 40sessionmgr4008&vid=1&hid=4205NAEYC & NAECS/SDE (The National Association for the Education of Young Children (NAEYC and The National Association of Early Childhood Specialists in State Departments of Education) (2002). Early learning standards: Creating the conditions for success. Joint position statement. Retrieved September 15, 2015 from www.naeyc.org/about/positions/early_learning_standards.asp.
National Research Council. (1996). National science education standards. Chapter 2, p.2-10. Washington, DC: National Academy Press. Retrieved July 30, 2015 from http://www.nap.edu/catalog/4962/national-science-education-standards
National Research Council (2000). Inquiry and the national science education standards: A guide for teaching and learning. Chapter 3, p.13-36. Washington, DC: National Academies Press. Retrieved July 30, 2015 from http://www.nap.edu/read/9596/chapter/3
OECD (2013), PISA 2012 Results: Excellence Through Equity Giving Every Student the Chance to Succeed (Volume II), PISA, OECD Publishing. Retrieved July 12, 2016 from https://www.oecd.org/pisa/keyfindings/pisa-2012-results-volume-II.pdfOhio Department of Education. (2004,2007, revised 2012). Early learning content standards. Retrieved July 29, 2015 from http://www.bbhcsd.org/downloads/Preschool.pdf
Opfer, J.E., & R.S. Siegler (2004). Revisiting preschoolers’ living things concept: A microgenetic analysis of conceptual change in basic biology. Cognitive Psychology, 49, 301–332. Retrieved May 15, 2015 from http://www.developmentalcognitivescience.org/lab/publications_files/OS%202004.pdf
Oral, I. & Mcgivney, E.J. (2014). Türkiye eğitim sisteminde eşitlik ve akademik başarı araştırma raporu ve analiz. ERG Eğitim Reformu Girişimi. Sabancı Üniversitesi Yayınları, İstanbul. Retrieved July 11, 2016 from http://kasaum.ankara. edu.tr/files/2013 /02/ ERGe%C5%9FitlikWEB.22.05.14.pdf
Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science, a review of the literature and its implications. International Journal of Science Education, 25(9), pp.1049-1079. Retrieved July 11, 2016 from http://www.tandfonline.com/doi/pdf/10.1080/0950069032000032199
Özbey, S. (2006). Okul öncesi eğitim kurumlarında görev yapan öğretmenlerin fen etkinliklerine ilişkin yeterliliklerinin belirlenmesi. Unpublished Master’s Thesis. Gazi University Institute of Education Sciences, Ankara. Retrieved July 11, 2014 from https://tez.yok.gov.tr/UlusalTezMerkezi/
Pepele Ünal, M. (2006). Okulöncesi öğretmenlerinin fen eğitimine karşı tutumlarının çocukların fen süreçlerini kullanmalarına etkisinin incelenmesi (Ankara-Malatya illeri örnekleri). Unpublished Postgraduate Thesis, İnönü University Institute of Social Sciences, Malatya. Retrieved May 13, 2014 from https://tez.yok.gov.tr/UlusalTez Merkezi/Pennsylvania Department of Education. (2009). Pennsylvania learning standards for early childhood. Retrieved July 29, 2015 from https://www.pakeys.org/uploadedcontent/ docs/pd/Standards/Pre-Kindergarten%202010.pdf
Piasta, S.B.; Pelatti, C.Y., & Miller, H.L. (2014). Mathematics and science learning opportunities in preschool classrooms. Early Education & Development, 25(4), 445-468. Retrieved Jun 15, 2015 from http://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer?vid=3&sid=03b7a31e-9bab-4129-a160-1d486fb300f9%40sessionmgr115&hid=127
Rakow, S. J., & Bell, M. J. (1998). Science and young children: The message from the
Rice, D.C., & Roychoudhury, A. (1994). An exploratory study of how one science education contributes to preservice elementary teachers' confidence in their science teaching abilities. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, Anaheim, CA.
Saçkes, M. (2014). How often do early childhood teachers teach science concepts? Determinants of the frequency of science teaching in kindergarten. European Early Childhood Education Research Journal, 22(2), pp.169-184, Retrieved February 22, 2015 from http://www.tandfonline.com/doi/pdf/10.1080/1350293X.2012.704305
Saçkes, M., Trundle, K.C., & Bell, R.L. (2013). Science Learning Experiences in Kindergarten and Children’s Growth in Science Performance in Elementary Grades. Education and Science, 38(167), pp.114-127. Retrieved Jun 21, 2015 from https://ir.library.oregonstate. edu/xmlui/bitstream/handle/1957/38024/BellRandyLEducationScienceLearningExperiences.pdf?sequence=1
Salıcı-Ahioğlu, Ş. (2006). Öğretmen ve veli görüşlerine göre farklı sosyo ekonomik düzeydeki ailelerin ilköğretim birinci sınıf öğrencilerinin okuma yazma sürecini etkileme biçiminin değerlendirilmesi. Unpublished Master’s Thesis. Çukurova University Institute of Social Sciences, Adana. Retrieved July 18, 2016 from https://tez.yok.gov.tr/UlusalTezMerkezi/
Say, Ö., Tunç Şahin, C. (2010). İlköğretim öğrencilerinin bilimsel okur yazarlık düzeylerinin incelenmesi. ZKÜ Sosyal Bilimler Dergisi, 6(11), pp. 223–240. Retrieved July 12, 2016 from http://www.ijmeb.org/index.php/zkesbe/article/viewFile/221/170
South Carolina Department of Education. (2009). Good start grow smart: South Carolina early learning standards for 3,4 and 5-year-old children. Retrieved February 22, 2015from https://ed.sc.gov/scdoe/assets/file/programsservices/64/documents/EarlyLearningGoodStart.pdf
Süren, T. (2008). İlköğretim birinci kademe öğrencilerinde bilimsel okuryazarlık düzeyi. Unpublished Master’s Thesis. Afyon Kocatepe University Institute of Social Sciences, Afyon. Retrieved July 12, 2016 from https://tez.yok.gov.tr/UlusalTezMerkezi/
Şahin, H. (2012). Beş altı yaşında çocuğu olan babaların babalık rolünü algılamaları ile aile katılım çalışmalarını gerçekleştirmeleri arasındaki ilişkinin incelenmesi Unpublished Master’s Thesis. Gazi University Institute of Education Sciences, Ankara. Retrieved. July 12, 2016 from https://tez.yok.gov.tr/UlusalTezMerkezi/
Şahin F., Güven, İ., & Yurdatapan, M. (2011). Proje tabanlı eğitim uygulamalarının okul öncesi çocuklarında bilimsel süreç becerilerinin gelişimine etkisi. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, (33), pp.157-176. Retrieved April 18, 2015 from http://dergipark.ulakbim.gov.tr/ marauded/article/download/1012000918/ 1012000799
Tansel, A. (2002). Determinants of School Attainment of Boys and Girls in Turkey:
Taştepe, T. (2012). Erken çocukluk dönemi fen ve matematik eğitimi içerik standartları değerlendirme araçlarının geliştirilmesi. Unpublished Master’s Thesis. Gazi University Institute of Education Sciences, the Department of Preschool Education of Primary Department, Ankara. Retrieved July 12, 2014 from https://tez.yok.gov.tr/UlusalTezMerkezi/ Illinois Early Learning Standards (2002). The Illinois State Board of Education, Early Childhood Education. Retrieved February 30, 2015 from
Tosun, T. (2000). The beliefs of preservice elementary teachers toward science and science teaching. School Science and Mathematics, 100(7), pp. 374-379. Retrieved July 15, 2016 from http://onlinelibrary.wiley.com/doi/10.1111/j.1949-8594.2000.tb18179.x/pdf
Uysal, D. (2007). Okulöncesi eğitim kurumlarında uygulanan fen ve doğa etkinliklerinin işlevselliğine ilişkin öğretmen görüşleri. Unpublished Master’s Thesis. Anadolu University, Institute of Education Sciences, Eskişehir. Retrieved February 30, 2016from https://tez.yok.gov.tr/UlusalTezMerkezi/
Watters, J.J.; Diezmann, C.M. (1998). This is nothing like school: Discourse and the social environment as key components in learning science. Early Child Development and Care, 140, pp.73-84. Retrieved February 01, 2015 from http://web.a.ebscohost.com/ehost/
Wenner, G. (1993). Relationship between science knowledge levels and beliefs toward science instruction held by preservice elementary teachers. Journal of Science Education and Technology, 2(3), pp. 461-468. Retrieved March 14, 2015 fromhttps://www.jstor.org/stable/pdf/40188554.pdf
Wilson, R. (2002). Promoting the development of scientific thinking. Early childhood News.
Worth, K., & Grollman, S. (2003). Worms, shadows and whirlpools: Science in the early childhood classroom. Washington: Education Development Center. Retrieved February from http://files.eric.ed.gov/fulltext/ED481899.pdf
Wortham, S. C. (2006). Early childhood curriculum: Developmental bases for learning and teaching. New Jersey: Pearson Merrill Prentice Hall.
Yates, S. & Goodrum, D. (1990). How confident are primary school teachers in teaching science? Research in Science Education, 20(1), pp.300-305.DOI:10.1007/BF0262050 6
Yılmaz-Tüzün Ö. (2008). Preservice elementary teachers’ beliefs about science teaching. Journal of Science Teacher Education, 19(2), pp.183-204.DOI:10.1007/s10972-007-90841
Zellman, G. L. & Waterman, J.M. (1998). Understanding the impact of parental school involvement on children’s educational outcomes. The Journal of Educational Research, 91(6), 370-380. Retrieved May 10, 2015 from http://www.tandfonline.com/doi/pdf/10.1080/002 20 679 809 597566
Zimmerman, C. (2000). The development of scientific reasoning skills. Developmental Review. 20(1), pp. 99–149. Retrieved May 12, 2016 from http://www.sciencedirect.com/science/article/pii/S0273229799904975
|View Abstract References Full text PDF|
Assessing the Validity of Multiple-choice Questions in Measuring Fourth Graders’ Ability to Interpret Graphs about Motion and Temperature
Mehmet Dulger and Hasan Deniz
pp. 177-193 | Article Number: ijese.2017.007
The purpose of this paper is to assess the validity of multiple-choice questions in measuring fourth grade students’ ability to interpret graphs related to physical science topics such as motion and temperature. We administered a test including 6 multiple-choice questions to 28 fourth grade students. Students were asked to explain their thinking in writing for each question. In addition, we interviewed all 28 students and asked them to justify their answer for each question by thinking out loud. We found that a significant number of students were not able to provide appropriate explanations for their correct answers. Interestingly, however, a significant number of students were able to provide appropriate explanations even though they initially selected an incorrect response. As a result of this study, we suggest caution in using multiple-choice questions as a single data source to assign grades or to make other important decisions about student achievement.
Keywords: Assessment, multiple-choice questions, elementary students, validity
Abrams, L. M., Pedulla, J. J., & Madaus, G. F. (2003). Views from the classroom: Teachers' opinions of statewide testing programs. Theory into Practice, 42(1), 18-29.
Alexander, R. (2010). Children, their world, their education. Final report and recommendations of the Cambridge Primary Review (p.316). London: Routledge.
AERA, APA, & NCME. (1999). Standards for education and psychological testing. Washington, D.C.: American Educational Research Association.
Amrein, A., & Berliner, D. (2002). High-stakes testing & student learning. Education Policy Analysis Archives, 10, Retrieved from http://epaa.asu.edu/ojs/article/view/297.
Aydeniz, M., & Southerland, S. A. (2012). A national survey of middle and high school science teachers' responses to standardized testing: Is science being devalued in schools. Journal of Science Teacher Education, 23, 233–257.
Bailey, K. (1998). Learning About Language Assessment: Dilemmas, Decisions, and Directions. Heinle & Heinle, Pacific Grove, CA.
Beard, R. M., & Senior, I. J. (1980). Motivating students. London, UK: Routledge & Kegan Paul.
Biggs, J. B. (1973). Study behavior and performance in objective and essay formats. Australian Journal of Education, 17, 157–167.
Brickhouse, N. W. (2006). Celebrating 90 years of science education: Reflections on the gold standard and ways of promoting good research. Science Education, 90(1), 1–7.
Chudowsky, N., & Pellegrino, J. W. (2003). Large-scale assessments that support learning: What will it take? Theory into Practice, 42(1), 75-83.
DeBoer, G. E. (1991). A history of ideas in science education: Implications for practice. New York: Teachers College Press.
Entwistle, A., & Entwistle, N. (1992). Experiences of understanding in revising for degree examination. Learning and Instruction, 2, 1–22.
Gilmer, P. J., Sherdan, D. M., Oosterhof, A., Rohani, F. & Rouby, A. (2011). Science competencies that go unassessed. Online Submission. Retrieved from http://www.cala.fsu.edu.
Greene, J. P., & Winters, M. A. (2003). Testing high stakes tests: Can we believe the results of accountability tests? (Report 33). New York: Manhattan Institute Center for Civic Innovation.
Hamilton, L. S. (1994). An investigation of students' affective responses to alternative assessment formats. Paper presented at the annual meeting of the National Council on Measurement in Education, New Orleans, LA.
Hammerman, E. (2005). Linking classroom instruction and assessment to standardized testing. Science Scope, 28(4), 26-32.
Harlen, W. (2013). Assessment & inquiry-based science education: issues in policy and practice. Global Network of Science Academies.
Hillocks, G. (2002). Testing trap: How states writing assessments control learning. New York: Teachers College Press.
Huber, R. A., & Moore, C. J. (2002). High stakes testing and science learning assessment. Science Educator, 11(1), 18-23.
Jones, G., Jones, B., Hardin, B., Chapman, L., Yarbrough, T., & Davis, M. (1999). The impacts of high-stakes testing on teachers and students in North Carolina. Phi Delta Kappan, 81(3), 199-203.
Kaestle, C. (2013). Testing policy in the United States: A historical perspective. Published by the Gordon Commission on the Future of Assessment in Education. Retrieved from http://www.gordoncommission.org/publications_reports/assessment_education.html.
Keeley, P., & Harrington, R. (2010). Forty-Five New Force and Motion Assessment Probes. NSTA Press.
Kersaint, G., Borman, K. M., Lee, R., & Boydston, T. L. (2001). Balancing the contradictions between accountability and systemic reform. Journal of School Leadership, 11(3), 217 – 240.
Kohn, A., Thompson, S., Ohanian, S., & Eisner, E. (2001). Fighting the tests: A practical guide to rescuing our schools. Phi Delta Kappan 82(5). 248-357.
Lee, O., & Luykx, A. (2005). Dilemmas in scaling up innovations in science instruction with nonmainstream elementary students. American Educational Research Journal, 42(3), 411 – 438.
Longo, C. (2010). Fostering creativity or teaching to the test? Implications of state testing on the delivery of science instruction. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(2), 54–57.
McMillan, J.H., Myran, S., & Workman, D. (1999, April). The impact of mandated statewide testing on teachers’ classroom assessment and instructional practices. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Quebec, Canada.
Morgenstern, C. F., & Renner, J. W. (1984). Measuring thinking with standardized science tests. Journal of Research in Science Teaching, 21(6), 639-648.
National Research Council. (2014). Developing Assessments for the Next Generation Science Standards. Washington, DC: The National Academies Press.
NGSS Lead States. (2013). Next Generation Science Standards: For states, by states. Washington, DC: National Academies Press.
Nowak, J. (2007). The Problem with using problem-based learning to teach middle school Earth/Space science in a high-stake testing society. Journal of Geoscience Education, 55(1), 62-66.
Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25, 1049-1079.
Pellegrino, J. W., Chudowsky, N., & Glaer, R. (Eds.). (2001). Knowing what students know: The science and design of educational assessment. Washington, DC: National Academy Press.
Saturnelli, A. M., & Repa, J. T. (1995, April). Alternative forms of assessment in elementary science: The interactive effects of reading, race, economic level and the elementary science specialist on hands on and multiple-choice assessment of science process skills. Paper presented at the Annual Conference of the American Educational Research Association, San Francisco, CA.
Schafer, W., Wang, J., & Wang, V. (2009). Validity in action: State assessment validity evidence for compliance with NCLB. In R. W. Lissitz (Ed.), The concept of validity: Revisions, new directions, and applications (pp. 173–194). Charlotte, NC: Information Age Publishing.
Scott-Jones, D., & Clark, M. L. (1986). The school experiences of black girls: The interaction of gender, race, and socioeconomic status. Phi Delta Kanpan, 67(7), 520-526.
Shepard, L. A., & Dougherty, K. C. (1991). Effects of high-stakes testing on instruction. Spencer Foundation.
Sireci, S. G., Han, K. T., & Wells, C. S. (2008). Methods for evaluating the validity of test scores for English language learners. Educational Assessment, 13, 108–131.
Tolman, M. N., Sudweeks, R. Baird, H., & Tolman, R. (1991). What research says: Does reading ability affect science test scores? Science and Children, 29(1), 44-47.
United States Congress Office of Technology Assessment. (1992). Testing in American schools: Asking the right questions (Vol. 22). United States Government Printing Office.
Wadsworth, B. J. (1984). Piaget's theory of cognitive and affective development. NY: Longman.
|View Abstract References Full text PDF|
Understanding how Preservice Teachers’ Fear, Perceived Danger and Disgust Affects the Incorporation of Arachnid Information into the Elementary Science Classroom
Ron Wagler and Amy Wagler
pp. 213-231 | Article Number: ijese.2017.009
Arachnids are predatory arthropods that are beneficial to humans in many ways, with common examples including spiders and scorpions. Despite the importance of arachnids to global ecosystems, the fear of spiders in specific human groups is well documented. Arachnids are a very diverse class (i.e., Arachnida) encompassing eleven extant orders with over 100,000 described species but little is known about other emotions and beliefs humans have towards most other arachnid orders. Because of the importance of arachnids to global ecosystems and the services they provide to humanity, elementary children should learn about arachnids. However, prior research shows that preservice elementary teachers do not plan to include information about arachnids in their classrooms. The current study analyzed the effect a living arachnid workshop had on United States (US) kindergarten through sixth grade (K-6) preservice elementary teachers’ emotions and beliefs towards living arachnids and sought to see if the arachnid workshop could reduce the participants fear, perceived danger and disgust towards arachnids and increase their likelihood of incorporating information about arachnids into their science classroom. Five living arachnids from five of the eleven extant arachnid orders were used in the study, which is the most biodiverse group of arachnids used in a study to assess the emotions and beliefs humans have toward arachnids. This study employs a longitudinal design (i.e., pretest, posttest 1 and posttest 2) with randomly assigned treatment and control groups thereby giving the researchers the ability to make casual claims and assess the effect of the intervention over a longer period of time. The treatment group exhibited a steady and maintained decrease in the levels of fear, perceived danger and disgust across the time points, while the control group exhibited little change in these responses. A positive change in the likelihood of incorporation for each of the animals across time for the treatment group was found, while the control group showed little or no change in these responses across time. Implications of the study and future research are presented that are applicable to preservice elementary teachers, university science education instructors and teacher training programs.
Keywords: Arachnids, belief, danger, disgust, fear, perceived danger, preservice elementary teachers
Agresti, A. (2002). Categorical data analysis. Hoboken, New Jersey: Wiley.
Albarracín, D., Johnson B. T. & Zanna, M. P. (Eds.). (2005). The handbook of attitudes. Mahwah, New Jersey: Lawrence Erlbaum.
Bjerke, T., Odegardstuen, T. S. & Kaltenborn, B. P. (1998). Attitudes toward animals among Norwegian children and adolescents: Species preferences. Anthropos, 11(4), 227-235.
Budd, G. E. & Telford, M. J. (2009) The origin and evolution of arthropods. Nature, 457, 812-817.
Chapman, A. D. (2005). Numbers of living species in Australia and the world. Department of the Environment and Heritage. Retrieved from http://www.environment.gov.au/biodiversity/abrs/publications/other/species-numbers/2009/index.html
Christensen, R. H. B. (2015). ordinal: Regression models for ordinal data. R package version 2015.1-21. Retrieved from https://cran.r-project.org/web/packages/ordinal/index.html
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd Ed.). New Jersey: Lawrence Erlbaum.
Curtis, V., Aunger, R. & Rabie, T. (2004). Evidence that disgust evolved to protect from risk of disease. Proceedings of the Royal Society B (Suppl.), 271, S131-S133.
Davey, G. C. L. (1994). The “disgusting” spider: The role of disease and illness in the perpetuation of fear of spiders. Society & Animals, 2, 17-25.
Eagly, A. H. & Chaiken, S. (1998). Attitude structure and function. In D. Gilbert, S.T. Fiske, & G. Lindsey, et al (Eds.), Handbook of Social Psychology, 4th Ed. (Vol. 1, pp. 269-322). Boston: McGraw-Hill.
Georgiev, A.V., Thompson, M.E., Lotana, A. L. & Wrangham, R. W. (2011). Seed predation by bonobos Pan paniscus) at Kokolopori, Democratic Republic of the Congo. Primates, 52, 309-314.
Gerdes, A. B. M., Uhl, G., & Alpers, G. W. (2009). Spiders are special: Fear and disgust evoked by pictures of arthropods. Evolution and Human Behavior, 30(1), 66-72.
International Union for Conservation of Nature Red List. (IUCN). (2015). Red list of threatened species. Retrieved from http://www.iucnredlist.org
Johnson, G. B. (2003). The living world. New York: McGraw Hill.
King, K. P., & Wiseman, D. L. (2001). Comparing science efficacy beliefs of elementary education majors in integrated and non-integrated teacher education coursework. Journal of Science Teacher Education, 12, 143-153.
Marc, P., Canard, A., & Ysnel, F. (1999). Spiders (Araneae) useful for pest limitation and bioindication. Agriculture, Ecosystems and Environment, 74, 229-273.
Moseley, C. & Utley, H. (2006). The effect of an integrated science and mathematics content-based course on science and mathematics teaching efficacy of preservice elementary teachers. Journal of Elementary Science Education, 18(2), 1-12.
Nesse, R. M. (1990). Evolutionary explanations of emotions. Human Nature, 1, 261-289.
Nyffeler, M., & Sunderland, K.D. (2003). Composition, abundance and pest control potential of spider communities in agroecosystems: A comparison of European and US studies. Agriculture, Ecosystems and Environment, 95, 579-612.
Oaten, M., Stevenson, R. J. & Case, T.I. (2009). Disgust as a disease-avoidance mechanism. Psychological Bulletin, 135(2), 303-321.
Ohman, A. & Mineka, S. (2001). Fears, phobias, and preparedness: Toward an evolved module of fear and fear learning. Psychological Review, 108, 483-522.
Olson, J. M., Roese, N. J., & Zanna, M. P. (1996). Expectancies. In E. T. Higgins & A. Kruglanski (Eds.). Social psychology: A handbook of basic principles (pp. 211-238). New York: Guilford.
Oxford Dictionaries, (2016). Retrieved from http://www.oxforddictionaries.com
Palmer, D. (2006). Durability of changes in self-efficacy of preservice primary teachers. International Journal of Science Education, 28(6), 655-671.
Pedersen, J. E. & Mccurdy, D. W. (1992). The effects of hands-on, minds-on teaching experiences on attitudes of preservice elementary teachers. Science Education, 76(2), 141-146.
Pfannenstiel, P. F. (2008). Spider predators of lepidopteran eggs in south Texas field crops. Biological Control, 46, 202-208.
Prokop, P., & Tunnicliffe, S. D. (2008). “Disgusting” animals: Primary school children’s attitudes and myths of bats and spiders. Eurasia Journal of Mathematics, Science & Technology Education, 4(2), 87-97.
Prokop, P., Uşak, M., & Fančovičová, J. (2010). Risk of parasite transmission influences perceived vulnerability to disease and perceived danger of disease-relevant animals. Behavioral Processes, 85(1), 52-57.
Prokop, P., Tolarovičová, A., Camerik, A., & Peterková, V. (2010). High school students’ attitudes towards spiders: A cross-cultural comparison. International Journal of Science Education, 32(12), 1665-1688.
Prugnolle, F., Lefevre, T., Renaud, F., Moller, A.P., Missea, D. & Thomas, F. (2009). Infection
and body odours: Evolutionary and medical perspectives. Infection, Genetics and Evolution, 9, 1006-1009.
R Core Team, (2015). R: A language and environment for statistical computing. R Foundation for Statistical Computing, Vienna, Austria. Retrieved from http://www.r-project.org/
Rachman, S. (2004). Fear of contamination. Behavior Research and Therapy, 42, 1227-1255.
Randler, C., Hummel, E. & Prokop, P. (2012). Practical work at school reduces disgust and fear of unpopular animals. Society & Animals, 20(1), 61-74.
Randler, C., Hummel, E. & Wüst-Ackermann, P. (2013). The influence of perceived disgust on students’ motivation and achievement. International Journal of Science Education, 35(17), 2839-2856.
Seligman, M. E. P. (1971). Phobias and preparedness. Behavior Therapy, 2, 307-320.
Šidák, Z. (1967). Rectangular confidence regions for the means of multivariate normal distributions. Journal of the American Statistical Association, 62(318), 626-633.
Simmen, B., Hladik, A. & Ramasiarisoa, P. (2003). Food intake and dietary overlap in native Lemur catta and Propithecus verreauxi and introduced Eulemur fulvus at Berenty, Southern Madagascar. International Journal of Primatology, 24(5), 949-968.
Strickman, D., Sithiprasasna, R., & Southard, D. (1997). Bionomics of the spider, Crossopriza lyoni (Araneae, Pholcidae), a predator of dengue vectors in Thailand. Journal of Arachnology, 25(2), 194-201.
Syh-Jong, J. (2007). A study of students' construction of science knowledge: Talk and writing in a collaborative group. Educational Research, 49(1), 65-81.
Utley, J., Moseley, C., & Bryant, R. (2005). Relationship between science and mathematics teaching efficacy of preservice elementary teachers. School Science and Mathematics, 105(2), 40-45.
Wagler, R. (2010). The association between preservice elementary teacher animal attitude and likelihood of animal incorporation in future science curriculum. The International Journal of Environmental and Science Education, 5(3), 353-375.
Wagler, R., & Wagler, A. (2011). Arthropods: Attitude and incorporation in preservice elementary teachers. The International Journal of Environmental and Science Education, 6(3), 229-250.
Wagler, R., & Wagler, A. (2012). External insect morphology: A negative factor in attitudes toward insects and likelihood of incorporation in future science education settings. The International Journal of Environmental and Science Education, 7(2), 313-325.
Wagler, R., & Wagler, A. (2013). Knowledge of arthropod carnivory and herbivory: Factors influencing preservice elementary teacher’s attitudes and beliefs toward arthropods. The International Journal of Environmental and Science Education, 8(2), 303-318.
Wagler, R. (2015). Teaching with tarantulas. Science Scope, 38(8), 52-59.
Wagler, R. (2015). A guide for acquiring and caring for tarantulas appropriate for the middle school science classroom. Science Scope, 38(8), April/May Online Issue. Retrieved from http://www.nsta.org/middleschool/connections/201504Wagler.pdf
Weinburgh, M. (2007). The effect of Tenebrio obscurus on elementary preservice teachers’ content knowledge, attitudes, and self-efficacy. Journal of Science Teacher Education 18, 801-815.
Westerback, M. E. (1982). Studies on attitude toward teaching science and anxiety about teaching science in preservice elementary teachers. Journal of Research in Science Teaching, 19(7), 603-616.
Yen, A.L. & Ro, S. (2013). The sale of tarantulas in Cambodia for food or medicine: Is it sustainable? Journal of Threatened Taxa, 5, 3548-3551.
|View Abstract References Full text PDF|
Study the Relationship between Organizational Justice and Organizational Structure
Gholamreza Rahimi & Shirko Khosravi Nia
pp. 233-241 | Article Number: ijese.2017.010
The purpose of this research was studying the relationship between organizational justice and organizational structure in the state agencies of Bokan city. The research method was descriptive-survey. The statistical population included all employees of the government offices of Bokan city which they are 2754 persons. The number of samples using Morgan table obtained 337 people. The inventory of organizational justice of Nie Hoof and Morman (1993) was used in order to data gathering and Robinz (1987) inventory was used for measuring organizational structure. The validity of the questionnaires was confirmed by a bunch of professors of management and its reliability was confirmed by Cronbach's alpha. In order to analyze the data Pearson correlation coefficient and Kolmogorov-Smirnov test was used. The results showed that there is significant negative relationship between organizational justice and organizational structure.
Keywords: Organizational Justice, Organizational Structure, Formality, Complexity
Akhavan Kazemi, Bahram. (2008), economic security and guidelines provided in the teachings of the Quran and Hadith, the special Qur'an and Hadith Journal of Imam Sadiq University, the first, second, Spring, Summer, pp. 183-217.
Alagheband, Ali., (2014), Introduction to Educational Management, Tehran psyche.
Bos,K.V(2001).“Fundamental Research by Means of Laboratory Experiments Is Essential For a Better Understanding of Organizational Justice”, Journal of Vocational Behavior, Vol 58,pp:254-259.
Charash, V.C & Spector, P.E (2001). “The Role of Justice in Organizations. A Meta- Analysis”, Organizational Behavior and Human Decision Processes, V0l 80,278,
Cropanzano, R., & Ambrose, R. (2001). Procedural Justice and Work Motivation. In R. M. Steers, & L.W. Porter (Eds.). Motivation and Work Behavior (5th Ed.), 131-143. NY: McGraw-Hill.
Daft, Richard L., (2013), theory and organization design, translation and Mohammad Ali Parsaeian Arabs, Tehran: Office of Cultural Research, Vol.
Gholipour, Arin., (2001), the decisive factor leadership style, organizational structure, Journal of Knowledge Management, the fourteenth year, the summer of 1380, No. 53, p. 78.
Hall, Richard H. (2012), organization, structure, process and result of, Mohammad Ali Parsaeian and Arabs, Tehran: Cultural Research Bureau.
Hossein-zadeh, Ali, Naseri, Mohsen. (2007), organizational justice, prudence monthly, year XVIII, No. 190.
Jacoby, Mary; -E Race Isfahani, Sakineh, A. Georgian, Hassan; New Year; M, Rezaei, F. (2009) "The relationship between organizational justice and job satisfaction and organizational commitment in the hospital staffs of Isfahan University of Medical Sciences", Journal of health administration, pp. 32-25.
Ranjbarian, Bahram. (1996), organizational commitment, the Faculty of Economics and Administrative Sciences, University of Isfahan. Year I, No. 1 and 2, pp. 41 to 57.
Rezaeian, Ali., (2012), principles of organization and management, Tehran: Organization ICTS study of Social Sciences, the eleventh edition.
Robbins, Stephen pi., (2012), the theory of organization (structure, design and application), Mehdi Hassan Alwan and Danayeefard, Tehran: Saffar.
Scott, De. Cynthia and Dennis, T Zaf (2013), Empowerment, translation researcher, M, publications efficiency.
|View Abstract References Full text PDF|
The Impact of Organizational Culture on Implicit Knowledge Sharing In the Melli Bank of West Azerbaijan Province
Nader Bohlooli Zeinab , Azad Azizpour Dashtamian, Shirko Khosravi Nia
pp. 243-251 | Article Number: ijese.2017.011
One of the main activities in the field of knowledge management is knowledge sharing process because through which employees can have done actions to improve competitive advantage. Effective knowledge sharing among employees can have a significant impact on improving the quality of research and development activities. For this reason, creating desire and intention of knowledge sharing among employees is of particular importance because lead to share knowledge with them. The purpose of this study was to study the impact of organizational culture on implicit knowledge sharing in the Melli Bank of West Azerbaijan province. The method of research was descriptive-correlation. The population of the study was the staff of Melli Bank of West Azerbaijan province that their number was 990. The samples were obtained276 people using Cochran's formula that were selected as randomly sampling. To gather data organizational Culture Inventory of Robbins and knowledge sharing an inventory of Dickson (1998) were used. For data analysis, Pearson and regression test were used. The results showed that there is a significant relationship between organizational culture and its dimensions with implicit knowledge sharing among employees of the Melli Bank of West Azerbaijan province ( P=0.05)
Keywords: Organizational Culture, Sharing Implicit Knowledge, Creativity, Leadership
Taebi, Hamid, Farahbakhsh, Amin, Sahi, Zahra. (2014). Examine the relationship between organizational culture and knowledge sharing executive in Rafsanjan. International Conference on management challenges and solutions, Shiraz.
Taslimi Moghaddam, culture. (2014). Study the correlation between Robbinz organizational culture and knowledge sharing in Amol dairy company. International Conference on management challenges and solutions, Shiraz.
Jolazadeh, M. (2009). "The relationship between organizational culture and the amount of creative directors of physical education and sport headquarters in Mazandaran province". Master's thesis, University of Shomal.
Rah, Azabady Roza. (2000). The relationship between organizational culture and sport managers efficiency of education across the country. MA thesis, Faculty of Physical Education Tehran
Sarlak, MohammadAli, Islamy, T. (2012). knowledge sharing in Sharif University : the approach of social capital. Public Administration, Vol. 3, No. 1, pp. 1-18.
Manian, Amir; Mira, Syed Aboulghasem., Karimi, Ehsan. (2012). Analysis of Effective Factors on Knowledge Sharing Among E-Learning Students kept away (Case study: Center of Tehran University student electronic methods). Science and Technology, Volume 27, Issue 1, Pages 41-65.
Bartol, K. & Sirvastave. A. (2002). Encouraging knowledge sharing: the role of organizational reward system. Journal of leadership& organization studies, vil.9.N.9, PP.64-76.
Francois, H (2006). Organizational culture and performance measurement systems, Journal of Accounting, Organizations and Society, 31, 77-103.
Riege, A. (2005). Three-dozen knowledge-sharing barriers managers must consider. Journal of Knowledge Management, 9(3), 18 – 35.
|View Abstract References Full text PDF|
Identification and Assessment of Human Error in CNG Stations with SHERPA Technique
Parisa Dadgar, Ghazaleh Monazami Tehrani, Hasti Borgheipour
pp. 253-265 | Article Number: ijese.2017.012
Human error is known to be the primary and principal causes of accidents in high risk industries such as oil and gas industries. This study has been mainly conducted because of the importance and sensitive nature of these industries in identifying and assessing human error in CNG stations. This descriptive-sectional study was performed using SHERPA technique in order to govern and assess human errors in CNG stations of Khoy County - Iran. Initially, desirable information was collected using task observation and interviews with safety responsibilities, authorities of units and operators. Subsequently, through HTA (Hierarchical Task Analysis) the critical tasks were defined. Finally, human errors in each critical tasks were recognized and assessed using SHERPA technique (systematically human error reduction and prediction method). Analysis of SHERPA questionnaires exhibited that, the total number of identified human errors in CNG job positions were equivalent to 113 errors, thereby highest and lowest percentages of errors were action error (51.33%) and communication error (3.54%), respectively. Based on the results, (63.7 %) of the identified errors risks were reported intolerable. In order to prevent and decrease the identified errors, and their consequences, reducing the rate of these errors is essential. In addition, appropriate control measures in the form of hardware changes in equipment design, periodic training courses and updating work instructions, and stress management as well as avoiding fatigue are to be prioritized towards corrective actions. Moreover, according to the results, the action errors with highest rate of errors should be considered for priority control measures.
Keywords: Human error, Risk assessment, CNG, HTA, SHERPA
Akyuz, E. and Celik, M., 2015. Application of CREAM human reliability model to cargo loading process of LPG tankers. Journal of Loss Prevention in the Process Industries, 34, pp.39-48.
Bligard, L.O. and Osvalder, A.L., 2014. Predictive use error analysis–Development of AEA, SHERPA and PHEA to better predict, identify and present use errors. International Journal of Industrial Ergonomics, 44(1), pp.153-170.
Boring, R.L., 2015. Defining human failure events for petroleum applications of human reliability analysis. Procedia Manufacturing, 3, 1335-1342.
Brauer, R.L., 2016. Safety and health for engineers. John Wiley & Sons.
Cai, L., Jiang, H. and Yao, A., 2012. Identification Method Research Based On the Urban CNG Fuelling Station of Human Factors. Advances in Information Sciences & Service Sciences, 4(10).
Dekker, S., 2014. The field guide to understanding ‘human error'. Ashgate Publishing, Ltd.
Di Pasquale, V., Miranda, S., Iannone, R. and Riemma, S., 2015. A simulator for human error probability analysis (SHERPA). Reliability Engineering & System Safety, 139, pp.17-32.
Eckle, P. and Burgherr, P., 2013. Bayesian data analysis of severe fatal accident risk in the oil chain. Risk analysis, 33(1), pp.146-160.
Ghafari, F., Rasoulzadeh, Y., Asghari Jafarabadi, M. and Dianat, I., 2016. The variety and rate of human error in reception staff of clinical laboratories in Tehran and Tabriz, 2014. Iran Occupational Health, 12(6), pp.28-38.
Ghasemi, M., Saraji, G., Zakerian, A. and Azhdari, M.R., 2011. Control of human errors and comparison of risk levels after correction action with the SHERPA method in a control room of petrochemical industry. Iran Occupational Health, 8(3).
Haji Hoseini, A., 2011. Prediction and reduction of human errors in operators of control rooms in Yazd regional electric power supply & distribution co, using SHERPA. A dissertation thesis for the fulfillment of the MSc degree in Occupational Health Engineering. Page 180.
Hughes, C.M., Baber, C., Bienkiewicz, M., Worthington, A., Hazell, A. and Hermsdorfer, J., 2015. The application of SHERPA (Systematic Human Error Reduction and Prediction Approach) in the development of compensatory cognitive rehabilitation strategies for stroke patients with left and right brain damage. Ergonomics, 58(1), pp.75-95.
Jafari, M.J., Haji Hoseini, A.R., Halvani, G.H., Mehrabi, Y. and Ghasemi, M., 2012. Prediction and Analysis of Human Errors in Operators of Control Rooms at 400 kV Posts and the Effectiveness of the Proposed Measures. Iran Occupational Health, 9(3), pp.60-71.
Karimi, S., Mohammadfam, I., Mirzaei aliabadi, M., 2015. Identification and assessment of human errors in blasting operations in Iron Ore Mine using SHERA technique. Journal of Occupational Hygiene.
Lane, R., Stanton, N.A. and Harrison, D., 2006. Applying hierarchical task analysis to medication administration errors. Applied ergonomics, 37(5), pp.669-679.
Meshkati, N., Tabibzadeh, M., Farshid, A., Rahimi, M. and Alhanaee, G., 2016. People-Technology-Ecosystem Integration A Framework to Ensure Regional Interoperability for Safety, Sustainability, and Resilience of Interdependent Energy, Water, and Seafood Sources in the (Persian) Gulf. Human Factors: The Journal of the Human Factors and Ergonomics Society, 58(1), pp.43-57.
Mohammad Fam, I. and Saeidi, C., 2015. Evaluating human errors in cataract surgery using the SHERPA technique. Journal of Ergonomics, 2(4), pp.41-47
Mohammadian, M., Choobineh, A.R., Mostafavi Nave, A.R. and HashemiNejad, N., 2012. Human errors identification in operation of meat grinder using TAFEI technique. Journal of Occupational Health and Epidemiology, 1(3), pp.171-181.
Omidvari, M. and Gharmaroudi, M.R., 2015. Analysis of human error in occupational accidents in the power plant industries using combining innovative FTA and meta-heuristic algorithms. Journal of Health and Safety at Work, 5(3), pp.1-12.
Parvini, M. and Kordrostami, A., 2014. Consequence modeling of explosion at Azad-Shahr CNG refueling station. Journal of Loss Prevention in the Process Industries, 30, pp.47-54.
Sarabi, E., Allahyari, M., Dinyavari, A., Dagbarasi, H., 2009. Risks and safety measures in Gaslight cars, Second National Conference on CNG, Tehran, National Iranian Gas Company.
Shams Ghareneh, N., KhaniJazani, H., Rostamkhani, F. and Kermani, H., 2015. Identification and evaluation of dentists errors in Infection Control in a specialized clinic in Tehran. Iran Occupational Health, 12(5), pp.100-110.
Shirali, Irvani, Shojaee, Najarian, Nakhaei Pour, 2015. Identification and assessment of human error in Banbury Unit of the rubber industry using SHERPA Technique. Journal of Safety Science and Technology Iran, 3, 1 (4-2016).
Stanton, N., Hedge, A., Brookhuis, K., Salas, E. and Hendrick, H., Handbook of Human Factors and Ergonomics Methods. 2005.
Stanton, N., Salmon, P.M. and Rafferty, L.A., 2013. Human factors methods: a practical guide for engineering and design. Ashgate Publishing, Ltd.
|View Abstract References Full text PDF|
Identifying and Prioritizing Indicators of Macro-Environmental Factors in Entry of Semnan Plaster Plants into the Markets of Neighboring Countries
Morteza Maleki Minbashrazgah, Azim Zarei, Hadi Ghazvini
pp. 267-278 | Article Number: ijese.2017.013
The present study aimed to prioritize indicators of macro-environmental factors in entry of Semnan plaster plants into the markets of Iran’s neighboring countries. This study was an applied research. The statistical pollution included business unit managers and employees of Semnan plaster plants. The sample consisted of 30 people based on the purposive sampling. Data were collected by a questionnaire and analyzed using Expert Choice Software. The results showed that the macro-political factors (weight = 0.496), economic (weight = 0.287) and cultural (weight = 0.217) have the highest importance, respectively. In addition, sub-criteria were prioritized based on high tariff and nontariff barriers, political instability in foreign markets, exchange rate fluctuations, strict laws on foreign markets, unfamiliarity with foreign business, deteriorating economic conditions outside the country, differences in dialect, and cultural and social characteristics.
Keywords: export, plaster plants, macro-environment
Abrishami, H., Gorji, E., Ahrari, M., and Najafian, F. (2009). The effect of globalization on non-oil exports of Iran. Journal of Business Research (51), 1-24.
Basirat, M., Kalantarzadeh, M., and Ahangari, A. (2013). The Effect of exchange rate fluctuations on Iran's carpet exports. The first national electronic conference on Iran’s Economic Vision.
Heidari, H., and AhmadZadeh, A. (2015). the effect of exchange rate changes on the chain of prices in Iran. Journal of Business Research (74), 1-28
Sadeghi, T., Lashkari, M., and Karbalayi Esmaeili Mohammad, H. (2012). "Providing the main factors of success in the export from the perspective of Iranian exporters. Journal of Marketing Management, 17, 61-82
Sameti, M., Samet, M., and Asghari, M. (2003). Priorities of development for the industry sector in Esfahan Province based on the Analytic Hierarchy Process. Journal of Business Research, 27, 59-90
Faraji, M., and shakeri Siyavashani, A. (2002). The factors affecting the development of Iran's carpet exports. Journal of Business Research, 63, 193-220
Ghasemi, A. (2008). A review on the temporary entry policy in line with the development of non-oil exports. Journal of economic issues and policies, (77-78), 85-97
Maleki M., M., and Kojouri, S., M. (2013). The Effect of intangible assets on performance of companies with the mediating role marketing capabilities. Journal of executive management, 5 (9), 149-172
Maleki M., M., Zarei, A., and Hajjilu, Z. (2016). Identification and prioritization key customers based on their lifetime value by using RFM. Business Management, 8 (2), 477-494
Akdogan, M. S., Karamustafa, K., Gullu, K., Uyar, K. & Gullu, I. (2011). Problems encountered by the exporting firms, an application in the city of Kayseri. Procedia Social and Behavioral Sciences, 24, 790-807.
Bah, E. & Fang, L. (2015). Impact of the business environment on output and productivity in Africa. Journal of Development Economics, 114, 159-171.
Blythe, J. (2014). Principles & practice of marketing, 3th edition, SAGE.
Bournakis, I. & Tsoukis, C. (2016). Government size institutions and export performance among OECD economics. Economic Modelling, 53, 37-47.
DaSilva, P. & daRocha, A. (2001). Perception of export barriers to Mercosur by Brazilian firms. International Marketing Review, 18 (16), 589-611.
Davaakhuu, O., Sharma, K. & Bandara, Y. (2014). Export performance during economic transition in Mongolia. Economic Analysis and Policy, 44 (4), 442-450.
Durmusoglu, S., Apfelthalev, G., Nayir, D., Alvarez, R. & Mughan, T. (2012). The effect of government-designed export promotion service use on small and medium- sized enterprise goal achievement. Industrial Marketing Management, 41, 680-691.
Ezmale, S. & Rimsane, I. (2014). Promoting the plurilingual awareness in business environment, case of Rezekne Special Economic Zone. Procedia Social and Behavioral Sciences, 110, 231-240.
Garcia, A., Franco, M. & Moreno, M. (2016). Relational governance mechanisms in export activities, their determinants and consequences. Journal of Business Research, Available Online 29 April
Gupta, A. (2013). Environmental and PEST analysis, an approach to external business environment. MERIT Research Journal of Art Social Science and Humanities, 1 (2), 13-17.
Haar, J. & Buonafina, M. (1995). The internationalization process and marketing activities. Journal Business Research, 32, 175-181,
Ho, L. (2012). Globalization, exports and effective exchange rate indices. Journal of International Money and Finance, 31, 996-1007.
Itani, N., O’Connell, J. & Mason, K. (2014). A macro-environment approach to civil aviation strategic planning. Transport Policy, 33, 125-135.
Kanda, H., Hjelm, O. & Dugand, S. (2016). Promoting the export of environmental technologies, an analysis of governmental initiatives from eight countries. Environmental Development, 17, 73-87.
Kotler, P. & Keller, K. (2012). Marketing Management, 14th edition, Prentice Hall, Pearson.
Leonidou, L. (2004). An Analysis of the barriers hindering small business export development. Journal of Small Business Management, 42 (3), 279-302.
Marandu, E. (2009). Strategy factors associated with the export performance of manufacturing firms. Export Performance of Firms, 11, 33-76.
Miecinskiene, A., Stasytyte, V. & Kazlauskaite, J. (2014). Reasoning of export market selection. Social and Behavioral Sciences, 110, 1166-1175.
Milner, C. & Zgovu, E. (2006). A natural experiment for identifying the impact of natural trade barriers on export. Journal of Development Economics, 80, 251-268.
Sekkat, K. (2016). Exchange rate misalignment and export diversification in developing countries. The Quarterly Review of Economics and Finance, 59, 1-14.
Vanoorenberghe, G., Wang, Z. & Yu, Z. (2016) “Volatility and diversification of exports: firm- level theory and evidence”, European Economic Review, 89, 216-247ç
Villa, M.A., Rajwani, T. & Lawton, T. (2015). Market entry modes in a multipolar world: Untangling the moderating effect of the political environment. International Business Review, 24 (3), 419-429.
Yang, Y, & Mallick, S. (2014). Explaining cross- country differences in exporting performance: the role of country- level macroeconomics. International Business Review, 23, 246-259.
|View Abstract References Full text PDF|
Analysis of Effective Factors on Knowledge Transfer in Response to Organizational Crisis (Case Study: Employees of Kerman Governor)
pp. 279-289 | Article Number: ijese.2017.014
While risk and uncertainty in business environments are decreasing because of uncertain economic situation, effects of organizational crisis become stronger. Nowadays, all companies and organization are under the influence of big and small crises and the only way to predict and rescue organizations from these crises is using knowledge. If the knowledge got transferred to persons who need, risk of organizational crises can be decreased. Knowledge, as the most important source, provides an appropriate opportunity for organization to resist against crises. This matter needs some situations in order that knowledge spreads out between all staff and all who want. This research is about discovering channels of knowledge transfer. This research was done by extensive library studies and other resources and opinions of staff via interview and questionnaire and then collected data analyzed by the software SPSS, binomial tests and Friedman variance analysis. Research results show that the most important channels of knowledge transfer in order of preference are: documentation, information and communication infrastructure, advice using system, leadership, teamwork, job rotation.
Keywords: organizational crisis, knowledge transfer, knowledge transfer channels, crisis management
Alvani, S.M., Jamali, A., Ebrahimi, A. (2009). “Crisis management”, Research and Training Institute of Management, Tehran.
Argot, L., Ingram, P., Levin, J., Moreland, R." Knowledge transfer in organizations: learning from the experience of others, organizational behavior and human decision processes, 82(2000). pp1-8
Baba Ahari, M. (2013). “Organizational crisis management”, Journal scientific-research Kamal Modiriat, ShahidBeheshti University, number 4 & 5 Winter 2013
Cumming, J.L., Teng, B.T. (2003)."Transferring R&D knowledge: the key factors affecting knowledge transfer success. Journal of engineering and technology management,20(2). pp.39-68
Davenport, T. H., Prusak, L. (1998) Working knowledge: How organizations manage what they know, Harvard Business School Press, Boston.
Duan, Y., Nie, W., Coakes, E. (2010)." Identifying key factors affecting transnational knowledge transfer" information & management, 47. pp. 356-365. .
Gloet, M. and Terziovski, M. (2004),”Exploring the Relationship betweenKnowledge Management Practices andInnovation Performance,’ Journal ofManufacturing Technology Management, 15(5), 402-409.
Grover, V., & Davenport, T. H. (2001). General perspectives on knowledgemanagement: Fostering a research agenda. Journal of ManagementInformation Systems, 18(1), 5–21.
Konjkav, M. (2013), “Knowledge management, innovation, knowledge and practice of innovation in SMEs” Outlook Business Administration, Shahid Beheshti university number 2 summer 2013.
Mazloomi, N. (2013). “crisis management: Strategic approach”, Bime journal ،www.bimeh-mag.ir
Oliver, S.,Kandadi,k.R.(2006). “How to develop knowledge culture in organizations? A multiple case study of large distributed organizations”. Journal of knowledge management , vol.10,No.4,2006 .pp.6-24
Rezaian, A. (2012). “Crisis management requirements”, Journal scientific-research Kamal Modiriat, ShahidBeheshti university, number 4 &5 Spring 2012
Wang, W., Lu, Y. (2010). “Knowledge transfer in response to organizational crises: an exploratory study”. Expert system with application, 37(6):3934-3943.
Katuzian, N. (1994), Civil Rights (Family), Vol. 2, 4thed, Publishing Company.
Katuzian, N. (2001), An Introductory Course in Family Rights, Vol. 1, Tehran: Dadgostar Publication.
Safaei, H. &Imami, A. (2004), Family Rights, Vol. 1, Tehran.
Shahidi, M. (2004), Civil Rights 3 (Commitments), Tehran: Majd.
|View Abstract References Full text PDF|
Evaluate the Relationship between Risk Management and Working Capital Management in Companies Accepted in Tehran Stock Exchange during the Time Period of 2010-2015
Reza Rostami, Ebrahim Mansoori
pp. 291-301 | Article Number: ijese.2017.015
The aim of this study is to investigate the relationship between risk management and working capital management in companies accepted in Tehran Stock Exchange during the time period of 2010-2015. The sample includes total of 104 companies listed on the Tehran Stock Exchange. To test research hypothesis, risk management is considered as the independent variable, and working capital management is considered as the dependent variable. The results of panel data analysis showed that there is a significant inverse relationship between risk management and working capital indicators. That is, managers increase the level of investment in working capital to decrease the level of risk. Moreover, the results indicate that both operation working capital and liquid working capital is affected by risk management.
Keywords: Risk Management, Working Capital Management, Cash Conversion Cycle, Net Liquid Balance
Appuhami, Ranjith, (2008), The Impact of Firms’ Capital Expenditure on Working Capital Management: An Empirical Study across Industries in Thailand, International Management Review, 4(1), 8-21.
Deloof, M. (2003). Does Working Capital Management Affect Probability of Belgian Firm?, Journal of Business, Finance and Accounting 30 (3-4), 573-588.
Dianati Deylami, Z, and Barzegar, M (2014), risk management model of receivable accounts, Journal of Scientific Research, knowledge accountants and management auditors, third-year / 11 / Autumn 2014
Gitman, L. J. (1974). Estimating Corporate Liquidity Requirements: A Simplified Approach, The Financial Reviews, 9(1), 79-88.
Gordon, Lawrence A. Loeb, Martin P., Tseng, Chih-Yang, (2009), "Enterprise Risk Management and Firm Performance: A Contingency Perspective", J. Account. Public Policy 20, 971–920.
Heybati, F, and Mosavi, S (2011), predicting the stock exchange index using modeling, the special journal of capital market / Number Seven, Summer 2011.
Jahanbani, M and Bagherpour Velashani, M, (2010), internal audit based on modern equipment at the service of risk management, Official Accountants, 9, 33-42.
Jamee, H, (2001), The study of liquidity and working capital policies in pharmaceutical companies listed on the stock exchange, University, Tehran Securities during 1999, Esfahan,2001.
Maslach, C., Schaufeli, W. B., &Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52,
Maslow, A. (1970). Motivation and personality (2nd ed). New York: Harper and Row.
Meyer, J. P., & Allen, N. J. (1997). Commitment in the workplace: Theory, research, and application. Thousand Oaks, CA: Sage
Mohammadi.M. (2009), The impact of working capital management on the profitability of the company listed on the Tehran Stock Exchange, Accounting Studies, 23, 65-43.
Moradi, M and Shafiee Sardasht, M and Memar PourYazdi, M (2014), the relationship of working capital management strategies at the corporate market value, Empirical Research in Accounting 3, 3.
Naumann, S.E., & Bennett, N. (2000). A case for procedural justiceclimate: Development and test of multi-level model. Academy of Management Journal, 43, 881-889.
Nikoomaram, H, O, Rahnamae Roodposhti, F and Heybati, F (2007) " Financial Management Basics" second volume, Termeh Publications
Nocco, B. W., & Stulz, R. M. (2006). Enterprise risk management: Theory and practice. Journal of Applied Corporate Finance, 18(4), 8e20.
Parker, C.P. Baltez, B.B., Young. S.A., Huff, J.W. Altmann, R.A. & Lacost, H.A. (2003). Relationships between psychological climateperceptions and work outcomes: A meta-analytic review. Journal of Organizational Behavior, 24, 389-416.
Pourzamani, Z, and Karimi, A, (2010), The impact of risk management and intellectual capital on firm performance, Journal of Financial Studies, Number six, Summer 2010.
Raee, R, and Saeedi (2006), Principles of Financial Engineering and Risk Management, Publication of the study and development of Humanities books (SMT)
Raymond T, & Mjoli T. (2013). The relationship between job engagement, job satisfaction and organizational commitment among lower level employees at a motor-car manufacturing company in Eastern London, South Africa. Journal of Business & Economic Management; 6: 25-35.
Reeve, C. L., & Smith, C. S. (2001). Refining Lodahl and Kejner’s job Involvement Scale with a convergent evidence approach: Applying multiple methods to multiple samples. Organization Research Methods, 4 (2), 91-111.
Resick, C. J., Baltes, B. B., & Shantz, C. W. (2007). Person-organization fit and work-related attitudes and decisions: Examining interactive effects with job fit and conscientiousness. Journal of Applied Psychology, 92, 1446-1455.
Rhoades, L., Eisenberger, R., & Armeli, S. (2001). Affective commitment to the organization: The contribution of perceived organizational support. Journal of Applied Psychology, 86, 825-836.
Richman, A. (2006). Everyone wants an engaged workforce how can you create it? Workspan, 49, 36-9.
Saks, A. M. (2006). Antecedents and consequences of employee engagement. Journal of Managerial Psychology, 21, 600-619.
Schaufeli, W. B., & Bakker, A. B. (2004). Job demands, job resources, and their relationship with burnout and engagement: A multi-sample study. Journal of Organizational Behavior, 25, 293.
Schaufeli, W. B., Bakker, A. B., & Salanova, M. (2006). The measurement of work engagement with a short questionnaire: A cross-national study. Educational & Psychological Measurement, 66, 701.
Shantz, A., Alfes, K., Truss, C., and Soane, E. (2013). The role of employee engagement in the relationship between job design and task performance, citizenship and deviant behaviours. The International Journal of Human Resource Management, 24, 2608-2627.
Sharp, J. M & Irani, Z & Desai, S. (1999) Workings towards agile manufacturing in the UK industry, International Journal of production economics, 62 : 155-196.
Shuck, B., Thomas, G. Reio, Jr & Tonette, S. R. (2011). Employee engagement: An examination of antecedent and outcome variables, Human Resource Development, International, 14:4, 427-445.
Shulman, J., and Cox, R. (1985). “An Integrative Approach to Working Capital Management”, Journal Cash Management, 64-67.
Smith, K. K., & Berg, D. N. (1987). Paradoxes of group life. San Francisco: Jossey Bass
Sonnentag, S. (2003). Recovery, work engagement, and proactive behavior: A new look at the interface between nonwork and work. Journal of Applied Psychology, 88, 518–528.
Steel, R. P., & Ovalle, N. K. (1984). A review of the meta-analysis of research on the relationship between behavioral intentions and employee turnover. Journal of Applied Psychology, 69, 673.
Thomas, C. H. (2007). A new measurement scale for employee engagement: Scale development, pilot test, and replication. Academy of Management Proceedings, 1¬6, 6.
Wagner, R., & Harter, J. K. (2006). The great elements of managing. Washington, DC: The Gallup Organization.
Welbourne, T. (2007). Engagment: Beyond the fad in to the executive suite.Leader to Leader, 44, 45-51.
Zohdi, M and Valipour, and Shahabi, A (2010), Working capital policies and corporate risk, Financial accounting and auditing research. Journal of Financial Accounting and Auditing 2(8) 187 - 210.
|View Abstract References Full text PDF|
Examine how to use data mining in updating the required data for decision making of managers of Telecommunication Company of West Azarbaijan province
Gholamreza Rahimi, Seeyed Khezer Seeyed Mohammadi
pp. 303-310 | Article Number: ijese.2017.016
The objective of this research was examine how to use data mining in updating the required data for decision making of managers of Telecommunication Company of West Azarbaijan province. The method of the research was survey-descriptive. The Statistical Society of the research were managers, assistants and financial managers of Telecommunication Company of West Azarbaijan province which they were 43 people. Due to limitations of statistical Society Sarmary method was used for select the sample.Taghavi Fard et al questionnaires (2007) was used for collect information about the measurement data mining. Scott and Bruce (1995) questionnaires were used for measuring decision making of managers. Comments of supervisors and a number of professors in management field were used to validity of the questionnaire. Cronbach's alpha was used to reliability of the questionnaire which is obtained 0.89 and 0.91 respectively for data mining and decision making questionnaires that indicates the desirable reliability of the questionnaires. To analyze the data, Pearson correlation and regression test were used. Results indicated that data mining has positive and meaningful effect on updating required information for decision making and the aspects of decision making of managers.
Keywords: Data Mining, Decision Trees, Clustering, Decision Making
Abbaspour, Abbas, 2003 “the dignity of management decisions: In Search of understanding organizational decision making models and paradigms “the journal of Kamale Modiriat”, number2.
Azer, Adel,Ahmadi,Parviz,Sabat,Mohammad Vahid, 2010” Designing human resource selection model with data mining approach (about: recruiting volunteers entrance examination for a commercial bank in Iran), Journal of Technology Management, course 2,number4,pp 3-22
Caligiuri, P.M. (2000). Selecting Expatriates for Personality Characteristics: A Moderating Effect of Personality on the Relationship between Host National Contact and Cross-cultural Adjustment. Management International Review. 40(1): 61–80.
Fathnejad, Faramarz, Izadparast, Sayeed Mahmood, 2012 “Provide a framework for predicting the damage level of car insurance customers using data mining solution “the news of insurance, number 156, pp 15-32.
Grifin, Morhed, 2001, organizational behavior, translation of Mehdi Alvani, Alireza Memarzadeh, fifth publication, Tehran, Morvarid publication.
Maghsodi, Behrooz, Soleymani, Sadegh, Amiri, Ali, Afsharchi, Mohsen,2011,” Improving the quality of education in e-learning system using data mining training” Journal of Research Technology, sixth year, volume 6, number4, pp276-286.
Saeed Hosseini, Saeed Mohammad, Minaee, Behroz, Ghadami, Maryam, Zamanyan,Amir Hossein,2012, Using data mining techniques to predict customer churn: Based on Vector Machine and Genetic Algorithm”
|View Abstract References Full text PDF|
Surveying the Relationship between Addiction to Social Networks and Emotional Maturity in Students
Hossein Komeili Sani,Hakimeh Mohammadzadeh, Azam Jahangirimehr, Masoomeh Salehi Kamboo, Abdolmahdi Shabesi Pour
pp. 311-320 | Article Number: ijese.2017.017
Social networks provide an environment for virtual communication and play a key and ever growing role in quality of mental health. Emotional maturity is a key effective element of emotions control, behavior, and improvement of mental health. The present paper is aimed at surveying the relationship between addiction to social networks and emotional maturity of students. A descriptive analytical study was carried with participation of 181 students in the Faculty of Medical Science, Shoushtar, Iran in 2016; the participants were selected through random sampling. Data gathering tool was a researcher-designed questionnaire of addiction to social network and Yashvir Singh & Bahargava’s Emotional Maturity Scale. The collected data were analyzed in SPSS (16).As the results showed, people with severe addiction to social networks had lower scores in terms of general emotional maturity and its subscales comparing with those with moderate addiction to social networks (p<0.001). Gender had no significant effect on the level of addiction to social networks (p = 0.347). Except for the subscale emotional stability, which was identical between two genders, women had better scores in terms of general emotional maturity and the subscales. Level of severity of addiction to social networks was related to emotional maturity of individuals. This relationship can be taken into account in preventing and treating addiction to social networks.
Keywords: Addiction to Social Networks, Emotional Maturity, Students
Azher, M., Khan, R., Salim, M., Bilal, M., Hussain, A., Haseeb, M. (2014), The Relationship Between Internet Addiction and Anxiety Among Students of University of Sargodha, International Journal of Humanities and Social Sciences Invention. 4(1):6.
Internet World Stats. World Internet Users and Population Stats 2016 jun 30. Available from: http:// www.internetworldstats.com.
Akhter, N. (2013), Relationship Between Internet Addiction and Academic Performance Among University Undergraduates, Educational Research and Reviews. 8(19):1793.
Mowlaie, M. & Jani, S. (2016), The Relationship Between Addiction to Internet and Adolescence’s Tendency Toward Opposite Gender, Genderual Behaviors, Alcohol, Aggression, Chatting and Hacking, Journal of Kermanshah University of Medical Sciences (J Kermanshah Univ Med Sci). 19(6):334-42.
Kiany, T., Dalvandi, A., Hosaini, M., Nourozi, K. (2014), Internet Addiction and Its Related Factors Among Nursing Students in Tehran University of Medical Sciences in 2013, Nursing Education. 2(4):13.
Kajbaf, M., Kooraki, M., Saffarian, Z. (2013), Comparison of Psychological Disorders in Addicted and non Adidicted Students to the Internet in University of Isfahan, Hormozgan Medical Journal. 18(2):8.
Hosseini, M., Hematfard, H., Isfahani, P., Moradpour, I. (2014), Mental Health Status and Its Relation with Students’ Internet Addiction at Charam [Payame Noor University] in 2014, Quarterly Journal of Sabzevar University of Medical Sciences. 22(3):9.
Mills, K.L. (2014), Effects of Internet Use on the Adolescent Brain: Despite Popular Claims, Experimental Evidence Remains Scarce, Trends in Cognitive Sciences. 2014;18(8):385-7.
Orsal, O., Unsal, A., Ozalp, S.S. (2013), Evaluation of Internet Addiction and Depression Among University Students, Procedia-Social and Behavioral Sciences. 2013;82:445-54.
Hasanzadeh, R., Ghahraman, M., Bagheri-Nesami, M., Heydari Fard, J. (2014), Internet Addiction Among Students of Islamic Azad University, Journal of Nursing and Midwifery Sciences. 2014;1(2):5.
Ho, R.C., Zhang, M.W., Tsang, T.Y., Toh, A.H., Pan, F., Lu, Y., et al. (2014), The Association Between Internet Addiction and Psychiatric Co-Morbidity: A Meta-Analysis, BMC psychiatry. 14(1):183.
Bahrainian, A. & Khazaee, A. (2014), Internet Addiction Among Students: The Relation of Self Esteem and Depression, Bull Env Pharmacol Life Sci. 3(3):01-6.
Campanella, M., Mucci, F., Baroni, S., Nardi, L., Marazziti, D. (2015), Prevalence of Internet Addiction: A Pilot Study in a Group of Italian High-School Students, Clinical Neuropsychiatry. 12:90-3.
Kalekhan, F., Zacharia, T., Souza, G.D., D’souza, S., Baliga, M.S. (2016), Addiction to Social Networking Sites in Healthcare Students of a Selected Institution in Mangalore, Karnataka, India: A questionnaire study, IJAR. 2(7):965-8.
Barat Dastjerdi, N. & Sayadi, S. (2013), Relationship Between Using Social Networks and Internet Addiction and Depression Among Students, J Res Behav Sci. 2013;10(5):332-41.
Shieh, C.J. & Demirkol, M. (2014), Evaluation of the Effectiveness of Social Networks and Their Usage by High School Students, Educational Process: International Journal (EDUPIJ). 3(1-2):7-18.
Szczegielniak, P.K. & Krysta, K. (2013), Problems Associated with the Use of Social Networks: A Pilot Study, Psychiatria Danubina. 25(2):4.
D’Amato, C.L., Liccardi, G., D’Amato, M., Stanghellini, G. (2013), Social Networks and Bronchial Asthma, Curr Opin Allergy Clin Immunol. 13(1):4.
Griffiths, M. (2013), Social Networking Addiction: Emerging Themes and Issues, Journal of Addiction Research & Therapy. 4(5):e118.
Vanderhoven, E. (2014), Enseñar a los adolescentes los riesgos de las redes sociales: Una propuesta de intervención en Secundaria/Educating Teens about the Risks on Social Network Sites, An intervention study in Secondary Education. Comunicar 22(43):123-32.
Yazdimoghaddam, H., Najjar, L., Akaberi, A., Pejhan, A., Golmohammadi, R (2014), Investigating Puberty Onset and Its Relationship with Body Mass Index in Boys from Sabzevar, Iran, Quarterly Journal of Sabzevar University of Medical Sciences. 21(5):9.
Sajjadi, M., Moshki, M., Abasnezhad, A., Bahri, N. (2012), Educational Needs of Fathers About Boys Puberty Period and Its Related Factors, Zahedan Journal of Research in Medical Sciences. 14(2):5.
Wani, M.A. & Masih, A. (2015), Emotional Maturity Across Gender and Level of Education, The International Journal of Indian Psychology. 2(2):63-72.
Mansournejad, Z., Poorseyyed, R., Kiani, F., Khodabakhsh, M. (2013), Effectiveness of Communication Skills Training on Emotional Maturity Evolution of Female Students on the Eve of Marriage, Journal of Fundamentals of Mental Health. 15(59):157-80.
Dutta, J., Chetia, P., Soni, J. (2015), A Comparative Study on Emotional Maturity of Secondary School Students in Lakhimpur and Sonitpur Districts of Assam, International Journal of Science and Research (IJSR). 4(9):11.
Agrawal, P. & Srivastava, A. (2016), A Study on Emotional Maturity and Self Esteem among Working and Non-Working Women: A Comparative Study, Int J of Multidisciplinary and Current research. 4.
Poorakbaran, E. (2015), Investigate the Use of New Communication Tools (Internet, Satellite and Mobile) Among Young Adults and Its Association with Anxiety, Stress and Depression, Fundamentals of Mental Health. 17(5):6.
Azizi, A., Esmaeli, S., Esmaeli, M., Peyda, N. (2014), Internet Addiction in Adolescents with HEXACO Personality Trait- A Correlational Study, Nursing Education. 2014;4(2):9.
Dangwal, K.L. & Srivastava, S. (2016), Emotional Maturity of Internet Users, Universal Journal of Educational Research. 4(1):6-11.
Tamannaifar, M., Seddighi-Arfai, F., Gandomi, Z. (2012), The Relationship Between Internet Addiction and Personality Traits of High School Students, Zahedan Journal Research Medical Science (ZJRMS). 14(1):5.
Mak, K.K., Lai, C.M., Watanabe, H., Kim, D.I., Bahar, N., Ramos, M. et al. (2014), Epidemiology of Internet Behaviors and Addiction Among Adolescents in Six Asian Countries, Cyberpsychology, Behavior, and Social Networking. 17(11):720-8.
Visala, A. & Rawat, M.V. (2016), Role of Self-Concept and Emotional Maturity in Excessive Internet Usage, The International Journal of Indian Psychology, 3, Issue 3, No. 5, 30.
Noorani, M., Refahi, Z., Gholtash, A. (2014), A Comparison of Propensity for Marriage and Emotional Maturity Between Men and Women, 2014, Journal of Novel Applied Sciences. 3(12):4.
Jahanzad, S., Hooman, H., Vatankhah, H. (2012), Study the Features of Psychometrics Social Maturity Test, Journal of Psychological research. 5(17):12.
Hooman, H., Edhami, M., Ghasemi, L. (2011), Examine the Feasibility, Reliability, Validity, Test the Normality of Social Maturity and Its Relationship with Emotional Maturity in Hight School Students in Babol, Journal of Psychological research. 9(17):16.
Mortazavi, Z., Sohrabi, F., Hatami, H.R. (2012), Comparison of Attachment Styles and Emotional Maturity Between Opiate Addicts and Non-Addicts, Annals of Biological Research. 3(1):409-14.
Kashi, A. (2015), The Effect of Sport on Social and Emotional Maturity of Female University Students, Motor Behavior. 20(20):8.
Kumar, S. (2014), Emotional Maturity of Adolescent Students in Relation to Their Family Relationship, International Research Journal of Social Sciences. 2014;3(3):6-8.
Anand, A., Kunwar, N., Kumar, A. (2014), Impact of Different Factors on Emotional Maturity of adolescents of Coed-School, International Research Journal of Social Sciences. 3(11):3.
Pandey, D.K. (2014), Effect of Excessive Internet Usage on the Level of Adolescents’ Techno-Stress, International Educational E-Journal. 3(2):213-37.
Kooraki, M., Yazdkhasti, F., Ebrahimi, A., Oreizi, H.R. (2012), Effectiveness of Psychodrama in Improving Social Skills and Reducing Internet Addiction in Female Students, Iranian Journal of Psychiatry and Clinical Psychology. 17(4):279-88.
Gupta, A. & Sharma, R. (2016), Attachment Style, Emotional Maturity and Self-Esteem among Adults with and Without Substance Abuse, The International Journal of Indian Psychology, 3, (2), 77.
Talukdar, R.R. & Das, J.A. (2013), Study on Emotional Maturity Among Arranged Marriage Couples, International Journal of Humanities and Social Sciences Invention. 2013;2(8):16-8.
Lal, K. (2014), Emotional Maturity, Self Confidence and Academic Achievement of Adolescents in Relation to their Gender and Urban Rural background, American International Journal of Research in Humanities, Arts and Social Sciences, 5(2):188-93.
Singh, D., Kaur, S., Dureja, G. (2012), Emotional Maturity Differentials among University Students, Journal of Physical Education and Sport Management. 3(2):41-5.
|View Abstract References Full text PDF|
Marital satisfaction of student marriage and its relationship with demographic characteristics among students of Shiraz University of Medical Sciences
Bahador Mehraki, Atefeh Hosseini, M.Amin Hosseini, Hamid Maghami
pp. 321-328 | Article Number: ijese.2017.018
The aim of this study was to explain the relationship between marital satisfaction with personal (demographic) characteristics of students participating in student wedding ceremonies. Accordingly, this study is regarded as an applied research in terms of its objectives and a descriptive-correlational research in terms of method of data collection. The research population consisted of couples studying at Shiraz University of Medical Sciences (at least one of the couples being a student) who attended the student wedding ceremony. The sample consisted of 88 students who started their shared life with the celebration of student marriage and were selected through census. The instruments used to collect the data were the researcher-made demographic factors questionnaire and Enrich Marital Satisfaction Scale whose reliability and validity were at an acceptable range. The results showed that there was no significant relationship between the participants’ demographic characteristics and their marital satisfaction. There was also no significant difference between the male and female participants in terms of marital satisfaction.
Keywords: marital satisfaction, personal (demographic) characteristics, student marriage
Beck, A. (2007). Love is never enough. Translated by M. Gharachedaghi, Tehran: Asim Publications.
Burke, L. (2003). Developmental psychology from adolescence to the end of life. Translated by Y. Seyyed Mohammadi, Tehran: Arasbaran Publications.
Ellis, A. & Harper, R. (2002). Wise life. Translated by M. Firouzbakht. Tehran: Roshd Press.
Ellis, A. & Harper, R. (2006). Guide to a successful marriage. Translated by A. Shafi'i. Tehran: Institute of Rasa Cultural Services.
Goldenberg, A. & Goldenberg, He. (1986). Family therapy. Translated by H. R. Hassan Shahi Baravati; S. Naqshbandi; & E. Arjmand. (2003). Tehran: Ravan Publications.
Hosseini Birjandi, S. M. (1998). Marriage and family counseling (first edition). Tehran: Avay-e Noor.
Johnson, V. I. (2009). The Effects of Intimate Relationship Education on Relationship Optimism and Attitudes toward Marriage. presented in partial fulfillment of the requirements for the degree of doctorate of education in counselor education and supervision The University of Montana Missoula, MT.
Kalan, M., & Maddux, J. E. (1987). Goals and marital satisfaction: Perceived support for personal goals and collective efficacy for collective goals. Journal of Social and Clinical Psychology, 21, 157-164.
Olson, David H. et al., (2009). Marriage skills and inefficient sexual relations. Translated by A. R. Boheiraei & N. Fathi, Tehran: Psychology and Arts.
Patrik, S., Sells, J., Giordano, F., & Tollerud, T, (2007). Intimacy, differentiation and personality variables as predictor of marital satisfaction. The Family Journal, 15,
Tabrizi, M.; Dibaeian, S.; Kardani, M.; & Jafari, F. (2006). Descriptive dictionary of family and family therapy (first edition), Tehran: Fararavan.
|View Abstract References Full text PDF|