This research aims to evaluate a workshop using argumentation-based forensic chemistry activities to enhance gifted students' critical thinking. A workshop program, consisting of seven ...argumentation-based forensic chemistry activities, was conducted with 20 students at a gifted school in Turkey. A qualitative experimental design was used. An experiment or drawing activity was first carried out. Following this step, the gifted students reconstructed the activity as an argument after an extensive group discussion. The data collected in the student-constructed arguments and evaluation were analyzed for content. The study's findings show that argumentation-based forensic chemistry activities contributed positively to these gifted students' critical thinking development.
The aim of this study was to examine the emotional semantic orientation of gifted students towards the flipped learning model (FLM). An explanatory sequential design, one of the mixed research ...methods, was utilized in this research. Participants were 53 gifted students, who continued their education in a Science and Art Center in the Eastern Anatolia Region, in the first semester of the 2019–2020 academic year. Participants stated the FLM to be fun, different, instructive, useful, advantageous, and flexible in terms of in-class practices. They also found the FLM to be fun owing to its features such as facilitating learning, being flexible, and providing opportunities for practice. Moreover, the participants regarded the FLM as fun, useful, advantageous, flexible, and effective in terms of out-of-class practices. Another result was that no significant difference was found between the emotional semantic orientations of the female and male gifted students in terms of in-class practices. However, in terms of out-of-class practices, there was a significant difference between the scores obtained from the answers given for the effective-ineffective adjective pair in favor of male participants, while there a significant difference between the scores obtained from the answers given for the fun-boring adjective pair in favor of female participants. Investigation of integrating hybrid learning approaches such as the FLM and evaluating students’ cognitive and affective developments in other disciplines and subjects should be conducted to obtain more data on this approach.
Organizational trust and commitment are still getting a lot of attention because in order to keep up with the experienced changes and transformations, organizations today have to retain qualified ...employees to continue their operations effectively. This issue is important for the municipalities and the municipal companies considering that municipal companies own high amount of the municipal budget and numbers of personnel especially in the metropolitan municipalities. Trusting an organization provides positive thoughts, feelings and behaviors for the employees while distrusting creates negative thoughts, feelings and behaviors so that their commitment levels might have been affected badly. For the employees, knowing that they are in an environment of trust with their colleagues, managers and organizations will enable them to internalize the vision, mission, goals and objectives of the organization and increase their commitment to the organization. However, in the opposite case, organizations may be faced with consequences such as leaving the organization and absenteeism that reduce productivity. Organizations that provide organizational trust will not only get the maximum return from the knowledge and skills of their employees, but will also be more advantageous in creating organizational commitment (Demirel, 2008: 180). In this study, firstly, the dimensions of organizational trust, secondly, commitment and then the results of the research were discussed.
Bu çalışmada İstanbul’da bulunan belediyelerde ve belediye iştiraklerinde, örgüte güvenin örgütsel bağlılık üzerindeki etkisi incelenmiştir. 272 çalışanın katıldığı araştırmada örgütsel güven ve bağlılığın boyutlarını ele alan ölçeklerin yanı sıra demografik soruların yer aldığı bir anket kullanılmıştır. Çalışma sonucunda, örgüte güvenin boyutlarından kuruma güven ve yöneticiye güvenin duygusal ve normatif bağlılık üzerinde etkisi olduğu, ayrıca yöneticiye güvenin ise devam bağlılığına da etkisi olduğu tespit edilmiştir. Çalışmada yöneticiye güven ve kuruma güven ve devam bağlılığı ve normatif bağlılık arasında, bunun yanı sıra örgüte güven ve devam bağlılığı arasında ilişki tespit edilmiştir. Ayrıca çalışanların bazı demografik özelliklerine göre örgüte güven ve bağlılık anlamında farklılık olup olmadığı da incelenmiştir. Araştırma sonucuna göre kadın ve erkekler arasında devam bağlılığı dışında tüm değişkenlerde anlamlı farklıklar tespit edilmiştir. Evli ve bekar çalışanlar arasında ise duygusal bağlıkta anlamlı bir farklılık tespit edilmiştir. Ayrıca katılımcıların eğitim durumuna, yaşlarına, çalışma statülerine ve tecrübe seviyelerine göre örgüte güven ve örgütsel bağlılık anlamında farklılıklar tespit edilmiştir.
The study aimed to examine and compare the science self-regulation skills of gifted and non-gifted students in this study. Survey design, one of the quantitative methods, was utilized in the ...research. The sample of the study consisted of 263 gifted students enrolled in science and art center and 482 non-gifted students located in the Eastern Anatolia Region of Turkey. Science Self-regulation Scale was used as a data collection tool in the research. Independent samples t-test and one-way analysis of variance were used in the analysis of the data. The findings showed that gifted and non-gifted students had high self-regulation skills towards science. In addition, it was found that although there was no statistically significant difference between the average scores of gifted female and male students on the overall scale, there was a significant difference in the other group. Moreover, while the difference between the mean scores obtained in the dimensions of Refinement, Time Organizing, Organizing, Help Seeking, Metacognitive Self-regulation, and Repetition was in favor of gifted students, it was in favor of non-gifted students regarding the mean scores of critical thinking and effort regulation dimensions. The conclusion and implication were discussed in line with these findings.
The purpose of this study was to investigate the development of pre-service chemistry teachers' (PCTs') argumentation skills in a laboratory course throughout a semester. A case study design was ...utilised. A total of six PCTs participated in the study. To investigate the development of PCTs' argumentation skills, the laboratory reports that were in the form of science writing heuristic and pre and post semi-structured interviews were employed. Results showed that PCTs' argumentation skills developed over time as they started to generate more powerful arguments which also included deeper conceptual knowledge during the argumentation-based laboratory. The other result of the study revealed that PCTs become successful in explaining chemistry concepts at the sub-microscopic level throughout the course.
Recent years, it has been seen that affective variables are needed to be considered for better science learning. One of the valuable affective variables is the motivation. Motivation itself is an ...important factor that increases students’ achievement. Because of this finding, in this study motivation of students in high school and in universities are investigated to compare how the students’ motivation is changing when they choose a science area for studying in the universities. It was found that university students are more motivated to science when compared to high school students.
The purpose of this study was adapting an instrument into Turkish which is developed by a research group in California University for identifying pre-service science teachers’ epistemological beliefs ...toward chemistry. The adapted instrument is a likert type instrument with five scales, includes 18 items and it was applied to 100 pre-service sicence teachers to determine their epistemological beliefs in 2009-2010 spring semester. The reliability of the instrument was found as .59. It was concluded that this adapted instrument can be used to determine teachers’ and students’ epistemological beliefs toward chemistry.
ABSTRACT
The purpose of this research was twofold. The first was to investigate the development of preservice teachers’ knowledge base for science teaching on the rate of reaction topic within the ...14‐week content representation (CoRe)‐based mentoring‐enriched practicum course. In this course, CoRe design was used as a form of lesson planning and intensive educative mentoring was provided by teaching assistants. The second purpose was to identify which aspects of the practicum course contributed to preservice teachers’ development. Three preservice chemistry teachers voluntarily participated in the study. Qualitative data sources included CoRe, semistructured interviews, and reflection papers. Both inductive and deductive analyses were applied by triangulating findings from multiple data sources. Results revealed that at the end of the practicum, participants were able to successfully link content with teaching to promote student learning. Their pedagogical content knowledge (PCK) developed with its all components coherently integrated with each other. They also started to view the PCK construct as professional pedagogical knowledge. Educative mentoring with the use of an explicit and shared PCK language supported by CoRes, teaching experiences, and the observation of peers were reported as the most valuable aspects in stimulating teacher development. Implications for teachers’ professional growth and research are discussed.
Background: This study examines the pre-service teachers’ opinions about conceptual integration (CI) and their understanding of it. The CI studies in the literature are mainly in understanding ...chemistry concepts at college and university levels, and these studies are often on a specific chemistry concept. Also, even there are studies about the CI in which physics pre-requisite knowledge is used for teaching chemistry concepts, there are no much more studies about the CI in which chemistry pre-requisite knowledge is used for teaching physics concepts. Material and methods: Data was collected through in-depth semi-structured interviews comprising ten guiding questions. Three pre-service physics and three pre-service chemistry teachers participated conveniently in the study. While the pre-service chemistry teachers took a course regarding the CI explicitly taught, the pre-service physics teachers were not subjected to any information relating to the CI in their course. Data was analyzed by forming the codes and themes. Results: Generally speaking, while the pre-service chemistry teachers think that physics concepts should be used in the chemistry lessons, the pre-service physics teachers believe that these two subjects’ concepts generally are not related to each other. Conclusions: Moreover, the participants had some difficulties in understanding the CI between physics and chemistry concepts.
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