BibTex RIS Kaynak Göster

The Effect of a Sheep Heart on the Cognitive and Affective Area of the Elementary Students, Case Study: Canakkale, Science Camp

Yıl 2013, Cilt: 3 Sayı: 1a, 1 - 23, 01.05.2013

Öz

Learning referred to the changing and expansion of the schemes in the mind of the child through the addition of new knowledge. This determination is based on the cognitive area. The learning also happens in the affective area. The aim of this research is to study the effects of the usage of advanced organizer and haptic learning applications on the cognitive and affective learning area of the 5th grade students in Canakkale, Turkey. The activity has been applied on a sheep heart in a science camp. The data is collected within the mixed methodology, and evaluated within a case study. At the completion of the study, students were observed to acquire knowledge successfully and they had found the activity interesting and entertaining. As a result, it was concluded that the advanced organizer and haptic learning are effective on cognitive and affective learning area

Kaynakça

  • Akaydin, G. & Guler, H. M. (2000). The importance of the field trip at science education. In IV. Science Education Congress (p. 34-36). Ankara: Hacettepe University.
  • Auer, M. R. (2008). Sensory perception, rationalism and outdoor environmental education. International Research in Geographical and Environmental Education, 17 (1), 6-12.
  • Bas, T.& Akturan, U. (2008). Qualitative research methods. Ankara: Seckin Publication.
  • Bellesteros, S. (1993). Haptic perception of objects and rised line patterns. Psicothema, 5(2), 311-321. Retrieved November 11, 2010 from http://www.psicothema.com/pdf/885.pdf
  • Bennett, N. (1994). Thinking through primary practice (Edited by Jill Bourne). London: Routledge Publishing.
  • Bichelmeyer, B. A., Marken, J., Haris, T., Misanchuk, M., & Hixon, E. (2009). Fostering affective development outcomes in instructional- design theories and models, Volume III, (Edit: Charles M. Reigeluth And Alison A. Carr-Chellman). New York: Routledge Publishing.
  • Bona, A. (2003, December). A literature review of the integration of psychodramatic principles and practices in education. Australian and New Zealand Psychodrama Association Journal, 12, 62-84. Retrieved 27 May, 2013 from http://search.informit.com.au/documentSummary;dn=575491671303796;res=IELHEA.
  • Bowen, G. M. & Roth, W. M. (2007). The practice of field ecology: insights for science education. Res Sci Educ, 37, 171–187.
  • Bozdogan, A. E. (2007). The importance and place of science and technology museums in science education (Unpublished PhD Thesis), Gazi University Educational Science Institution, Ankara, Turkey.
  • Buyurgan, S. &Demirdelen, H. (2009). Touching, auditory information, feeling, and museum in a totally blind students’ learning. Turkish Journal of Education Science, 7 (3), 563-580. Retrieved November 11, 2010 from http://www.tebd.gazi.edu.tr/arsiv/2009_cilt7/sayi_3/563-580.pdf
  • Buyukozturk, S. (2007). Manual for data analysis of the social sciences. Ankara. Turkey: PegemA Publishing
  • Combs, A. V. (1982). Affective education or none at all. Educational Leadership, 39 (7), 494- 497. Retrieved from May 27, 2013, http://web.ebscohost.com.ezproxy.waikato.ac.nz/ehost/pdfviewer/pdfviewer?sid=bfa4f934-8065-47bf- a497-595b509f8f55%40sessionmgr198&vid=2&hid=121
  • Connolly, P. (2007). Quantitative data analysis in education: A critical introduction using SPSS. New York: Routledge.
  • Creswell, J. W. (2005). Educational research, planning, conducting, and evaluating quantitative and qualitative research (Second Edition). New Jersey: Pearson Prentice Hall.
  • Demirel, O. (2005). Program development in education. Ankara, Turkey: PegemA Publishing,
  • Driver, R, Guesne, E.,& Tiberghien, A. (1985). Children’s ideas in science. Buckhingham: Open University Press.
  • Erdogan, H., Ural, M. & Ural, M. (1993). Educational measurement and evaluation (3rd Edition). Ankara: 72 TDFO.
  • Fisher, K. M., Wandersee, J. H., & Moody, D. E. (2000). Mapping biology knowledge. Dordrecht, Boston: Kluwer Academic Publishers.
  • Fora, J. (2006). Psychodrama as a preventive measure: teenage girls confronting violence. Journal of Group Psychotherapy, Psychodrama, & Sociometry (15453855), 59 (3), 99- 108.
  • Gagne, R. M. (1985). The conditions of learning and theory of instruction (4th Edition). New York: CBS College Publishing.
  • Gayford, C. (2000). Biodiversity education: A teacher’s perspective. Environmental Education Research, 6 (4), 347- 361. doi: 10.1080/713664696. Retrieved from May 27, 2013 http://web.ebscohost.com.ezproxy.waikato.ac.nz/ehost/pdfviewer/pdfviewer?sid=20c0164e-3322-42b5- aa90-51f235e817aa%40sessionmgr112&vid=2&hid=125
  • Gibson, J. (1962). Observation on active touch. Psychological Review, 69, 477–490. Retrieved from http://wexler.free.fr/library/files/gibson%20(1962)%20observations%20on%20active%20touch.pdf
  • Gershoni, J. (2003). Psychodrama in the 21th century, clinical and educational applications. New York: Springer Publishing.
  • Gunter, M. A., Estes, T. H., &Mintz, S. L. (2010). Instruction, a models approach (5th Edition). New York: Pearson Education.
  • Huitt, W. G., Monetti, D. M.& Hummel, J. H. (2009). Instructional design theories and models (Volume III) (Edit: Charles M. Reigeluth & Alison A. Carr- Chellman) New York: Routledge.
  • Kaya, H. & Akcin, E. (2002). Learning styles / styles and nursing education. C. U. School of Nursing Journal, 6 (2), 31-35. Retrieved November 24, 2010 from http://eskiweb.cumhuriyet.edu.tr/edergi/makale/612.pdf
  • Kinchin, I. M. (2011). Visualising knowledge structures in biology: discipline, curriculum and student understanding. Journal of Biology Education, 45 (4), 183- 189. Doi: 10.1080/00219266.2011.598178
  • Kiroglu, K. (2008). New primary school programs (2nd Edition). Ankara:PegemA Publishing
  • Keskin, N. &Bal, S. (2000) Genetic engineering model and poster preparation techniques for teaching: an example of gene cloning. IV. Science and Education Congress (6-8 October 2000) Proceedings. Ankara: Ministry of Education Publications.
  • Konopik, D. A.& Cheung, M. (2013). Psychodrama as a social work modality. ERIC, Oxford University Press, 58, 9- 20.
  • Leanne, A. M. (2013). Rural science education: valuing local knowledge. Theory Into Practice, 52 (1), 28- 35. Doi: 10.1080/07351690.2013.743769
  • Joyce, B., Weil, M., & Calhoun, E. (2004). Models of teaching (7th Edition). New Jersey, USA: Prentice Hall, Perason Education
  • Kraft, R. (1999). Experiential learning (Chapter 24, Section 5). UMD Libraray, Retrieved from November 24, 2012 http://www.d.umn.edu/lib/copyright/
  • Martin, B., Bright, A., Cafaro, P., Mittelstaedt, R. & Bruyere, B. (2007) Cultivating environmental virtue among 7th and 8th graders in an expeditionary learning outward bound school. Journal of Experiential Education, 30 (3), 294–298.
  • McNeil, J. D. (1996). Curriculum: a comprehensive ıntroduction (5. Edition). New York Harper: Collins College Publishers.
  • MEB (National Education Ministry of Turkey) (2013). Retrieved from May 27, 2013 http://ttkb.meb.gov.tr/www/ogretim-programlari/icerik/72
  • Meredith, J. E., Fortner, R. W., & Mullins, G. W. (1997). Model of affective learning for nonformal science education facilities. Journal of Research in Science Teaching, 34 (8), 805- 818. Retrieved from November 24, 2010 http://onlinelibrary.wiley.com/doi/10.1002/(SICI)1098-2736(199710)34:8%3C805::AID- TEA4%3E3.0.CO;2-Z/pdf.
  • Morgil, I., Yilmaz, A &, Yoruk, N. (2003). An application for the teaching of science related to learning at the stations. Retrieved from November 24, 2010 http://www.fedu.metu.edu.tr/UFBMEK5/netscape/b_kitabi/PDF/Fen/Bildiri/t82DD.pdf
  • Newell, F. N., Ernst, M. O, Tjan, B.S., & Bülthoff, H. H. (2001). Viewpoint dependence in visual and haptic object recognition. Psychological Science, 12 (1), 37-42.
  • O’Dell, C. D & Hoyert, M. S. (2002) Active and passive touch: a research methodology project. Teaching of Psychology, 29 (4), 292- 294. Retrieved from November 24, 2010 http://www.informaworld.com/smpp/title~content=t775653707
  • Oflaz, F., Meri, M., Yuksel, C., & Ozcan, C. T. (2011). Psychodrama: an innovative way of improving self- awareness of nurse. Journal of Psychiatric and Mental Health Nursing, 18, (7), 569- 575. doi: 10.1111/j.1365-2850.2011.01704.x
  • Okur, E., Sezer, B., Guder, Y., & Yalcin-Ozdilek, S. (In press). An outdoor hydrobiology activity's effect on student's affective perspective, Case study: Canakkale, Science camp. Educational Journal of Kastamonu University.
  • Ozcelik, D. A. (2010). Program development& Teaching. Ankara: Pegem A Publising.
  • Piaget, J. (2000). Cognitive development in children (Trans: Husen Portakal). Istanbul: Cem Publishing.
  • Prokop, P., Prokop, M. & Tunnicliffe, S. D. (2007). Is biology boring? Student attitudes toward biology. Journal of Biology Education, 42 (1), 36- 39. Retrieved from May 27, 2013 http://web.ebscohost.com.ezproxy.waikato.ac.nz/ehost/pdfviewer/pdfviewer?sid=cc36c50b-c42b-42b8- a6f0-2af7450e4c55%40sessionmgr111&vid=2&hid=121
  • Reigeluth, C. M. & Moore, J. (1999). Instructional- design theories Volume II (Edit: Charles M. Reigeluth). New Jersey:.Lawrence Erlbaum Associates.
  • Reyes, L. H. (1984). Affective variables and mathematics education. The Elementary School Journal, 84 (5), Special Issue: Mathematics Education (May, 1984), 558-581. Retrieved from May 27, 2013 http://www.jstor.org/stable/pdfplus/1001237.pdf?acceptTC=true
  • Rodriguez, A. J. & Kitchen, R. S. (2005). Preparing mathematics and science teachers for diverse classroom: promising strategies for transformative pedagogy. New Jersey: Lawrence Erlbaum Associates Inc. Publisher.
  • Skamp, K., & Bergmann, I. (2001). Facilitating learns cape development, maintenance and use: teachers' perceptions and self-reported practices. Environmental Education Research, 7 (4), 333-358. Retrieved from 24 May, 2013 http://www.tandfonline.com/doi/pdf/10.1080/13504620120081241
  • Sencan, H. (2005). Reliability and validity in social and behavioral measures. Ankara: Seckin Publication.
  • Shanely, S. D. (2006). Towards an understanding of an outdoor education program: listening to participants’ stories. (Unpublished PhD Thesis), University of Florida, USA.
  • Siraj-Blatchford, J. & MacLeod-Brudenell, I. (1999). Supporting science, design and technology (Editors: Vicky Hurst and Jevefer Joseph). Buckhingham: Open University Press,
  • Stine, S. (1997). Landscapes for learning. New York, USA: John Wiley&Sons, Inc.
  • Sunbul, A. M. (2003). In the instructional planning and evaluation course, the effect of learning styles-based instructional practice on the student successes and the permanency of the lessons learnt. Retrieved from November 24, 2010 http://tef.selcuk.edu.tr/salan/sunbul/f/f9.pdf
  • Symmons, M. (2004). active and passive haptic exploration of two and three dimensional stimuli. (Unpublished PhD Thesis) School of Humanities, Communication and Social Science Faculty of Arts, Monash University,
  • Turkish Language Institution (TDK) (2010). & the same Retrieved from November 8, 2010 http://tdkterim.gov.tr/bts/?kategori=verilst&kelime=bili FEsel% = full
  • Un-Acikgoz, K. (2009). Active learning (9th Edition). Izmir: Cognition in Special Training, Consultancy, Research Services and Publication Distribution,
  • Unal, M., Akinci, S., Sahin, F. (2000). The role of models in the teaching of biological concepts: Mitosis. IV. Science and Education Congress (6-8 October 2000) Proceedings. Ankara: Ministry of Education Publications.
  • Usak, M. (2009). High school and university students' knowledge and attitudes regarding biotechnology. Biochemistry and molecular biology education, 37 (2), 123- 130. Doi: 10.1002/bmb.20267
  • Weels R., & Zeece P. D. (2007). My place in my world: literature for place- based environmental education. Early Childhood Education Journal, 35 (3), 285- 291.
  • Yaman, M. (2007). Identification of types of biology teachers based on their attitudes. Eurasian Journal of Educational Research, 7 (29), 157- 169.
  • Yildirim, A. & SimSek, H. (2006). Qualitative research methods in social sciences (6th edition). Ankara: Seckin Publishing.
  • Zanovello, I. (1999). Outdoor and environmental education centres: A case study of Starthcona Park Lodge and
  • Outdoor Education Centre, British Columbia, Canada. (Unpublished Master Thesis) Faculty of
  • Envirnmental Design, The University of Calgary, Alberta. Appendices
  • Appendix 1. The academic achievement test of the study
  • THE ACADEMIC ACHIEVEMENT TEST ON THE SUBJECT NAMED
  • ‘STRUCTURE OF THE HUMAN HEART’
  • How many cubicles does the heart consist of in humans? A. 1 B. 3 C. 4 D. 2 E. 5
  • Which of the organs referred below are there in the chest?
  • A. Lung-heart B. Lung-liver C. Stomach-liver D. Heart-kidney E. Heart-liver
  • In which of the following organs is the contaminated blood after circulating our body removed? A. Heart B. Liver C. Lung D. Spleen E. Bone marrow
  • Which of the following organs works involuntarily although it consists of skeletal muscles? A. arm muscles
  • B. muscles of the heart C. leg muscles D. back muscles E. stomach muscles
  • Which of the following are listed from outside to inside layers of the heart?
  • A. Epicardial-myocardial-endocardial
  • B. Myocardial-endocardial-epikard
  • C. Epicardial-myocardial-endocardial
  • D. Epicardial-myocardial-endocardial
  • E. Epicardial-endocardial-myocardial 6. I-Oxygen-rich
  • II-rich organic nutrients
  • III-carbon dioxide-rich
  • Which of the above features do the vessels bringing blood to the heart in human carry? A. only I B. only II C. only III D. I-II E. I-II-III
  • Which of the following veins has the maximum rate of oxygen in the blood in it?
  • A. Pulmonary artery B. Aorta C. Pulmonary vein D. Upper main vein E. Lower main vein
  • Which one of the followings is the endocardium?
  • A. The artery of the right ventricle of the heart
  • B. The layer composed of a thin layer of epithelium, and covering the heart valves and margins
  • C. Simpatic nerve slowing the rhythm of the heart
  • D. Blood pressure at the time of the heart's contraction
  • E. One of the inorganic substances in the blood serum
  • Which is wrong about the features of the human heart?
  • A. While pumping blood round the body, the atria are relaxed; and the ventricles are contracted.
  • B. There are valves between the ventricles and the atria.
  • C. Clean and contaminated blood are carried through different vessels.
  • D. There is just contaminated blood in the heart.
  • E. The heart consists of 4 cubicle
  • Which of the following information is true?
  • A. All of the arteries coming out of the heart carry clean blood.
  • B. All of the veins coming in the heart carry contaminated blood.
  • C. Pulmonary artery takes the contaminated blood to the lungs.
  • D. Pulmonary artery brings the clean blood to the heart.
  • E. Pulmonary vein brings the contaminated blood to the heart.
  • Which of the followings doesn’t occur at the time of atria contraction?
  • A. Clean blood passes through the left ventricle.
  • B. The ventricles relax.
  • C. Contaminated blood is pumped to the lung arteries.
  • D. The valves between the atria and the ventricles open.
  • E. Contaminated blood passes through the right ventricle.
Yıl 2013, Cilt: 3 Sayı: 1a, 1 - 23, 01.05.2013

Öz

Kaynakça

  • Akaydin, G. & Guler, H. M. (2000). The importance of the field trip at science education. In IV. Science Education Congress (p. 34-36). Ankara: Hacettepe University.
  • Auer, M. R. (2008). Sensory perception, rationalism and outdoor environmental education. International Research in Geographical and Environmental Education, 17 (1), 6-12.
  • Bas, T.& Akturan, U. (2008). Qualitative research methods. Ankara: Seckin Publication.
  • Bellesteros, S. (1993). Haptic perception of objects and rised line patterns. Psicothema, 5(2), 311-321. Retrieved November 11, 2010 from http://www.psicothema.com/pdf/885.pdf
  • Bennett, N. (1994). Thinking through primary practice (Edited by Jill Bourne). London: Routledge Publishing.
  • Bichelmeyer, B. A., Marken, J., Haris, T., Misanchuk, M., & Hixon, E. (2009). Fostering affective development outcomes in instructional- design theories and models, Volume III, (Edit: Charles M. Reigeluth And Alison A. Carr-Chellman). New York: Routledge Publishing.
  • Bona, A. (2003, December). A literature review of the integration of psychodramatic principles and practices in education. Australian and New Zealand Psychodrama Association Journal, 12, 62-84. Retrieved 27 May, 2013 from http://search.informit.com.au/documentSummary;dn=575491671303796;res=IELHEA.
  • Bowen, G. M. & Roth, W. M. (2007). The practice of field ecology: insights for science education. Res Sci Educ, 37, 171–187.
  • Bozdogan, A. E. (2007). The importance and place of science and technology museums in science education (Unpublished PhD Thesis), Gazi University Educational Science Institution, Ankara, Turkey.
  • Buyurgan, S. &Demirdelen, H. (2009). Touching, auditory information, feeling, and museum in a totally blind students’ learning. Turkish Journal of Education Science, 7 (3), 563-580. Retrieved November 11, 2010 from http://www.tebd.gazi.edu.tr/arsiv/2009_cilt7/sayi_3/563-580.pdf
  • Buyukozturk, S. (2007). Manual for data analysis of the social sciences. Ankara. Turkey: PegemA Publishing
  • Combs, A. V. (1982). Affective education or none at all. Educational Leadership, 39 (7), 494- 497. Retrieved from May 27, 2013, http://web.ebscohost.com.ezproxy.waikato.ac.nz/ehost/pdfviewer/pdfviewer?sid=bfa4f934-8065-47bf- a497-595b509f8f55%40sessionmgr198&vid=2&hid=121
  • Connolly, P. (2007). Quantitative data analysis in education: A critical introduction using SPSS. New York: Routledge.
  • Creswell, J. W. (2005). Educational research, planning, conducting, and evaluating quantitative and qualitative research (Second Edition). New Jersey: Pearson Prentice Hall.
  • Demirel, O. (2005). Program development in education. Ankara, Turkey: PegemA Publishing,
  • Driver, R, Guesne, E.,& Tiberghien, A. (1985). Children’s ideas in science. Buckhingham: Open University Press.
  • Erdogan, H., Ural, M. & Ural, M. (1993). Educational measurement and evaluation (3rd Edition). Ankara: 72 TDFO.
  • Fisher, K. M., Wandersee, J. H., & Moody, D. E. (2000). Mapping biology knowledge. Dordrecht, Boston: Kluwer Academic Publishers.
  • Fora, J. (2006). Psychodrama as a preventive measure: teenage girls confronting violence. Journal of Group Psychotherapy, Psychodrama, & Sociometry (15453855), 59 (3), 99- 108.
  • Gagne, R. M. (1985). The conditions of learning and theory of instruction (4th Edition). New York: CBS College Publishing.
  • Gayford, C. (2000). Biodiversity education: A teacher’s perspective. Environmental Education Research, 6 (4), 347- 361. doi: 10.1080/713664696. Retrieved from May 27, 2013 http://web.ebscohost.com.ezproxy.waikato.ac.nz/ehost/pdfviewer/pdfviewer?sid=20c0164e-3322-42b5- aa90-51f235e817aa%40sessionmgr112&vid=2&hid=125
  • Gibson, J. (1962). Observation on active touch. Psychological Review, 69, 477–490. Retrieved from http://wexler.free.fr/library/files/gibson%20(1962)%20observations%20on%20active%20touch.pdf
  • Gershoni, J. (2003). Psychodrama in the 21th century, clinical and educational applications. New York: Springer Publishing.
  • Gunter, M. A., Estes, T. H., &Mintz, S. L. (2010). Instruction, a models approach (5th Edition). New York: Pearson Education.
  • Huitt, W. G., Monetti, D. M.& Hummel, J. H. (2009). Instructional design theories and models (Volume III) (Edit: Charles M. Reigeluth & Alison A. Carr- Chellman) New York: Routledge.
  • Kaya, H. & Akcin, E. (2002). Learning styles / styles and nursing education. C. U. School of Nursing Journal, 6 (2), 31-35. Retrieved November 24, 2010 from http://eskiweb.cumhuriyet.edu.tr/edergi/makale/612.pdf
  • Kinchin, I. M. (2011). Visualising knowledge structures in biology: discipline, curriculum and student understanding. Journal of Biology Education, 45 (4), 183- 189. Doi: 10.1080/00219266.2011.598178
  • Kiroglu, K. (2008). New primary school programs (2nd Edition). Ankara:PegemA Publishing
  • Keskin, N. &Bal, S. (2000) Genetic engineering model and poster preparation techniques for teaching: an example of gene cloning. IV. Science and Education Congress (6-8 October 2000) Proceedings. Ankara: Ministry of Education Publications.
  • Konopik, D. A.& Cheung, M. (2013). Psychodrama as a social work modality. ERIC, Oxford University Press, 58, 9- 20.
  • Leanne, A. M. (2013). Rural science education: valuing local knowledge. Theory Into Practice, 52 (1), 28- 35. Doi: 10.1080/07351690.2013.743769
  • Joyce, B., Weil, M., & Calhoun, E. (2004). Models of teaching (7th Edition). New Jersey, USA: Prentice Hall, Perason Education
  • Kraft, R. (1999). Experiential learning (Chapter 24, Section 5). UMD Libraray, Retrieved from November 24, 2012 http://www.d.umn.edu/lib/copyright/
  • Martin, B., Bright, A., Cafaro, P., Mittelstaedt, R. & Bruyere, B. (2007) Cultivating environmental virtue among 7th and 8th graders in an expeditionary learning outward bound school. Journal of Experiential Education, 30 (3), 294–298.
  • McNeil, J. D. (1996). Curriculum: a comprehensive ıntroduction (5. Edition). New York Harper: Collins College Publishers.
  • MEB (National Education Ministry of Turkey) (2013). Retrieved from May 27, 2013 http://ttkb.meb.gov.tr/www/ogretim-programlari/icerik/72
  • Meredith, J. E., Fortner, R. W., & Mullins, G. W. (1997). Model of affective learning for nonformal science education facilities. Journal of Research in Science Teaching, 34 (8), 805- 818. Retrieved from November 24, 2010 http://onlinelibrary.wiley.com/doi/10.1002/(SICI)1098-2736(199710)34:8%3C805::AID- TEA4%3E3.0.CO;2-Z/pdf.
  • Morgil, I., Yilmaz, A &, Yoruk, N. (2003). An application for the teaching of science related to learning at the stations. Retrieved from November 24, 2010 http://www.fedu.metu.edu.tr/UFBMEK5/netscape/b_kitabi/PDF/Fen/Bildiri/t82DD.pdf
  • Newell, F. N., Ernst, M. O, Tjan, B.S., & Bülthoff, H. H. (2001). Viewpoint dependence in visual and haptic object recognition. Psychological Science, 12 (1), 37-42.
  • O’Dell, C. D & Hoyert, M. S. (2002) Active and passive touch: a research methodology project. Teaching of Psychology, 29 (4), 292- 294. Retrieved from November 24, 2010 http://www.informaworld.com/smpp/title~content=t775653707
  • Oflaz, F., Meri, M., Yuksel, C., & Ozcan, C. T. (2011). Psychodrama: an innovative way of improving self- awareness of nurse. Journal of Psychiatric and Mental Health Nursing, 18, (7), 569- 575. doi: 10.1111/j.1365-2850.2011.01704.x
  • Okur, E., Sezer, B., Guder, Y., & Yalcin-Ozdilek, S. (In press). An outdoor hydrobiology activity's effect on student's affective perspective, Case study: Canakkale, Science camp. Educational Journal of Kastamonu University.
  • Ozcelik, D. A. (2010). Program development& Teaching. Ankara: Pegem A Publising.
  • Piaget, J. (2000). Cognitive development in children (Trans: Husen Portakal). Istanbul: Cem Publishing.
  • Prokop, P., Prokop, M. & Tunnicliffe, S. D. (2007). Is biology boring? Student attitudes toward biology. Journal of Biology Education, 42 (1), 36- 39. Retrieved from May 27, 2013 http://web.ebscohost.com.ezproxy.waikato.ac.nz/ehost/pdfviewer/pdfviewer?sid=cc36c50b-c42b-42b8- a6f0-2af7450e4c55%40sessionmgr111&vid=2&hid=121
  • Reigeluth, C. M. & Moore, J. (1999). Instructional- design theories Volume II (Edit: Charles M. Reigeluth). New Jersey:.Lawrence Erlbaum Associates.
  • Reyes, L. H. (1984). Affective variables and mathematics education. The Elementary School Journal, 84 (5), Special Issue: Mathematics Education (May, 1984), 558-581. Retrieved from May 27, 2013 http://www.jstor.org/stable/pdfplus/1001237.pdf?acceptTC=true
  • Rodriguez, A. J. & Kitchen, R. S. (2005). Preparing mathematics and science teachers for diverse classroom: promising strategies for transformative pedagogy. New Jersey: Lawrence Erlbaum Associates Inc. Publisher.
  • Skamp, K., & Bergmann, I. (2001). Facilitating learns cape development, maintenance and use: teachers' perceptions and self-reported practices. Environmental Education Research, 7 (4), 333-358. Retrieved from 24 May, 2013 http://www.tandfonline.com/doi/pdf/10.1080/13504620120081241
  • Sencan, H. (2005). Reliability and validity in social and behavioral measures. Ankara: Seckin Publication.
  • Shanely, S. D. (2006). Towards an understanding of an outdoor education program: listening to participants’ stories. (Unpublished PhD Thesis), University of Florida, USA.
  • Siraj-Blatchford, J. & MacLeod-Brudenell, I. (1999). Supporting science, design and technology (Editors: Vicky Hurst and Jevefer Joseph). Buckhingham: Open University Press,
  • Stine, S. (1997). Landscapes for learning. New York, USA: John Wiley&Sons, Inc.
  • Sunbul, A. M. (2003). In the instructional planning and evaluation course, the effect of learning styles-based instructional practice on the student successes and the permanency of the lessons learnt. Retrieved from November 24, 2010 http://tef.selcuk.edu.tr/salan/sunbul/f/f9.pdf
  • Symmons, M. (2004). active and passive haptic exploration of two and three dimensional stimuli. (Unpublished PhD Thesis) School of Humanities, Communication and Social Science Faculty of Arts, Monash University,
  • Turkish Language Institution (TDK) (2010). & the same Retrieved from November 8, 2010 http://tdkterim.gov.tr/bts/?kategori=verilst&kelime=bili FEsel% = full
  • Un-Acikgoz, K. (2009). Active learning (9th Edition). Izmir: Cognition in Special Training, Consultancy, Research Services and Publication Distribution,
  • Unal, M., Akinci, S., Sahin, F. (2000). The role of models in the teaching of biological concepts: Mitosis. IV. Science and Education Congress (6-8 October 2000) Proceedings. Ankara: Ministry of Education Publications.
  • Usak, M. (2009). High school and university students' knowledge and attitudes regarding biotechnology. Biochemistry and molecular biology education, 37 (2), 123- 130. Doi: 10.1002/bmb.20267
  • Weels R., & Zeece P. D. (2007). My place in my world: literature for place- based environmental education. Early Childhood Education Journal, 35 (3), 285- 291.
  • Yaman, M. (2007). Identification of types of biology teachers based on their attitudes. Eurasian Journal of Educational Research, 7 (29), 157- 169.
  • Yildirim, A. & SimSek, H. (2006). Qualitative research methods in social sciences (6th edition). Ankara: Seckin Publishing.
  • Zanovello, I. (1999). Outdoor and environmental education centres: A case study of Starthcona Park Lodge and
  • Outdoor Education Centre, British Columbia, Canada. (Unpublished Master Thesis) Faculty of
  • Envirnmental Design, The University of Calgary, Alberta. Appendices
  • Appendix 1. The academic achievement test of the study
  • THE ACADEMIC ACHIEVEMENT TEST ON THE SUBJECT NAMED
  • ‘STRUCTURE OF THE HUMAN HEART’
  • How many cubicles does the heart consist of in humans? A. 1 B. 3 C. 4 D. 2 E. 5
  • Which of the organs referred below are there in the chest?
  • A. Lung-heart B. Lung-liver C. Stomach-liver D. Heart-kidney E. Heart-liver
  • In which of the following organs is the contaminated blood after circulating our body removed? A. Heart B. Liver C. Lung D. Spleen E. Bone marrow
  • Which of the following organs works involuntarily although it consists of skeletal muscles? A. arm muscles
  • B. muscles of the heart C. leg muscles D. back muscles E. stomach muscles
  • Which of the following are listed from outside to inside layers of the heart?
  • A. Epicardial-myocardial-endocardial
  • B. Myocardial-endocardial-epikard
  • C. Epicardial-myocardial-endocardial
  • D. Epicardial-myocardial-endocardial
  • E. Epicardial-endocardial-myocardial 6. I-Oxygen-rich
  • II-rich organic nutrients
  • III-carbon dioxide-rich
  • Which of the above features do the vessels bringing blood to the heart in human carry? A. only I B. only II C. only III D. I-II E. I-II-III
  • Which of the following veins has the maximum rate of oxygen in the blood in it?
  • A. Pulmonary artery B. Aorta C. Pulmonary vein D. Upper main vein E. Lower main vein
  • Which one of the followings is the endocardium?
  • A. The artery of the right ventricle of the heart
  • B. The layer composed of a thin layer of epithelium, and covering the heart valves and margins
  • C. Simpatic nerve slowing the rhythm of the heart
  • D. Blood pressure at the time of the heart's contraction
  • E. One of the inorganic substances in the blood serum
  • Which is wrong about the features of the human heart?
  • A. While pumping blood round the body, the atria are relaxed; and the ventricles are contracted.
  • B. There are valves between the ventricles and the atria.
  • C. Clean and contaminated blood are carried through different vessels.
  • D. There is just contaminated blood in the heart.
  • E. The heart consists of 4 cubicle
  • Which of the following information is true?
  • A. All of the arteries coming out of the heart carry clean blood.
  • B. All of the veins coming in the heart carry contaminated blood.
  • C. Pulmonary artery takes the contaminated blood to the lungs.
  • D. Pulmonary artery brings the clean blood to the heart.
  • E. Pulmonary vein brings the contaminated blood to the heart.
  • Which of the followings doesn’t occur at the time of atria contraction?
  • A. Clean blood passes through the left ventricle.
  • B. The ventricles relax.
  • C. Contaminated blood is pumped to the lung arteries.
  • D. The valves between the atria and the ventricles open.
  • E. Contaminated blood passes through the right ventricle.
Toplam 109 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Emel Okur Bu kişi benim

Yusuf Güder Bu kişi benim

Burcin Sezer Bu kişi benim

Sukran Yalcinozdilek Bu kişi benim

Yayımlanma Tarihi 1 Mayıs 2013
Yayımlandığı Sayı Yıl 2013 Cilt: 3 Sayı: 1a

Kaynak Göster

APA Okur, E., Güder, Y., Sezer, B., Yalcinozdilek, S. (2013). The Effect of a Sheep Heart on the Cognitive and Affective Area of the Elementary Students, Case Study: Canakkale, Science Camp. International Journal Of Biology Education, 3(1a), 1-23.
AMA Okur E, Güder Y, Sezer B, Yalcinozdilek S. The Effect of a Sheep Heart on the Cognitive and Affective Area of the Elementary Students, Case Study: Canakkale, Science Camp. International Journal Of Biology Education. Mayıs 2013;3(1a):1-23.
Chicago Okur, Emel, Yusuf Güder, Burcin Sezer, ve Sukran Yalcinozdilek. “The Effect of a Sheep Heart on the Cognitive and Affective Area of the Elementary Students, Case Study: Canakkale, Science Camp”. International Journal Of Biology Education 3, sy. 1a (Mayıs 2013): 1-23.
EndNote Okur E, Güder Y, Sezer B, Yalcinozdilek S (01 Mayıs 2013) The Effect of a Sheep Heart on the Cognitive and Affective Area of the Elementary Students, Case Study: Canakkale, Science Camp. International Journal Of Biology Education 3 1a 1–23.
IEEE E. Okur, Y. Güder, B. Sezer, ve S. Yalcinozdilek, “The Effect of a Sheep Heart on the Cognitive and Affective Area of the Elementary Students, Case Study: Canakkale, Science Camp”, International Journal Of Biology Education, c. 3, sy. 1a, ss. 1–23, 2013.
ISNAD Okur, Emel vd. “The Effect of a Sheep Heart on the Cognitive and Affective Area of the Elementary Students, Case Study: Canakkale, Science Camp”. International Journal Of Biology Education 3/1a (Mayıs 2013), 1-23.
JAMA Okur E, Güder Y, Sezer B, Yalcinozdilek S. The Effect of a Sheep Heart on the Cognitive and Affective Area of the Elementary Students, Case Study: Canakkale, Science Camp. International Journal Of Biology Education. 2013;3:1–23.
MLA Okur, Emel vd. “The Effect of a Sheep Heart on the Cognitive and Affective Area of the Elementary Students, Case Study: Canakkale, Science Camp”. International Journal Of Biology Education, c. 3, sy. 1a, 2013, ss. 1-23.
Vancouver Okur E, Güder Y, Sezer B, Yalcinozdilek S. The Effect of a Sheep Heart on the Cognitive and Affective Area of the Elementary Students, Case Study: Canakkale, Science Camp. International Journal Of Biology Education. 2013;3(1a):1-23.