Research Article
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Year 2019, Volume: 2 Issue: 2, 38 - 49, 05.12.2019

Abstract

References

  • Berberoğlu, G. (2015). University Entrance Examinations in Turkey: Challenges and Recommendations. (Davetli Sempozyum). Modifying Higher Education Admission System: Causes for the Change, Making the Change, Evaluating the Change. AERA Division D. Chicago, USA. 16-20 Nisan
  • Berberoğlu,G. (2016). Classroom Assessment: Major Challenges and Key Components.(Invited Plenary Speaker). 14th International Bilkent University School of English Language Conference on Classroom Assessment. Ankara, Turkey. 16 -18 JuneBerberoğlu,G. (2016) (Baskıda). Classroom Assessment: The Effective Use of Formative Tests. Bridging Teaching,Learning and Assessment. Cambridge.Brown, P. L. et al. (2006), “College science teachers’ views of classroom inquiry”, in N.W. Brickhouse (Ed) Science Education, Wiley Inter Science, 90/5, 784-802.Cheung, D. (2007), “Facilitating chemistry teachers to implement inquiry-based laboratory work”. International Journal of Science and Mathematics Education, National Taiwan Normal University, 6/1, 107-130.Deci, E.L., Koestner, R. & Ryan, R.M. (1999), “A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation”, Psychological Bulletin, 125/6, 627-668.Driver, R. (1995). Constructivist approaches to science teaching in L. P. Steffe and J. Gale (eds.). Constructivism in Education. Lawrence Erlbaum, Hillsdale, NJ, 385-400.Furtak, E.M. et al. (2012), “Experimental and quasi-experimental studies of inquiry-based science teaching a meta-analysis”. Review of Educational Research, 82/3, 300-329.Gallet, C. (1998), “Problem-solving teaching in the chemistry laboratory: Leaving the cooks...”. Journal of Chemical Education, 75/1, 72.Hattie, J. & Timperley, H. (2007), The power of feedback. Review of Educational Research, 77/1, 81-112.Hattie, J.A.C. (2009), “Visible Learning: A Synthesis of 800+ Meta-analyses on Achievement”. Routledge, Abingdon.Hofstein, A. & Lunetta, V. N. (2004), ”The laboratory in science education: Foundations for the twenty‐first century”. Science Education, 88/1, 28-54.Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119, 254–284.Köksal, E., Berberoğlu, G. (2012). "The effect of guided inquiry instruction on 6th grade Turkish students' achievement, science process skills, and attitudes toward science" International Journal of Science Education. 36(1), 66-78.Ma, X. & Willms, J. D. (2004), “School disciplinary climate: Characteristics and effects on eight grade achievement”. The Alberta Journal of Education Research, 50,169-188.MEB (2013). İlköğretim Kurumları (İlkokullar ve Ortaokullar) Fen Bilimleri Dersi (3, 4, 5, 6, 7 ve 8. Sınıflar) Öğretim Programı, Ankara: MEB Yayınevi.MEB (2015). Türkçe Dersi (1-8. Sınıflar) Öğretim Programı. Ankara: MEB Yayınevi.Minner, D.D., Levy, A.J. & Century, J. (2010), “Inquiry‐based science instruction: What is it and does it matter? Results from a research synthesis years 1984 to 2002”, Journal of Research in Science Teaching, 47/4, 474-496.OECD (2016). PISA 2015 Results (Volume I): Policies and Practices for Successful Schools, PISA, OECD Publishing, Paris.OECD (2016). PISA 2015 Results (Volume II): Policies and Practices for Successful Schools, PISA, OECD Publishing, Paris.Pitzer, J., and Skinner, E. (2016), “Predictors of changes in students’ motivational resilience over the school year: The roles of teacher support, self-appraisals, and emotional reactivity”. International Journal of Behavioral Development.Ricard, N.C. & Pelletier , L.G. (2016), “Dropping out of high school: The role of parent and teacher self-determination support reciprocal friendships and academic motivation”. Contemporary Educational Psychology, 44-45, 32-40.

Türkiye’de PISA Fen Okuryazarlık Puanlarını Yordayan Değişkenler

Year 2019, Volume: 2 Issue: 2, 38 - 49, 05.12.2019

Abstract

This
study summarizes an education policy research based on re-analysis of Programme
for International Students  Assessment’s
(PISA) data base.  In the manuscript,  with respect to the results of  2015 PISA, the amount of variance explained
on scientific literacy scores by some selected school related variables were
investigated. In the study, the responses of 5895 students and 187 school
principals who participated to PISA 2015 were used. Hierarchical Linear
Modeling results revealed that 48 % of the variance on scientific literacy
explains the among school differences while 52 % of the variance explains the
differences among students. The results were evaluated within the framework of
education policy decisions.



 



Key Words: PISA 2015, Hierarchical
Linear Modeling, Scientific Literacy

References

  • Berberoğlu, G. (2015). University Entrance Examinations in Turkey: Challenges and Recommendations. (Davetli Sempozyum). Modifying Higher Education Admission System: Causes for the Change, Making the Change, Evaluating the Change. AERA Division D. Chicago, USA. 16-20 Nisan
  • Berberoğlu,G. (2016). Classroom Assessment: Major Challenges and Key Components.(Invited Plenary Speaker). 14th International Bilkent University School of English Language Conference on Classroom Assessment. Ankara, Turkey. 16 -18 JuneBerberoğlu,G. (2016) (Baskıda). Classroom Assessment: The Effective Use of Formative Tests. Bridging Teaching,Learning and Assessment. Cambridge.Brown, P. L. et al. (2006), “College science teachers’ views of classroom inquiry”, in N.W. Brickhouse (Ed) Science Education, Wiley Inter Science, 90/5, 784-802.Cheung, D. (2007), “Facilitating chemistry teachers to implement inquiry-based laboratory work”. International Journal of Science and Mathematics Education, National Taiwan Normal University, 6/1, 107-130.Deci, E.L., Koestner, R. & Ryan, R.M. (1999), “A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation”, Psychological Bulletin, 125/6, 627-668.Driver, R. (1995). Constructivist approaches to science teaching in L. P. Steffe and J. Gale (eds.). Constructivism in Education. Lawrence Erlbaum, Hillsdale, NJ, 385-400.Furtak, E.M. et al. (2012), “Experimental and quasi-experimental studies of inquiry-based science teaching a meta-analysis”. Review of Educational Research, 82/3, 300-329.Gallet, C. (1998), “Problem-solving teaching in the chemistry laboratory: Leaving the cooks...”. Journal of Chemical Education, 75/1, 72.Hattie, J. & Timperley, H. (2007), The power of feedback. Review of Educational Research, 77/1, 81-112.Hattie, J.A.C. (2009), “Visible Learning: A Synthesis of 800+ Meta-analyses on Achievement”. Routledge, Abingdon.Hofstein, A. & Lunetta, V. N. (2004), ”The laboratory in science education: Foundations for the twenty‐first century”. Science Education, 88/1, 28-54.Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119, 254–284.Köksal, E., Berberoğlu, G. (2012). "The effect of guided inquiry instruction on 6th grade Turkish students' achievement, science process skills, and attitudes toward science" International Journal of Science Education. 36(1), 66-78.Ma, X. & Willms, J. D. (2004), “School disciplinary climate: Characteristics and effects on eight grade achievement”. The Alberta Journal of Education Research, 50,169-188.MEB (2013). İlköğretim Kurumları (İlkokullar ve Ortaokullar) Fen Bilimleri Dersi (3, 4, 5, 6, 7 ve 8. Sınıflar) Öğretim Programı, Ankara: MEB Yayınevi.MEB (2015). Türkçe Dersi (1-8. Sınıflar) Öğretim Programı. Ankara: MEB Yayınevi.Minner, D.D., Levy, A.J. & Century, J. (2010), “Inquiry‐based science instruction: What is it and does it matter? Results from a research synthesis years 1984 to 2002”, Journal of Research in Science Teaching, 47/4, 474-496.OECD (2016). PISA 2015 Results (Volume I): Policies and Practices for Successful Schools, PISA, OECD Publishing, Paris.OECD (2016). PISA 2015 Results (Volume II): Policies and Practices for Successful Schools, PISA, OECD Publishing, Paris.Pitzer, J., and Skinner, E. (2016), “Predictors of changes in students’ motivational resilience over the school year: The roles of teacher support, self-appraisals, and emotional reactivity”. International Journal of Behavioral Development.Ricard, N.C. & Pelletier , L.G. (2016), “Dropping out of high school: The role of parent and teacher self-determination support reciprocal friendships and academic motivation”. Contemporary Educational Psychology, 44-45, 32-40.
There are 2 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Articles
Authors

Nurdan Karslı 0000-0001-7173-6400

Giray Berberoğlu 0000-0002-9502-6857

Müfide Çalışkan This is me 0000-0001-8003-0469

Publication Date December 5, 2019
Published in Issue Year 2019 Volume: 2 Issue: 2

Cite

APA Karslı, N., Berberoğlu, G., & Çalışkan, M. (2019). Türkiye’de PISA Fen Okuryazarlık Puanlarını Yordayan Değişkenler. Uluslararası Bilim Ve Eğitim Dergisi, 2(2), 38-49.
AMA Karslı N, Berberoğlu G, Çalışkan M. Türkiye’de PISA Fen Okuryazarlık Puanlarını Yordayan Değişkenler. IJSE. December 2019;2(2):38-49.
Chicago Karslı, Nurdan, Giray Berberoğlu, and Müfide Çalışkan. “Türkiye’de PISA Fen Okuryazarlık Puanlarını Yordayan Değişkenler”. Uluslararası Bilim Ve Eğitim Dergisi 2, no. 2 (December 2019): 38-49.
EndNote Karslı N, Berberoğlu G, Çalışkan M (December 1, 2019) Türkiye’de PISA Fen Okuryazarlık Puanlarını Yordayan Değişkenler. Uluslararası Bilim ve Eğitim Dergisi 2 2 38–49.
IEEE N. Karslı, G. Berberoğlu, and M. Çalışkan, “Türkiye’de PISA Fen Okuryazarlık Puanlarını Yordayan Değişkenler”, IJSE, vol. 2, no. 2, pp. 38–49, 2019.
ISNAD Karslı, Nurdan et al. “Türkiye’de PISA Fen Okuryazarlık Puanlarını Yordayan Değişkenler”. Uluslararası Bilim ve Eğitim Dergisi 2/2 (December 2019), 38-49.
JAMA Karslı N, Berberoğlu G, Çalışkan M. Türkiye’de PISA Fen Okuryazarlık Puanlarını Yordayan Değişkenler. IJSE. 2019;2:38–49.
MLA Karslı, Nurdan et al. “Türkiye’de PISA Fen Okuryazarlık Puanlarını Yordayan Değişkenler”. Uluslararası Bilim Ve Eğitim Dergisi, vol. 2, no. 2, 2019, pp. 38-49.
Vancouver Karslı N, Berberoğlu G, Çalışkan M. Türkiye’de PISA Fen Okuryazarlık Puanlarını Yordayan Değişkenler. IJSE. 2019;2(2):38-49.