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Year 2014, , 31 - 44, 01.06.2014

Hasan Said Tortop

https://doi.org/10.12973/nefmed.2014.8.1.a2

Abstract

– This study aimed at examining the predictors of quality of science fair (SF) projects in the light of pre-service teachers’ evaluation of SF rubric’ domains. These projects were selected by judges in A city for the A Regional Exhibition of Science and Mathematics Project Study for Primary School Students: The SF projects were evaluated by thirty junior pre-service teachers who took the Projects Based Learning Applications course at A University A Faculty of Education in the Fall Term of the academic year of 2011-2012. The results of study revealed that the lowest mean scores of the domain of SF rubric was the method domain ( ̅=1.35), and the highest mean scores of the domain of SF rubric was the utility domain ( ̅=1.64) according to the results of the descriptive statistics. Surprisingly, the methods domain was one of the weakest predictors of overall scores of the SF rubric. It is important that project competitions and project based learning applications should do to help students to gain the scientific research skills. The necessary steps should be taken to help teachers and preservice teachers to look at the science fair and preparing SF projects from this perspective

Keywords

science fair judgment scientific research projects regression analysis

References

  • Abernathy, T.V., & Vineyard, R.N. (2001). Academic competitions in science. Clearing House, 74(5), 269-277.
  • Balas, A.K. (1998). Science fairs in elementary school, ERIC clearinghouse for science mathematics and environmental education Columbus OH., 1-5, (ERIC document reproduction service No. ED 432444)
  • Blenis, D.S. (2000). The effects of mandatory, competitive science fairs on fifth grade students’ attitudes toward science and interest in science. Reports-research (143), 26 pp. Retriewed from: http://www.eric.ed.gov/PDFS/ED443718.pdf
  • Bellipanni, L.J., & Lilly, J.E. (1999). What have researchers been saying about science fairs? Science and Children, 99, 46-50.
  • Board of Education, (2005). Talim Terbiye Kurulu Başkanlığı. Retriewed from: http://ttkb.meb.gov.tr/
  • Breederman, T. (1983). Effects of activity- based elementary science on student outcomes: a quantitative synthesis. Review of Educatioanal Research, 53(4), 499-518.
  • Bunderson, E.D., & Anderson, T. (1996). Preservice elementary teachers’ attitudes toward their past experiences with science fairs. School Science & Mathematics, 96(7), 371- 378.
  • Czerniak, C.M. (1996). Predictors of success in a district science fair competition: An exploratory study. School Science & Mathematics, 96(1), 21-28.
  • Buyukozturk, S., Cakmak, E.K., Akgun, O.E., Karadeniz, S., & Demirel, F. (2011). Bilimsel araştırma yöntemleri [Scientific research methods], 8th Edition, Ankara: PegemA Yayıncılık.
  • Cook, H.M. (2003). Elementary school teachers and successful science fair. The University of North Carolina.Unpublished Doctoral Thesis. Greensboro. Umi: 3093864
  • Czerniak, C.M. (1996). Predictors of success in a district science fair competition: An exploratory study. School Science & Mathematics, 96(1), 21-28.
  • Czerniak, C.M., & Lumpe A.T. (1996). Predictors of science fair participation using the theory of planned behavior. School science & Mathematics, 97(7), 335-362
  • DeBoer, G., (1991). A history of ideas in science education. New York: Teachers College Press.
  • Demirbas, M., & Yagbasan, R. (2005). Türkiye’de etkili fen öğretimi için ilköğretim kurumlarına yönelik olarak gerçekleştirilen program geliştirme çalışmalarının analizi ve karşılaşılan problemlere yönelik çözüm önerileri. Gazi Üniversitesi Kırşehir Eğitim Fakültesi, 6(2), 53-67.
  • Dionne, L., Reis, G., Trudel, L., Guillet, G., Kleine, L., Hancianu, C. (2012). Students’ sources of motivation for participating in science fairs: an exploratory study within the Canada-wide science fair 2008. International Journal of Science and Mathematics Education, 10(3), 669-693.
  • Fisanick, L. M. (2010). A descriptive study of the middle school science teacher behavior for required student participation in science fair competitions. Unpublished Doctoral Thesis. Pennsylvania University. Indiana. UMI Number: 3403187
  • Gomez, K. (2007). Negotiating discourses: sixth-grade students’ use of multiple science discourses during a science fair presentation. Linguistics and Education, 18, 41–64.
  • Grobman, (1993). A fair proposition? The Science Teacher. 60(1), 40–41.
  • Grote, M. (1995a). Science teacher educators’ opinions about science projects and science fairs. Journal of Science Teacher Education, 6(1), 48-52.
  • Grote, M. (1995b). Teacher opinions concerning science projects and science fairs. Ohio Journal of Science, 95(4), 274-277.
  • Kankelborg, A. (2005). Rural science fair competition: leveling the playing field. Unpublished Master thesis. Montana University, Montana. UMI: EP31005
  • Kelly, M. P., & Staver, J.R. (2005). A case study of one school system’s adoptation and ımplementation of an elementary science program. Journal of Research in Science Teaching, 40(1), 25-52.
  • LaBanca, F. (2008). Impact of problem finding on the quality of authentic open inquiry science research projects. Unpublished Doctoral Thesis. Western Connecticut State University. UMI Number: 3411366.
  • Messick, S. (1995). Standards of validity and the validity standards in performance assessment. Educational Measurement: Issues and Practice, 14, 5-8.
  • McGee, S.M. (1996). Submitted to the graduate school in partial fulfillment of the requirements. Unpublished Doctoral Thesis. Northwestern University, Illinois, US.
  • Potter, M.C. (2009). Analyzing the technical quality of a rubric used to assess science fair projects. Unpublished Doctoral Thesis. University of Oregon. Oregon. UMI: 3377391
  • Ravitz, J., Hixson, N., English M., & Mergendoller, J. (April, 2011). Using project based learnign to teach 21st century skills: Findings from a statewide initiative. Paper presented at Annual Meetings of the American Educational Research. Vancouver, BC.
  • Research and Development of Education Department (RDED), Turkish Ministry of Education, (2012). Retriewed from: http://egitek.meb.gov.tr/earged/index.html
  • Shore, B.M., Delcourt, M.A.B., Syre, C.A., & Shapiro, M. (2007). The phantom of the science fair. In B. M. Shore, M. W. Aulls, & M. A. B. Delcourt (Eds.), Inquiry in education volume II: overcoming barriers to successful implementation. Mahwah, NJ: Erlbaum.
  • STRCT (2013). The Scientific and Technological Research Council of Turkey (STRCT). (TUBİTAK) Retriewed from: http://www.tubitak.gov.tr/ch
  • Syer, C.A., & Shore, B.M. (2001). Science fairs: what are the sources of help for students and how prevalent is cheating?, School Science & Mathematics, 101(4), 206-221.
  • This is My Work Science Fair Project Guide, (2009). Director of Basic Education. Retriewed from: http://tegm.meb.gov.tr/bubenimeserim/
  • Tortop, H.S. (2013a). Science teachers' views about the science fair at primary education level. Turkish Journal of Qualitative Inqury, 4(2), 56-64.
  • Tortop, H.S. (2013b). Bu benim eserim bilim şenliğinin yönetici, öğretmen ve öğrenci görüşleri ve fen projelerinin kalitesi odağından görünümü, [Overview of a national science fair in turkey from the focus on administrators’, teachers’, students’ views and quality of science projects]. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 6(11), 255-308.
  • Tortop, H.S. (2013c). Development of teacher attitude scale towards science fair. Educational Research and Reviews, 8(2), 58-62.
  • Tortop, H.S. (2013d). Development of teachers’ self-efficacy beliefs scale through the science fair mentorship. Unpublished study.
  • Wang, X.H., & Yang, B.Z. (2003). Why competition may discourage students from learning? A behavioral economic analysis. Education Economics, 11(2), 117-128.
  • Yayla, Z., & Uzun, B. (September, 2008). Fen ve teknoloji eğitiminde proje çalışmaları ve bilim şenlikleri [Projects studies and science fair in science education]. XVII. Ulusal eğitim bilimleri kongresi. Sakarya, Turkey.
  • Türkiye’deki Öğretmen Adaylarının Bilim Şenliği
  • Projelerinin Kalitesine İlişkin Algılarının Yordayıcılarının İncelenmesi

Türkiye’deki Öğretmen Adaylarının Bilim Şenliği Projelerinin Kalitesine İlişkin Algılarının Yordayıcılarının İncelenmesi

Year 2014, , 31 - 44, 01.06.2014

Hasan Said Tortop

https://doi.org/10.12973/nefmed.2014.8.1.a2

Abstract

Bu çalışmanın amacı bilim şenliği (BŞ) değerlendirme ölçeği kullanılarak öğretmen adaylarının bir projenin kalitesine ilişkin yordayıcılarının incelenmesidir. Bunun için Türkiye’deki bir A ilinden A Bölge Sergisine (İlköğretim Öğrencileri Fen ve Matematik Projeleri Çalışması) seçilmiş otuz proje değerlendirmeye alınmıştır. Projelerin değerlendirmesini 2011-2012 öğretim yılında Türkiye’deki bir A üniversitesinin A eğitim fakültesinde Proje Tabanlı Öğrenme Uygulamaları dersini alan üçüncü sınıfta okuyan otuz öğretmen adayı yapmıştır. Araştırma sonucunda, projelerin en düşük alt boyut ölçüt puan ortalaması “Kullanılan Bilimsel Yöntem” boyutu (X ̅=1,35), en yüksek ölçek altboyut puan ortalaması ise “Kullanışlılık” boyutu (X ̅=1,64) olarak belirlenmiştir. Şaşırtıcı bir şekilde toplam kalite puanını en düşük yordayıcı boyut “Kullanılan Bilimsel Yöntem” boyutudur. Proje yarışmaları ve proje tabanlı öğrenme uygulamaları öğrencilerde bilimsel araştırma becerilerini geliştirmeyi hizmet etmesi amacıyla yapılmalıdır. Öğretmen adayları ve öğretmenlerin proje yarışmalarına bu perspektiften bakmaları için gerekli önlemler alınmalıdır.

Keywords

Bilim Şenliği Jüri Değerlendirmesi Bilimsel Araştırma Projeleri Regresyon Analizi

References

  • Abernathy, T.V., & Vineyard, R.N. (2001). Academic competitions in science. Clearing House, 74(5), 269-277.
  • Balas, A.K. (1998). Science fairs in elementary school, ERIC clearinghouse for science mathematics and environmental education Columbus OH., 1-5, (ERIC document reproduction service No. ED 432444)
  • Blenis, D.S. (2000). The effects of mandatory, competitive science fairs on fifth grade students’ attitudes toward science and interest in science. Reports-research (143), 26 pp. Retriewed from: http://www.eric.ed.gov/PDFS/ED443718.pdf
  • Bellipanni, L.J., & Lilly, J.E. (1999). What have researchers been saying about science fairs? Science and Children, 99, 46-50.
  • Board of Education, (2005). Talim Terbiye Kurulu Başkanlığı. Retriewed from: http://ttkb.meb.gov.tr/
  • Breederman, T. (1983). Effects of activity- based elementary science on student outcomes: a quantitative synthesis. Review of Educatioanal Research, 53(4), 499-518.
  • Bunderson, E.D., & Anderson, T. (1996). Preservice elementary teachers’ attitudes toward their past experiences with science fairs. School Science & Mathematics, 96(7), 371- 378.
  • Czerniak, C.M. (1996). Predictors of success in a district science fair competition: An exploratory study. School Science & Mathematics, 96(1), 21-28.
  • Buyukozturk, S., Cakmak, E.K., Akgun, O.E., Karadeniz, S., & Demirel, F. (2011). Bilimsel araştırma yöntemleri [Scientific research methods], 8th Edition, Ankara: PegemA Yayıncılık.
  • Cook, H.M. (2003). Elementary school teachers and successful science fair. The University of North Carolina.Unpublished Doctoral Thesis. Greensboro. Umi: 3093864
  • Czerniak, C.M. (1996). Predictors of success in a district science fair competition: An exploratory study. School Science & Mathematics, 96(1), 21-28.
  • Czerniak, C.M., & Lumpe A.T. (1996). Predictors of science fair participation using the theory of planned behavior. School science & Mathematics, 97(7), 335-362
  • DeBoer, G., (1991). A history of ideas in science education. New York: Teachers College Press.
  • Demirbas, M., & Yagbasan, R. (2005). Türkiye’de etkili fen öğretimi için ilköğretim kurumlarına yönelik olarak gerçekleştirilen program geliştirme çalışmalarının analizi ve karşılaşılan problemlere yönelik çözüm önerileri. Gazi Üniversitesi Kırşehir Eğitim Fakültesi, 6(2), 53-67.
  • Dionne, L., Reis, G., Trudel, L., Guillet, G., Kleine, L., Hancianu, C. (2012). Students’ sources of motivation for participating in science fairs: an exploratory study within the Canada-wide science fair 2008. International Journal of Science and Mathematics Education, 10(3), 669-693.
  • Fisanick, L. M. (2010). A descriptive study of the middle school science teacher behavior for required student participation in science fair competitions. Unpublished Doctoral Thesis. Pennsylvania University. Indiana. UMI Number: 3403187
  • Gomez, K. (2007). Negotiating discourses: sixth-grade students’ use of multiple science discourses during a science fair presentation. Linguistics and Education, 18, 41–64.
  • Grobman, (1993). A fair proposition? The Science Teacher. 60(1), 40–41.
  • Grote, M. (1995a). Science teacher educators’ opinions about science projects and science fairs. Journal of Science Teacher Education, 6(1), 48-52.
  • Grote, M. (1995b). Teacher opinions concerning science projects and science fairs. Ohio Journal of Science, 95(4), 274-277.
  • Kankelborg, A. (2005). Rural science fair competition: leveling the playing field. Unpublished Master thesis. Montana University, Montana. UMI: EP31005
  • Kelly, M. P., & Staver, J.R. (2005). A case study of one school system’s adoptation and ımplementation of an elementary science program. Journal of Research in Science Teaching, 40(1), 25-52.
  • LaBanca, F. (2008). Impact of problem finding on the quality of authentic open inquiry science research projects. Unpublished Doctoral Thesis. Western Connecticut State University. UMI Number: 3411366.
  • Messick, S. (1995). Standards of validity and the validity standards in performance assessment. Educational Measurement: Issues and Practice, 14, 5-8.
  • McGee, S.M. (1996). Submitted to the graduate school in partial fulfillment of the requirements. Unpublished Doctoral Thesis. Northwestern University, Illinois, US.
  • Potter, M.C. (2009). Analyzing the technical quality of a rubric used to assess science fair projects. Unpublished Doctoral Thesis. University of Oregon. Oregon. UMI: 3377391
  • Ravitz, J., Hixson, N., English M., & Mergendoller, J. (April, 2011). Using project based learnign to teach 21st century skills: Findings from a statewide initiative. Paper presented at Annual Meetings of the American Educational Research. Vancouver, BC.
  • Research and Development of Education Department (RDED), Turkish Ministry of Education, (2012). Retriewed from: http://egitek.meb.gov.tr/earged/index.html
  • Shore, B.M., Delcourt, M.A.B., Syre, C.A., & Shapiro, M. (2007). The phantom of the science fair. In B. M. Shore, M. W. Aulls, & M. A. B. Delcourt (Eds.), Inquiry in education volume II: overcoming barriers to successful implementation. Mahwah, NJ: Erlbaum.
  • STRCT (2013). The Scientific and Technological Research Council of Turkey (STRCT). (TUBİTAK) Retriewed from: http://www.tubitak.gov.tr/ch
  • Syer, C.A., & Shore, B.M. (2001). Science fairs: what are the sources of help for students and how prevalent is cheating?, School Science & Mathematics, 101(4), 206-221.
  • This is My Work Science Fair Project Guide, (2009). Director of Basic Education. Retriewed from: http://tegm.meb.gov.tr/bubenimeserim/
  • Tortop, H.S. (2013a). Science teachers' views about the science fair at primary education level. Turkish Journal of Qualitative Inqury, 4(2), 56-64.
  • Tortop, H.S. (2013b). Bu benim eserim bilim şenliğinin yönetici, öğretmen ve öğrenci görüşleri ve fen projelerinin kalitesi odağından görünümü, [Overview of a national science fair in turkey from the focus on administrators’, teachers’, students’ views and quality of science projects]. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 6(11), 255-308.
  • Tortop, H.S. (2013c). Development of teacher attitude scale towards science fair. Educational Research and Reviews, 8(2), 58-62.
  • Tortop, H.S. (2013d). Development of teachers’ self-efficacy beliefs scale through the science fair mentorship. Unpublished study.
  • Wang, X.H., & Yang, B.Z. (2003). Why competition may discourage students from learning? A behavioral economic analysis. Education Economics, 11(2), 117-128.
  • Yayla, Z., & Uzun, B. (September, 2008). Fen ve teknoloji eğitiminde proje çalışmaları ve bilim şenlikleri [Projects studies and science fair in science education]. XVII. Ulusal eğitim bilimleri kongresi. Sakarya, Turkey.
  • Türkiye’deki Öğretmen Adaylarının Bilim Şenliği
  • Projelerinin Kalitesine İlişkin Algılarının Yordayıcılarının İncelenmesi
There are 40 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Hasan Said Tortop This is me

Publication Date June 1, 2014
Submission Date January 2, 2015
Published in Issue Year 2014

Cite

APA Tortop, H. S. (2014). Türkiye’deki Öğretmen Adaylarının Bilim Şenliği Projelerinin Kalitesine İlişkin Algılarının Yordayıcılarının İncelenmesi. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 8(1), 31-44. https://doi.org/10.12973/nefmed.2014.8.1.a2