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Defining Operational Equivalent of Classic and Combination-Information Mental Function of Prospective Science Teacher Knowledge of Electricity Procedural Knowledge Subject by Comparing Theoretical and Experimental Data

Year 2018, Volume: 8 Issue: 1, 156 - 164, 15.04.2018
https://doi.org/10.19126/suje.317943

Abstract

By comparing theoretical and experimental data, we aim to improve the learning and mental functions of prospective science teachers. Accordingly, mental function operations are defined by a qualitative study to ensure the establishment of a “bijective mental” level. Combination-information (CI)-level intervals of mental function operations are determined by knowledge and success. These are defined by the relation between the procedural knowledge in the cognitive domains of solutions and possible cases of data (questions) through an assessment tool. This tool includes open-ended questions for assessing the procedural knowledge of electricity of prospective science teachers. By employing these level intervals and comparing the obtained CI knowledge and success levels through problem-solving, the CI mental function operation equivalencies of prospective-teacher knowledge levels of electricity are established. To determine the equivalencies of classic mental function operations, an equal level interval is used. By comparing classic knowledge and success levels with these interval values, classic mental function operation equivalencies are determined. Using these equivalencies, learning and mental functions are improved. Based on the results, we provide suggestions on maintaining bijective mental levels.

References

  • Author (2017). International Journal of Educational Administration and Policy Studies Author (2016a). International Journal of Educational Administration and Policy Studies Author (2016b). Ihlara Eğitim Araştırmaları Dergisi Author (2014). Journal of International Education Research Authors (2011). International Online Journal of Educational Sciences Author (2011). Unpublished doctor’s thesis. Author (2012). Journal of International Education Research. Authors (2012a). American International Journal of Contemporary Research Authors (2012b). International Journal of Applied Science and Technology Authors (2012c). Sakarya Üniversitesi Eğitim Fakültesi Dergisi (SUJEF) Authors (2012d). Sakarya Üniversitesi Eğitim Fakültesi Dergisi (SUJEF) Borrachero AB, Brígido M, Mellado L, Costillo E, & Mellado V. (2014). Emotions in Prospective Secondary Teachers When Teaching Science Content, Distinguishing by Gender. Research in Science & Technological Education 32(2): 182-215. http://dx.doi.org/10.1080/02635143.2014.909800 Desbordes G, Negi LT, Pace TWW, Wallace BA, Raison CL, & Schwartz EL (2012). Effects of Mindful-Attention and Compassion Meditation Training on Amygdala Response to Emotional Stimuli in an Ordinary, Non-Meditative State. Frontiers in Human Neuroscience 6: 1-15. http://dx.doi.org/10.3389/fnhum.2012.00292 Keselman A (2003). Supporting Inquiry Learning by Promoting Normative Understanding of Multivariable Causality. Journal of Research in Science Teaching 40(9): 898-921. http://dx.doi.org/10.1002/tea.10115 Lindquist KA, & Barrett LF (2012). A Functional Architecture of The Human Brain: Emerging Insights From The Science of Emotion. Trends in Cognitive Sciences 16(11): 533-540. http://dx.doi.org/10.1016/j.tics.2012.09.005 Özenli S (1999). İlmi sohbetler[scientific discussions]. Adana, Turkey, Karakuşlar Otomotiv Tic. ve San. Ltd. Şti.: pp: R39-T3. Wang CY, & Barrow LH (2011). Characteristics and Levels of Sophistication: An Analysis of Chemistry Students’ Ability to Think With Mental Models. Research in Science Education 41(4): 561–586. http://dx.doi.org/10.1007/s11165-010-9180-7

Fen Bilgisi Öğretmen Adaylarının Elektriğin Prosedürel Bilgi Konularında Klasik ve Kombinasyon-Enformasyon Akılsal Fonksiyon İşlem Karşılıklarının Teorik ve Deneysel Olarak Belirlenmesi

Year 2018, Volume: 8 Issue: 1, 156 - 164, 15.04.2018
https://doi.org/10.19126/suje.317943

Abstract

Fen bilgisi öğretmen adaylarının öğrenme ve akılsal fonksiyonlarının geliştirilerek bijektif akıl seviyesinin sağlanabilmesi için öğretmen adaylarının akılsal fonksiyon işlemleri nitel durum çalışmasıyla çalışmasıyla, teorik ve deneysel dataların karşılaştırılmasıyla, belirlenmiştir. Veriler öğretmen adaylarından elektriğin prosedürel bilgi konularında açık uçlu sorularla hazırlanan ölçme aracının problem çözüm teknikleriyle çözümlerinden toplanmıştır. Toplanan verilerden öğretmen adaylarının prosedürel bilgileri arasında kurabildikleri ilişkilerle belirlenen bilgi ve başarı düzeyleriyle, akılsal fonksiyon işlemlerinin kombinasyon-enformasyon düzeyleri belirlenmiştir. Bu düzeylerle, problem çözümlerinden elde edilen kombinasyon-enformasyon bilgi düzeyi ve başarı düzeylerinin karşılaştırılmalarıyla öğretmen adaylarının elektriğin prosedürel bilgi konularında kombinasyon-enformasyon akılsal fonksiyon işlem karşılıkları belirlenmiştir. Klasik akılsal fonksiyon işlem karşılıklarının belirlenmesinde eşit düzey aralığı kullanılmıştır.  Klasik bilgi ve başarı düzeylerinin bu aralık değerleriyle karşılaştırılmasından, klasik akılsal fonksiyon işlem karşılıkları belirlenmiştir. Belirlenen işlem karşılıklarıyla, öğrenme ve akılsal fonksiyonların geliştirilerek bijekif akıl seviyesinin sağlanabilmesi için öneriler geliştirilmiştir.

References

  • Author (2017). International Journal of Educational Administration and Policy Studies Author (2016a). International Journal of Educational Administration and Policy Studies Author (2016b). Ihlara Eğitim Araştırmaları Dergisi Author (2014). Journal of International Education Research Authors (2011). International Online Journal of Educational Sciences Author (2011). Unpublished doctor’s thesis. Author (2012). Journal of International Education Research. Authors (2012a). American International Journal of Contemporary Research Authors (2012b). International Journal of Applied Science and Technology Authors (2012c). Sakarya Üniversitesi Eğitim Fakültesi Dergisi (SUJEF) Authors (2012d). Sakarya Üniversitesi Eğitim Fakültesi Dergisi (SUJEF) Borrachero AB, Brígido M, Mellado L, Costillo E, & Mellado V. (2014). Emotions in Prospective Secondary Teachers When Teaching Science Content, Distinguishing by Gender. Research in Science & Technological Education 32(2): 182-215. http://dx.doi.org/10.1080/02635143.2014.909800 Desbordes G, Negi LT, Pace TWW, Wallace BA, Raison CL, & Schwartz EL (2012). Effects of Mindful-Attention and Compassion Meditation Training on Amygdala Response to Emotional Stimuli in an Ordinary, Non-Meditative State. Frontiers in Human Neuroscience 6: 1-15. http://dx.doi.org/10.3389/fnhum.2012.00292 Keselman A (2003). Supporting Inquiry Learning by Promoting Normative Understanding of Multivariable Causality. Journal of Research in Science Teaching 40(9): 898-921. http://dx.doi.org/10.1002/tea.10115 Lindquist KA, & Barrett LF (2012). A Functional Architecture of The Human Brain: Emerging Insights From The Science of Emotion. Trends in Cognitive Sciences 16(11): 533-540. http://dx.doi.org/10.1016/j.tics.2012.09.005 Özenli S (1999). İlmi sohbetler[scientific discussions]. Adana, Turkey, Karakuşlar Otomotiv Tic. ve San. Ltd. Şti.: pp: R39-T3. Wang CY, & Barrow LH (2011). Characteristics and Levels of Sophistication: An Analysis of Chemistry Students’ Ability to Think With Mental Models. Research in Science Education 41(4): 561–586. http://dx.doi.org/10.1007/s11165-010-9180-7
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Details

Primary Language English
Journal Section Articles
Authors

İsmail Yılmaz

Publication Date April 15, 2018
Published in Issue Year 2018 Volume: 8 Issue: 1

Cite

APA Yılmaz, İ. (2018). Defining Operational Equivalent of Classic and Combination-Information Mental Function of Prospective Science Teacher Knowledge of Electricity Procedural Knowledge Subject by Comparing Theoretical and Experimental Data. Sakarya University Journal of Education, 8(1), 156-164. https://doi.org/10.19126/suje.317943