Ferhat KARAKAYA, Canan BİLGİLİ, Neslihan SOYSAL, Mehmet YILMAZ
Considering both the ecological niches of fungi and the different benefits they provide to humans, it is expected that students have a high level of scientific knowledge about living things in this kingdom. In the study, it was aimed to examine the learning of secondary school students about living things in the fungi kingdom. The research, which was carried out as a case study, was carried out with 52 secondary school students studying in the Central Anatolia Region of Türkiye in the 2022-2023 academic years. In the research, it was determined that the students had misconceptions and lack of knowledge about the classification of living things in the fungi kingdom, their diet, ecological functions and their effects on human life. The students stated that fungi take place in the world of plants, feed by photosynthesis and are used in making yogurt. According to these results, it is recommended to conduct studies on textbooks, teaching methods and teachers that cause students' misconceptions about living things in the fungi kingdom.
{"title":"Investigation of secondary school students' learning about the fungi kingdom","authors":"Ferhat KARAKAYA, Canan BİLGİLİ, Neslihan SOYSAL, Mehmet YILMAZ","doi":"10.19128/turje.1334348","DOIUrl":"https://doi.org/10.19128/turje.1334348","url":null,"abstract":"Considering both the ecological niches of fungi and the different benefits they provide to humans, it is expected that students have a high level of scientific knowledge about living things in this kingdom. In the study, it was aimed to examine the learning of secondary school students about living things in the fungi kingdom. The research, which was carried out as a case study, was carried out with 52 secondary school students studying in the Central Anatolia Region of Türkiye in the 2022-2023 academic years. In the research, it was determined that the students had misconceptions and lack of knowledge about the classification of living things in the fungi kingdom, their diet, ecological functions and their effects on human life. The students stated that fungi take place in the world of plants, feed by photosynthesis and are used in making yogurt. According to these results, it is recommended to conduct studies on textbooks, teaching methods and teachers that cause students' misconceptions about living things in the fungi kingdom.","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":"18 9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135808906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Self-regulation, which is also evaluated as children’s ability to direct their attention, emotions, and behaviors towards learning tasks, forms the basis of healthy social and academic development from early ages. This study aims to investigate the attention, emotion, and behavior regulation practices for self-regulation in the preschool period from the perspective of teachers. A qualitative research design employing a case study approach was used. The study included 22 participants. A semi-structured interview form consisting of two sections was used as the data collection tool in the research. In the first part of the research form, demographic questions about participants’ age, professional experience, education level, and the type of institution they worked, were included. The second part of the research form included experience-based questions aimed to examine the practices that participants applied for attention regulation, emotion regulation and behavior regulation. The data obtained were gathered under three themes as attention regulation, emotion regulation and behavior regulation. The findings of the study revealed that preschool teachers conducted self-regulation activities in class for attention regulation, emotion regulation and behavior regulation. The preschool teachers mostly carried out classroom activities such as games, drama, stories, free time, and music in the classroom. They used different strategies to enable children to be actively involved, take responsibility in these activities, and carried out practices that would create a positive classroom atmosphere for teacher-child and child-child interaction.
{"title":"Supporting self-regulation in the preschool period: A case study of teachers' practices","authors":"Sema ÖNGÖREN","doi":"10.19128/turje.1228285","DOIUrl":"https://doi.org/10.19128/turje.1228285","url":null,"abstract":"Self-regulation, which is also evaluated as children’s ability to direct their attention, emotions, and behaviors towards learning tasks, forms the basis of healthy social and academic development from early ages. This study aims to investigate the attention, emotion, and behavior regulation practices for self-regulation in the preschool period from the perspective of teachers. A qualitative research design employing a case study approach was used. The study included 22 participants. A semi-structured interview form consisting of two sections was used as the data collection tool in the research. In the first part of the research form, demographic questions about participants’ age, professional experience, education level, and the type of institution they worked, were included. The second part of the research form included experience-based questions aimed to examine the practices that participants applied for attention regulation, emotion regulation and behavior regulation. The data obtained were gathered under three themes as attention regulation, emotion regulation and behavior regulation. The findings of the study revealed that preschool teachers conducted self-regulation activities in class for attention regulation, emotion regulation and behavior regulation. The preschool teachers mostly carried out classroom activities such as games, drama, stories, free time, and music in the classroom. They used different strategies to enable children to be actively involved, take responsibility in these activities, and carried out practices that would create a positive classroom atmosphere for teacher-child and child-child interaction.","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135768818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Since the civil war broke out in Syria, millions of refugees have had to migrate to Türkiye and neighboring countries. Thus, refugee students have become a serious problem for many countries. The current study used a phenomenological approach to explore inclusive leadership behaviors in Turkish schools serving refugee pupils. The descriptive analysis technique was adopted in this study, in which School administrators and teachers participated. Findings have shown that the most common problems faced by school administrations while involving refugee students in educational activities are language difficulties, poor academic achievement, absenteeism, and adaptation problems experienced by refugee students. To involve refugee students in education, the practices carried out by school administrators are guidance and cooperation, employment of Syrian teachers, sports and cultural activities, establishment of integration classes, and translator support. As expected, the research findings showed that there is no exclusion against refugee students in Türkiye due to inclusive leadership practices carried out by school administrators and cultural and religious similarities between refugee students and Turkish students.
{"title":"Mülteci öğrencilerin öğrenim gördükleri okullarda kapsayıcı liderlik: Türkiye örneği","authors":"Ali CULHA, Kemal NAZLI","doi":"10.19128/turje.1247323","DOIUrl":"https://doi.org/10.19128/turje.1247323","url":null,"abstract":"Since the civil war broke out in Syria, millions of refugees have had to migrate to Türkiye and neighboring countries. Thus, refugee students have become a serious problem for many countries. The current study used a phenomenological approach to explore inclusive leadership behaviors in Turkish schools serving refugee pupils. The descriptive analysis technique was adopted in this study, in which School administrators and teachers participated. Findings have shown that the most common problems faced by school administrations while involving refugee students in educational activities are language difficulties, poor academic achievement, absenteeism, and adaptation problems experienced by refugee students. To involve refugee students in education, the practices carried out by school administrators are guidance and cooperation, employment of Syrian teachers, sports and cultural activities, establishment of integration classes, and translator support. As expected, the research findings showed that there is no exclusion against refugee students in Türkiye due to inclusive leadership practices carried out by school administrators and cultural and religious similarities between refugee students and Turkish students.","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":"5 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135765854","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to investigate preservice English teachers’ motivations for choosing the teaching career, and their student burnout levels. The correlation between these variables, and the participants’ perspectives about student burnout reasons in English Language Teaching departments were examined. The sample consisted of 466 preservice English teachers at two different state universities in Türkiye. This study adopted a concurrent mixed method study design, and the data were gathered via a questionnaire, an inventory, and a structured interview. The quantitative data were analyzed through descriptive and correlation analyses, while qualitative data were subjected to qualitative content analysis. The findings suggested that the participants’ most frequent motivations for choosing the teaching career were intrinsic motivations, yet their burnout levels were high. The participants’ career motivations correlated negatively with their burnout levels. Participants mostly reported assignments, difficulty of courses, and oral presentations as their burnout reasons. At the end of this paper, the individuals desiring to study ELT were recommended to have strong motivations to study ELT and be aware of its heavy workload.
{"title":"Preservice English teachers’ burnout levels and motivations to choose the teaching career","authors":"Onat KÜÇÜK","doi":"10.19128/turje.1205560","DOIUrl":"https://doi.org/10.19128/turje.1205560","url":null,"abstract":"This study aims to investigate preservice English teachers’ motivations for choosing the teaching career, and their student burnout levels. The correlation between these variables, and the participants’ perspectives about student burnout reasons in English Language Teaching departments were examined. The sample consisted of 466 preservice English teachers at two different state universities in Türkiye. This study adopted a concurrent mixed method study design, and the data were gathered via a questionnaire, an inventory, and a structured interview. The quantitative data were analyzed through descriptive and correlation analyses, while qualitative data were subjected to qualitative content analysis. The findings suggested that the participants’ most frequent motivations for choosing the teaching career were intrinsic motivations, yet their burnout levels were high. The participants’ career motivations correlated negatively with their burnout levels. Participants mostly reported assignments, difficulty of courses, and oral presentations as their burnout reasons. At the end of this paper, the individuals desiring to study ELT were recommended to have strong motivations to study ELT and be aware of its heavy workload.","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135769010","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This is a review of the book titled "Teaching Students to Decode the World: Media Literacy and Critical Thinking Across the Curriculum," written by the founders of Project Look Sharp, an organization that has been working for many years to integrate media literacy into the educational process in the United States. The book aims to provide information on how media literacy can be utilized as a method across various subjects, particularly seeking to bring a different perspective to educational applications. The ideas presented in the book should be considered innovative approaches in the context of educational practice. The book conveys a contemporary approach to media literacy education. Considering the impact of new media on the daily lives of new generations, employing media literacy as a method across different subjects can be highly effective. Evaluating media content from various sources as a media literate individual can thus be facilitated more consciously. The importance of the constructivist media decoding (CMD) process and inquiry-based interpretation is emphasized in this book, and applications related to this process are shared. With its alignment with novel educational approaches, this book can be regarded as a valuable resource in the educational process.
{"title":"Book Review: Teaching students to decode the world: Media literacy and critical thinking across the curriculum (Chris Sperry & Cyndy Scheibe)","authors":"Ayşe Aslı SEZGİN BÜYÜKALACA","doi":"10.19128/turje.1299712","DOIUrl":"https://doi.org/10.19128/turje.1299712","url":null,"abstract":"This is a review of the book titled \"Teaching Students to Decode the World: Media Literacy and Critical Thinking Across the Curriculum,\" written by the founders of Project Look Sharp, an organization that has been working for many years to integrate media literacy into the educational process in the United States. The book aims to provide information on how media literacy can be utilized as a method across various subjects, particularly seeking to bring a different perspective to educational applications. The ideas presented in the book should be considered innovative approaches in the context of educational practice. The book conveys a contemporary approach to media literacy education. Considering the impact of new media on the daily lives of new generations, employing media literacy as a method across different subjects can be highly effective. Evaluating media content from various sources as a media literate individual can thus be facilitated more consciously. The importance of the constructivist media decoding (CMD) process and inquiry-based interpretation is emphasized in this book, and applications related to this process are shared. With its alignment with novel educational approaches, this book can be regarded as a valuable resource in the educational process.","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46858610","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Recently, translanguaging has begun challenging and replacing English-only policies in English-medium instruction (EMI) contexts, advocating that bi/multilingual learners may better internalise information in two or more languages. Within this perspective and using linguistic ethnography as the framework, this case study examines the translanguaging practices used by the instructor and the students in English literature classrooms and how/whether these practices mediate learning when multilingual resources are used for pedagogical purposes. The data for this study comes from the researcher, as the instructor, observing and recording their two content classrooms in an English Literature department, namely Contemporary British Novel and Discourse Analysis courses. These observations and recordings were analysed from a pedagogical translanguaging lens to identify the instructor’s input and the students’ output in terms of their display of linguistic repertoires in English (the language of instruction) and Turkish (the shared language in the classroom). The results provide implications for research and practice, offerings suggestions for how/whether a pedagogical translanguaging lens might be adopted in content classrooms.
{"title":"Translanguaging in English-medium instruction (EMI): Examining English literature content classrooms","authors":"U. Ataş","doi":"10.19128/turje.1210174","DOIUrl":"https://doi.org/10.19128/turje.1210174","url":null,"abstract":"Recently, translanguaging has begun challenging and replacing English-only policies in English-medium instruction (EMI) contexts, advocating that bi/multilingual learners may better internalise information in two or more languages. Within this perspective and using linguistic ethnography as the framework, this case study examines the translanguaging practices used by the instructor and the students in English literature classrooms and how/whether these practices mediate learning when multilingual resources are used for pedagogical purposes. The data for this study comes from the researcher, as the instructor, observing and recording their two content classrooms in an English Literature department, namely Contemporary British Novel and Discourse Analysis courses. These observations and recordings were analysed from a pedagogical translanguaging lens to identify the instructor’s input and the students’ output in terms of their display of linguistic repertoires in English (the language of instruction) and Turkish (the shared language in the classroom). The results provide implications for research and practice, offerings suggestions for how/whether a pedagogical translanguaging lens might be adopted in content classrooms.","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42074939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aimed at (i) identifying primary school students’ attitudes toward environmental issues based on the perspectives of ecocentrism and anthropocentrism and (ii) inspecting students’ attitudes (i.e., ecocentric and anthropocentric) toward environmental issues in relation to gender and grade level. Data were gathered from 40 students through the administration of an interview questionnaire along with pictures concerning questions in the questionnaire. Results demonstrated that most of the participants who held positive attitudes reflected anthropocentric attitudes toward water, paper, and electricity consumption, reusing, and playground preferences whereas ecocentric attitudes toward plants, bugs, and other animals. Besides, half and slightly more than half of the participants with positive attitudes expressed ecocentric attitudes toward residence preferences and environmental pollution, respectively while nearly half of the participants with positive attitudes expressed anthropocentric attitudes toward the mentioned issues. It was also found that with the exception of one environmental issue, participants’ attitudes toward environmental issues were not significantly associated with their gender. Additionally, no relation was found between participants’ environmental attitudes and their grade level.
{"title":"Inspecting primary school students’ environmental attitudes based on ecocentric and anthropocentric perspectives","authors":"Büşra Şeyma Dölek, Gülsüm Akyol","doi":"10.19128/turje.1177454","DOIUrl":"https://doi.org/10.19128/turje.1177454","url":null,"abstract":"This study aimed at (i) identifying primary school students’ attitudes toward environmental issues based on the perspectives of ecocentrism and anthropocentrism and (ii) inspecting students’ attitudes (i.e., ecocentric and anthropocentric) toward environmental issues in relation to gender and grade level. Data were gathered from 40 students through the administration of an interview questionnaire along with pictures concerning questions in the questionnaire. Results demonstrated that most of the participants who held positive attitudes reflected anthropocentric attitudes toward water, paper, and electricity consumption, reusing, and playground preferences whereas ecocentric attitudes toward plants, bugs, and other animals. Besides, half and slightly more than half of the participants with positive attitudes expressed ecocentric attitudes toward residence preferences and environmental pollution, respectively while nearly half of the participants with positive attitudes expressed anthropocentric attitudes toward the mentioned issues. It was also found that with the exception of one environmental issue, participants’ attitudes toward environmental issues were not significantly associated with their gender. Additionally, no relation was found between participants’ environmental attitudes and their grade level.","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43160542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Recent research suggests that learners should be provided with opportunities to negotiate meanings with other cultures and critically evaluate and reflect on their own culture. Texts have a great potential to provide such opportunities, especially in contexts where learners do not have the chance to experience other cultures through real-time observations. This case study investigates what the readers-as-text-ethnographers approach (RaTE) offers to promote intercultural awareness (ICA) in higher education. To this end, seven texts were selected following certain criteria, and a 15-week implementation was designed. Data were collected through learners’ written productions, classroom video recordings, a post-implementation survey, and key informant interviews. Findings revealed that studying texts with the RaTE approach helped the learners develop their ICA in understanding the complexity of culture, otherness, and self. Furthermore, findings also showed that the learners had difficulties in certain areas, such as reading between the lines and textual analysis during the implementation.
{"title":"A text-based approach to developing EFL learners’ intercultural awareness in Higher Education","authors":"M. G. Zorba","doi":"10.19128/turje.1186875","DOIUrl":"https://doi.org/10.19128/turje.1186875","url":null,"abstract":"Recent research suggests that learners should be provided with opportunities to negotiate meanings with other cultures and critically evaluate and reflect on their own culture. Texts have a great potential to provide such opportunities, especially in contexts where learners do not have the chance to experience other cultures through real-time observations. This case study investigates what the readers-as-text-ethnographers approach (RaTE) offers to promote intercultural awareness (ICA) in higher education. To this end, seven texts were selected following certain criteria, and a 15-week implementation was designed. Data were collected through learners’ written productions, classroom video recordings, a post-implementation survey, and key informant interviews. Findings revealed that studying texts with the RaTE approach helped the learners develop their ICA in understanding the complexity of culture, otherness, and self. Furthermore, findings also showed that the learners had difficulties in certain areas, such as reading between the lines and textual analysis during the implementation.","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45428818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this study was to investigate the effect of the genre-based writing method in distance education courses. In this study, where action research was chosen as a research method, the researcher examined the use of the genre-based writing method in writing lessons of 8 foreign students at the B2 level who took a Turkish course over a 7-week period. For the data collection tools; the lessons’ video-recordings (observation), semi-structured interviews (interview) and the writings of the participants (document analysis) were examined. Thematic analysis was used in this study with both deductive and inductive processes. As a result, it was observed that genre-based writing method increased students' writing skills considerably in distance Turkish writing lessons. Another major finding was that the participants’ characteristics affected their success. However, in some sub-headings of this study, because of distance education’s nature, the implementation of the genre-based writing method did not show the expected successes. Finally, large-scale experimental studies containing genre-based writing method implementation and studies on self-regulation strategies in online writing lessons were suggested.
{"title":"Using a genre-based writing method in the distance education classroom","authors":"Osman Özdemi̇r","doi":"10.19128/turje.1127389","DOIUrl":"https://doi.org/10.19128/turje.1127389","url":null,"abstract":"The aim of this study was to investigate the effect of the genre-based writing method in distance education courses. In this study, where action research was chosen as a research method, the researcher examined the use of the genre-based writing method in writing lessons of 8 foreign students at the B2 level who took a Turkish course over a 7-week period. For the data collection tools; the lessons’ video-recordings (observation), semi-structured interviews (interview) and the writings of the participants (document analysis) were examined. Thematic analysis was used in this study with both deductive and inductive processes. As a result, it was observed that genre-based writing method increased students' writing skills considerably in distance Turkish writing lessons. Another major finding was that the participants’ characteristics affected their success. However, in some sub-headings of this study, because of distance education’s nature, the implementation of the genre-based writing method did not show the expected successes. Finally, large-scale experimental studies containing genre-based writing method implementation and studies on self-regulation strategies in online writing lessons were suggested.","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47205892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Instructional technology has been developing rapidly and its impacts can be observed in learning environments. One of the recent technological tools used in science classes is virtual laboratories. This study aims to investigate the effects of virtual laboratories on developing gifted students’ conceptual knowledge and improving science process skills. A total of 60 sixth-grade gifted students were the participants. Half of the students were in the control group, in which hands-on experimentation was followed, and the other 30 sixth-grade students were involved in the experimental group, in which virtual laboratory environments were used. Two different instruments, a multiple-choice conceptual knowledge test, and a science process skills test, were used in this study. The findings indicated that each condition increased their content knowledge and enhanced their science process skills in the study. However, the gifted learners in the virtual laboratory environment performed better than those in the hands-on laboratory environment for both tests. Possible reasons for the findings and some suggestions were also shared in the discussion.
{"title":"Farklı laboratuvar ortamlarının üstün yetenekli öğrencilerin kavramsal bilgilerine ve bilimsel süreç becerilerine etkisinin incelenmesi","authors":"Hasan Ozgur Kapici, Fatma Coştu","doi":"10.19128/turje.1252402","DOIUrl":"https://doi.org/10.19128/turje.1252402","url":null,"abstract":"Instructional technology has been developing rapidly and its impacts can be observed in learning environments. One of the recent technological tools used in science classes is virtual laboratories. This study aims to investigate the effects of virtual laboratories on developing gifted students’ conceptual knowledge and improving science process skills. A total of 60 sixth-grade gifted students were the participants. Half of the students were in the control group, in which hands-on experimentation was followed, and the other 30 sixth-grade students were involved in the experimental group, in which virtual laboratory environments were used. Two different instruments, a multiple-choice conceptual knowledge test, and a science process skills test, were used in this study. The findings indicated that each condition increased their content knowledge and enhanced their science process skills in the study. However, the gifted learners in the virtual laboratory environment performed better than those in the hands-on laboratory environment for both tests. Possible reasons for the findings and some suggestions were also shared in the discussion.","PeriodicalId":41788,"journal":{"name":"Turkish Journal of Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43438379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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