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EXPLORING THE RESEARCH ASSISTANTS’ OPINIONS TO IMPROVE SCIENCE PERCEPTION AT GRADUATE PROGRAMS

Year 2012, Volume: 4 Issue: 1, 37 - 46, 01.06.2012

Nehir Yasan Tunc Medeni Soner Yildirim

Abstract

The aim of this qualitative study was to explore research assistants’ opinions to improve science perception at graduate programs. The research question includes the research assistants’ suggestions on the improvement of the quality of the graduate program regarding science perception. The sample for the present study contains 12 interviewees from four different institutes of Middle East Technical University. The interviewees are all PhD candidates at METU. The results were considered under the title of suggestions which could be realized by university administration and by personal efforts. In conclusion, based on literature review and the research assistants’ views it is suggested that history and philosophy of science course utilizing explicitly-reflective inquiry approach should be included curriculum of graduate programs

Keywords

Nature of Science History and Philosophy of Science Course Science Perception.

References

  • Abd-El Khalick, F. (1998). The influence of history of science courses on students' conceptions of the nature of science. Unpublished doctoral dissertation.
  • Oregon State University, Corvallis. Abd-El-Khalick, F., Bell, R. L., & Lederman, N. G. (1998). The nature of science and instructional practice: Making the unnatural natural. Science Education, (4), 417-436.
  • Akerson, V. L., Morrison, J. A., & McDuffie, A. R. (2006). One course is not enough: Preservice elementary teachers‘ retention of improved views of nature of science. Journal of Research in Science Teaching, 43(2), 194-213.
  • Clough, M. P. (2006) Learners’ responses to the demands of conceptual change: considerations for effective nature of science instruction. Science & Education 15(4): 465–494.
  • Deniz, H. (2007). Exploring the components of conceptual ecology mediating the development of nature of science views. Unpublished doctoral dissertation.
  • Indiana University, Bloomington. Fraenkel, J. R. & Wallen, N. E. (2005). How to design and evaluate research in education (6th ed.). Boston, MA: McGraw Hill, Inc.
  • Lederman, N. G. (1992). Students’ and Teachers’ Conception of the Nature of
  • Science: A review of the Research. Journal of Research in Science Teaching, (4). Lederman, N. G. (1998). The state of science education: Subject matter without context. Electronic Journal of Science Education, 3(2).
  • Lederman, N. G. (1998). Teachers’ Understanding of the nature of science and classroom practice: Factors that facilitate or impede the relationship. Journal of Research in Science Teaching, 36(8), 916–929.
  • McComas, W. F., Almazroa, H., & Clough, M. P. (1998). The nature of sciencein science education: An introduction. Science Education, 7, 511-532.
  • Selvikavak, E. (2002). A qualitative assessment of the comptencies required to develop good quality educational multimedia software and the roles of multimedia software developers.Unpublished master’s thesis, Middle East Technical University, Turkey.
  • Schwartz, R. S., Lederman, N. G., & Crawford, B. A. (2004). Developing views of nature of science in an authentic context: An explicit approach to bridging the gap between nature of science and scientific inquiry. Journal of Research in
  • Science Teaching, 88(4), 610-645.

Year 2012, Volume: 4 Issue: 1, 37 - 46, 01.06.2012

Nehir Yasan Tunc Medeni Soner Yildirim

Abstract

References

  • Abd-El Khalick, F. (1998). The influence of history of science courses on students' conceptions of the nature of science. Unpublished doctoral dissertation.
  • Oregon State University, Corvallis. Abd-El-Khalick, F., Bell, R. L., & Lederman, N. G. (1998). The nature of science and instructional practice: Making the unnatural natural. Science Education, (4), 417-436.
  • Akerson, V. L., Morrison, J. A., & McDuffie, A. R. (2006). One course is not enough: Preservice elementary teachers‘ retention of improved views of nature of science. Journal of Research in Science Teaching, 43(2), 194-213.
  • Clough, M. P. (2006) Learners’ responses to the demands of conceptual change: considerations for effective nature of science instruction. Science & Education 15(4): 465–494.
  • Deniz, H. (2007). Exploring the components of conceptual ecology mediating the development of nature of science views. Unpublished doctoral dissertation.
  • Indiana University, Bloomington. Fraenkel, J. R. & Wallen, N. E. (2005). How to design and evaluate research in education (6th ed.). Boston, MA: McGraw Hill, Inc.
  • Lederman, N. G. (1992). Students’ and Teachers’ Conception of the Nature of
  • Science: A review of the Research. Journal of Research in Science Teaching, (4). Lederman, N. G. (1998). The state of science education: Subject matter without context. Electronic Journal of Science Education, 3(2).
  • Lederman, N. G. (1998). Teachers’ Understanding of the nature of science and classroom practice: Factors that facilitate or impede the relationship. Journal of Research in Science Teaching, 36(8), 916–929.
  • McComas, W. F., Almazroa, H., & Clough, M. P. (1998). The nature of sciencein science education: An introduction. Science Education, 7, 511-532.
  • Selvikavak, E. (2002). A qualitative assessment of the comptencies required to develop good quality educational multimedia software and the roles of multimedia software developers.Unpublished master’s thesis, Middle East Technical University, Turkey.
  • Schwartz, R. S., Lederman, N. G., & Crawford, B. A. (2004). Developing views of nature of science in an authentic context: An explicit approach to bridging the gap between nature of science and scientific inquiry. Journal of Research in
  • Science Teaching, 88(4), 610-645.
There are 13 citations in total.

Details

Other ID JA37SG88JD
Journal Section Articles
Authors

Nehir Yasan This is me

Tunc Medeni This is me

Soner Yildirim This is me

Publication Date June 1, 2012
Submission Date June 1, 2012
Published in Issue Year 2012 Volume: 4 Issue: 1

Cite

APA Yasan, N., Medeni, T., & Yildirim, S. (2012). EXPLORING THE RESEARCH ASSISTANTS’ OPINIONS TO IMPROVE SCIENCE PERCEPTION AT GRADUATE PROGRAMS. International Journal of EBusiness and EGovernment Studies, 4(1), 37-46.
AMA Yasan N, Medeni T, Yildirim S. EXPLORING THE RESEARCH ASSISTANTS’ OPINIONS TO IMPROVE SCIENCE PERCEPTION AT GRADUATE PROGRAMS. IJEBEG. June 2012;4(1):37-46.
Chicago Yasan, Nehir, Tunc Medeni, and Soner Yildirim. “EXPLORING THE RESEARCH ASSISTANTS’ OPINIONS TO IMPROVE SCIENCE PERCEPTION AT GRADUATE PROGRAMS”. International Journal of EBusiness and EGovernment Studies 4, no. 1 (June 2012): 37-46.
EndNote Yasan N, Medeni T, Yildirim S (June 1, 2012) EXPLORING THE RESEARCH ASSISTANTS’ OPINIONS TO IMPROVE SCIENCE PERCEPTION AT GRADUATE PROGRAMS. International Journal of eBusiness and eGovernment Studies 4 1 37–46.
IEEE N. Yasan, T. Medeni, and S. Yildirim, “EXPLORING THE RESEARCH ASSISTANTS’ OPINIONS TO IMPROVE SCIENCE PERCEPTION AT GRADUATE PROGRAMS”, IJEBEG, vol. 4, no. 1, pp. 37–46, 2012.
ISNAD Yasan, Nehir et al. “EXPLORING THE RESEARCH ASSISTANTS’ OPINIONS TO IMPROVE SCIENCE PERCEPTION AT GRADUATE PROGRAMS”. International Journal of eBusiness and eGovernment Studies 4/1 (June 2012), 37-46.
JAMA Yasan N, Medeni T, Yildirim S. EXPLORING THE RESEARCH ASSISTANTS’ OPINIONS TO IMPROVE SCIENCE PERCEPTION AT GRADUATE PROGRAMS. IJEBEG. 2012;4:37–46.
MLA Yasan, Nehir et al. “EXPLORING THE RESEARCH ASSISTANTS’ OPINIONS TO IMPROVE SCIENCE PERCEPTION AT GRADUATE PROGRAMS”. International Journal of EBusiness and EGovernment Studies, vol. 4, no. 1, 2012, pp. 37-46.
Vancouver Yasan N, Medeni T, Yildirim S. EXPLORING THE RESEARCH ASSISTANTS’ OPINIONS TO IMPROVE SCIENCE PERCEPTION AT GRADUATE PROGRAMS. IJEBEG. 2012;4(1):37-46.