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In-service Science Teachers’ Dimensions of Knowledge in the Physical Properties of Gases using Concept Maps
Bekele Gashe Dega
pp. 95-102 | Article Number: ijese.2019.008
In-service science teachers’ dimensions of prior knowledge about the physical properties of gases were studied using concept maps. Thirty science teachers, who were enrolled to a summer in-service undergraduate program in a university in Ethiopia, were guided to draw concept maps of the macroscopic and microscopic properties of gases. Qualitative framework thematic analysis method was used to analyse the concept maps. The analysis method utilized the ‘revised taxonomy for structure of the knowledge dimension’ to classify the themes. The results revealed three dimensions of knowledge with their related percentage extensiveness - factual (43%), hierarchical conceptual (16%) and relational conceptual (22%). The results also showed a dimension of misconceptions (19%) about the physical properties of gases. It was shown that the in-service science teachers’ knowledge of gases was predominantly factual rather than conceptual, and that they also held misconceptions which needed to be corrected. The concept maps were found to be valuable in identifying the factual and conceptual knowledge as well as misconceptions. It is recommended that science teachers should develop their conceptual knowledge and minimize their misconceptions not to confuse students during their teaching in school. This method of identifying learners’ dimensions of knowledge can be applied to any knowledge content area in science education to facilitate and support learning.
Keywords: concept maps, knowledge dimension, prior knowledge, misconception, science teachers
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The Effect of Brain-Based Learning on Developing Some Speaking Skills of Egyptian EFL Secondary School Students
Amal Hashem Khalil, Bahaa El-Din Elsayed El-Nagar, & Michael Abd El-Mesih Awad
pp. 103-116 | Article Number: ijese.2019.009
The present study aimed at investigating the effect of brain-based learning (BBL) on developing some EFL speaking skills of secondary school students. The quasi-experimental design was adopted. An experimental group and a control group, of 25 students each were drawn randomly from Gamal Abdel Nasser secondary school for Girls in Zagazig, Egypt. The instrument of the study was an EFL speaking test. A selected group of BBL strategies was utilized to improve the speaking skills of the experimental group students for seven weeks. The students of the control group received regular instruction. By the end of the experimentation, the speaking test was administered to the experimental and control groups. The scores of the experimental group, control group, pre- and post-scores of the experimental group were analyzed. The results of the study indicated that 1-The experimental group surpassed the control in the post administrations of the EFL speaking test, 2- The experimental group showed a significant improvement in the post administrations of the speaking test than in the pre-administrations. Therefore, it could be concluded that brain-based learning had facilitated and accelerated the development of EFL speaking skills of secondary school students.
Keywords: brain-based learning, speaking skills, secondary stage
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Marine Science Education from the View of Functional Morphology and Comparative Morphology of Sea Turtle - The Quiz of Morphology for Marine Science Education
pp. 117-126 | Article Number: ijese.2019.010
Recently, the necessity of marine education is associated with the conservation of the marine environment. Accurate knowledge of marine organisms is essential for their preservation as well as that of their habitat. In the education of living things, a functional-morphological viewpoint with high visibility is very useful. We created functional-morphological quizzes of sea turtles and conducted a marine education course for elementary school students and their parents and verified its usefulness. Students were given hints regarding the functional morphology of sea turtles and tortoises, the correct answer rate was analyzed before and after the hints were given. Regarding the relationship between the entire silhouette and the habitat, the correct answer rate was high when no hints were given. However, the correct answer rate for questions about the forms of limbs and carapaces was higher after the hints were given. In questionnaire of the impression and comprehension for the course, most participants indicated that the course was excellent or good, and that the subject was easy to understand. Further, we were able to raise awareness of conservation through the course. It was inferred that the functional-morphology quiz about sea turtles was useful for marine science education.
Keywords: functional morphology, marine education, quiz
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