Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2020, , 315 - 334, 01.10.2020
https://doi.org/10.24331/ijere.753774

Öz

Kaynakça

  • Allivna & Mundilarto (2019). Developing instrument assessment of student’s process skills in physics learning based on local wisdom. International Journal of Educational Research Review, 4(4),489-495. Asysyifa,D.S., Jumadi, Wilujeng,I. & Kuswanto,H. (2019). Analysis of students critical thinking skills using partial credit models (Pcm) in physics learning. International Journal of Educational Research Review,4(2), 245-253. DOI https://doi.org/10.24331/ijere.518068. Ball, S. (2011) Evaluating Educational Programs, ETS R&D Scientific and Policy Contributions Series. ETS Research Report No. RR-11-15. Bangaya, C., Blum N. (2010). Education responses to climate change and quality: Two parts of the same agenda? International Journal of Educational Development,30 (4), 359-368. Ben-zvi-Assarf, O., and N. Orion (2005) A study of junior high students' perceptions of the water cycle. Journal of Geoscience Education, DOI: 10.5408/1089-9995-53.4.366. Bloom, B. S. (1956). Taxonomy of educational objectives: the classification of educational goals. New York NY: Longmans, Green. Cepni, O. (2014). The concept of weather event: A qualitativen perspective from students. DOI: 10.1080/09720073.2014.11891552. Clifford, C. (1997). Qualitative research methodology in nursing and healthcare. Open Learning Foundation/Churchill Livingstone, Edinburgh. CRED & UNISDR Report, (2018). Economic losses, poverty & disasters 1998-2017. https://www.emdat.be/publications. Davis, E. (2010). Untangling dimensions of middle school students' beliefs about scientific knowledge and science learning. DOI https://doi.org/10.1080/09500690210145765. Driver R. & Oldham V., (1986). A constructivist approach to curriculum development in science. Studies in Science Education, 18, 105-122. Fraenkel, R. J. & Wallen E. N. (2009). How to design and evaluate research in education. McGraw-Hill, ISBN 978-0-07-352596-9. Johnson, V., Ronan R., Johnson, M., Peace, R., (2014). Evaluations of disaster education programs for children: A methodological review. International Journal of Disaster Risk Reduction, 9, 107. Kapıkıran,N.A. & Gündoğan,A. (2018). Assessment for c hildren’s values: Picture -based value survey for children adaptation study. International Journal of Educational Research Review,3(2),9-21.DOI https://doi.org/10.24331/ijere.391804. Koulaidis, V., & Christidou V. (1999). Models of students thinking concerning the greenhouse effect and teaching implications. Science Education, 83(5), 559-576. Liarakou, G., Athanasiadis, I., Gavrilakis, C., (2011). What Greek secondary school students believe about climate change? International Journal of Environmental & Science Education,6(1), 79-98. Lindell, K. & Whitney J., (2000). Correlates of household seismic hazard adjustment adoption. Risk Analysis, 20, 13-25. Luke Howard (2010). 1865: Essay on the modification of clouds. Kessinger Publishing, LLC. Michail, S., Stamou, A.G., & Stamou, G.P. (2007). Greek primary school teachers‟ understanding of current environmental issues: An exploration of their environmental knowledge and images of nature. Science Education, 91(2), 244-259. Papadopoulou,E. & Avdimiotis,S. (2020). Educational innovation affects leadership and interpersonal relations in an experimental school in Northern Greece. International Journal of Educational Research Review,5(1),61-69. Papakitsos, C. E., Mavrakis A., Karakiozis K., Vamvakeros X. (2019). Determining the Opinions of pupils on space professions: A local case study (Greece). International Educational Research, https://doi.org/10.30560/ier.v2n1p14. Rye, J.A., Rubba P.A., & Wiesenmayer R.L. (1997). An investigation of middle school students' alternative conceptions of global warming. International Journal of Science Education, 19(5), 527-551. Selby, D. & Kagawa F., (2012). Disaster risk reduction in school curricula: Case studies from thirty countries. ISBN 978-92-3-001087-4. Shepardson, P. D., Niyogi, D., Cho,i S., Charusombat, U. (2011). Students’ conceptions about the greenhouse effect, global warming, and climate change. Climatic Change, 104, 481–507. DOI 10.1007/s10584-009-9786-9. Spiropoulou D., Kostopoulos D., & Iacobides C.P. (1999). Greek Pupils’ Alternative conceptions about weather and climate. School Science Review, 81(294), pp.55-59, London. Spiropoulou, D., Kostopoulos D. & Jakovides C.P. (1997). Weather phenomena in the Greek national curriculum: an experiment in teaching meteorology. Weather, 52, 282-286 14. Summers, M., Kruger C., Childs A., & Mant J. (2000). Primary school teachers‟ understanding of environmental issues: An interview study. Environmental Education Research, 6(4), 293-312. Oliveira; M. and Rodrigues, A. (2004). Portfolio as a strategy to interrelate research in education and physics teachers practices. In M. Michelini (Ed.), Quality development in teacher education and training: Second International GIREP Seminar 2003 selected contributions, Forum, Udine, Italy.

Assessment of Informal Learning Program on Weather Phenomena: Its Perception and Necessity in Greece

Yıl 2020, , 315 - 334, 01.10.2020
https://doi.org/10.24331/ijere.753774

Öz

The inadequate approach of the weather phenomena, the associated atmospheric processes as well as their impacts at the Greek education led to the creation of the learning program "Peri Anemon & Ydaton", by the meteorological unit of the National Observatory of Athens. The program, which is presented to Junior High School and High School students, is structured into five thematic sessions and covers eight learning goals, the implementation of which was assessed using a multiple-response questionnaire. In general, the program "Peri Anemon & Ydaton" is a vivid example for the efficiency of informal learning programs. Furthermore, it is the first attempt for the recording of the results as an assessment of an informal learning program on weather and climate in Greece. The learning program "Peri Anemon & Ydaton" is implemented with the approval of the Educational Policy Institute of Greece, thus indicating its pedagogical adequacy

Kaynakça

  • Allivna & Mundilarto (2019). Developing instrument assessment of student’s process skills in physics learning based on local wisdom. International Journal of Educational Research Review, 4(4),489-495. Asysyifa,D.S., Jumadi, Wilujeng,I. & Kuswanto,H. (2019). Analysis of students critical thinking skills using partial credit models (Pcm) in physics learning. International Journal of Educational Research Review,4(2), 245-253. DOI https://doi.org/10.24331/ijere.518068. Ball, S. (2011) Evaluating Educational Programs, ETS R&D Scientific and Policy Contributions Series. ETS Research Report No. RR-11-15. Bangaya, C., Blum N. (2010). Education responses to climate change and quality: Two parts of the same agenda? International Journal of Educational Development,30 (4), 359-368. Ben-zvi-Assarf, O., and N. Orion (2005) A study of junior high students' perceptions of the water cycle. Journal of Geoscience Education, DOI: 10.5408/1089-9995-53.4.366. Bloom, B. S. (1956). Taxonomy of educational objectives: the classification of educational goals. New York NY: Longmans, Green. Cepni, O. (2014). The concept of weather event: A qualitativen perspective from students. DOI: 10.1080/09720073.2014.11891552. Clifford, C. (1997). Qualitative research methodology in nursing and healthcare. Open Learning Foundation/Churchill Livingstone, Edinburgh. CRED & UNISDR Report, (2018). Economic losses, poverty & disasters 1998-2017. https://www.emdat.be/publications. Davis, E. (2010). Untangling dimensions of middle school students' beliefs about scientific knowledge and science learning. DOI https://doi.org/10.1080/09500690210145765. Driver R. & Oldham V., (1986). A constructivist approach to curriculum development in science. Studies in Science Education, 18, 105-122. Fraenkel, R. J. & Wallen E. N. (2009). How to design and evaluate research in education. McGraw-Hill, ISBN 978-0-07-352596-9. Johnson, V., Ronan R., Johnson, M., Peace, R., (2014). Evaluations of disaster education programs for children: A methodological review. International Journal of Disaster Risk Reduction, 9, 107. Kapıkıran,N.A. & Gündoğan,A. (2018). Assessment for c hildren’s values: Picture -based value survey for children adaptation study. International Journal of Educational Research Review,3(2),9-21.DOI https://doi.org/10.24331/ijere.391804. Koulaidis, V., & Christidou V. (1999). Models of students thinking concerning the greenhouse effect and teaching implications. Science Education, 83(5), 559-576. Liarakou, G., Athanasiadis, I., Gavrilakis, C., (2011). What Greek secondary school students believe about climate change? International Journal of Environmental & Science Education,6(1), 79-98. Lindell, K. & Whitney J., (2000). Correlates of household seismic hazard adjustment adoption. Risk Analysis, 20, 13-25. Luke Howard (2010). 1865: Essay on the modification of clouds. Kessinger Publishing, LLC. Michail, S., Stamou, A.G., & Stamou, G.P. (2007). Greek primary school teachers‟ understanding of current environmental issues: An exploration of their environmental knowledge and images of nature. Science Education, 91(2), 244-259. Papadopoulou,E. & Avdimiotis,S. (2020). Educational innovation affects leadership and interpersonal relations in an experimental school in Northern Greece. International Journal of Educational Research Review,5(1),61-69. Papakitsos, C. E., Mavrakis A., Karakiozis K., Vamvakeros X. (2019). Determining the Opinions of pupils on space professions: A local case study (Greece). International Educational Research, https://doi.org/10.30560/ier.v2n1p14. Rye, J.A., Rubba P.A., & Wiesenmayer R.L. (1997). An investigation of middle school students' alternative conceptions of global warming. International Journal of Science Education, 19(5), 527-551. Selby, D. & Kagawa F., (2012). Disaster risk reduction in school curricula: Case studies from thirty countries. ISBN 978-92-3-001087-4. Shepardson, P. D., Niyogi, D., Cho,i S., Charusombat, U. (2011). Students’ conceptions about the greenhouse effect, global warming, and climate change. Climatic Change, 104, 481–507. DOI 10.1007/s10584-009-9786-9. Spiropoulou D., Kostopoulos D., & Iacobides C.P. (1999). Greek Pupils’ Alternative conceptions about weather and climate. School Science Review, 81(294), pp.55-59, London. Spiropoulou, D., Kostopoulos D. & Jakovides C.P. (1997). Weather phenomena in the Greek national curriculum: an experiment in teaching meteorology. Weather, 52, 282-286 14. Summers, M., Kruger C., Childs A., & Mant J. (2000). Primary school teachers‟ understanding of environmental issues: An interview study. Environmental Education Research, 6(4), 293-312. Oliveira; M. and Rodrigues, A. (2004). Portfolio as a strategy to interrelate research in education and physics teachers practices. In M. Michelini (Ed.), Quality development in teacher education and training: Second International GIREP Seminar 2003 selected contributions, Forum, Udine, Italy.
Toplam 1 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Kyriaki Makri Bu kişi benim

Elissavet Galanaki Bu kişi benim

Ioannis Koletsis Bu kişi benim

Vassiliki Kotroni Bu kişi benim

Konstantinos Lagouvardos Bu kişi benim

Yayımlanma Tarihi 1 Ekim 2020
Yayımlandığı Sayı Yıl 2020

Kaynak Göster

APA Makri, K., Galanaki, E., Koletsis, I., Kotroni, V., vd. (2020). Assessment of Informal Learning Program on Weather Phenomena: Its Perception and Necessity in Greece. International Journal of Educational Research Review, 5(4), 315-334. https://doi.org/10.24331/ijere.753774
AMA Makri K, Galanaki E, Koletsis I, Kotroni V, Lagouvardos K. Assessment of Informal Learning Program on Weather Phenomena: Its Perception and Necessity in Greece. IJERE. Ekim 2020;5(4):315-334. doi:10.24331/ijere.753774
Chicago Makri, Kyriaki, Elissavet Galanaki, Ioannis Koletsis, Vassiliki Kotroni, ve Konstantinos Lagouvardos. “Assessment of Informal Learning Program on Weather Phenomena: Its Perception and Necessity in Greece”. International Journal of Educational Research Review 5, sy. 4 (Ekim 2020): 315-34. https://doi.org/10.24331/ijere.753774.
EndNote Makri K, Galanaki E, Koletsis I, Kotroni V, Lagouvardos K (01 Ekim 2020) Assessment of Informal Learning Program on Weather Phenomena: Its Perception and Necessity in Greece. International Journal of Educational Research Review 5 4 315–334.
IEEE K. Makri, E. Galanaki, I. Koletsis, V. Kotroni, ve K. Lagouvardos, “Assessment of Informal Learning Program on Weather Phenomena: Its Perception and Necessity in Greece”, IJERE, c. 5, sy. 4, ss. 315–334, 2020, doi: 10.24331/ijere.753774.
ISNAD Makri, Kyriaki vd. “Assessment of Informal Learning Program on Weather Phenomena: Its Perception and Necessity in Greece”. International Journal of Educational Research Review 5/4 (Ekim 2020), 315-334. https://doi.org/10.24331/ijere.753774.
JAMA Makri K, Galanaki E, Koletsis I, Kotroni V, Lagouvardos K. Assessment of Informal Learning Program on Weather Phenomena: Its Perception and Necessity in Greece. IJERE. 2020;5:315–334.
MLA Makri, Kyriaki vd. “Assessment of Informal Learning Program on Weather Phenomena: Its Perception and Necessity in Greece”. International Journal of Educational Research Review, c. 5, sy. 4, 2020, ss. 315-34, doi:10.24331/ijere.753774.
Vancouver Makri K, Galanaki E, Koletsis I, Kotroni V, Lagouvardos K. Assessment of Informal Learning Program on Weather Phenomena: Its Perception and Necessity in Greece. IJERE. 2020;5(4):315-34.

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