BibTex RIS Kaynak Göster

Turkish Primary Education Students’ Evaluation Of The Instructional Activities Based On Social Learning Theory: Analysis Of An Experimental Study

Yıl 2012, Cilt: 5 Sayı: 1, 47 - 66, 30.05.2016

Öz

This paper reveals the results of instructional activities based on social learning theory to examine the impact on primary education students’ scientist views and scientific method knowledge. The study was conducted with three different 7th grade treatment and control groups from primary schools with similar socio-economic statuses. In the treatment group, activities based on social learning theory were used, whereas in the control group the instructional activities taking place in the existing science curriculum were used. In the study by the researcher, is considered another dimension of experimental research is carried out in 2004 (Demirbaş ve Yağbasan, 2006). The scientist and scientific method views of the students at the end of the process were determined using semi-structured questions prepared by the researchers. The data of the study were interpreted using qualitative research techniques. At the end of the study, the instructional activities used in the treatment group were found to help students develop positive attitudes towards scientists, and also to contribute to understanding the basic philosophy of scientific work. Based on the results of this study, appropriate activities for instructional settings were recommended.

Kaynakça

  • Auerbach, Carl F., & Silverstein, L. B. (2003) Qualitative Data: An Introduction to Coding and Analysis: New York University Press.
  • Balkı, N., Çoban, A.K., & Aktaş, M. (2003) The views of primary education students about science and scientist, Uludağ University Faculty of Education Journal, 17 (1): 11-17 (in Turkish)
  • Bandura, A.(1969). Principles of behavior modification. New York: Holt, Rinehart&Winston.
  • Bandura, A. (1971). Psychological Modeling: Conflicting Theories. Chicago: Aldine- Atherton Inc.
  • Bandura, A. (1977). Social learning theory: Englewood Cliffs, NJ: Prentice-Hall.
  • Bandura, A. (1986). Social foundations of thought and action: a social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
  • Bandura, A. (2001).Social cognitive theory: an agentic perspective. Annual Review of Psychology, 52, 1-26.
  • Bodzin, A., & Gehringer, M. (2001) Can meeting actual scientists change students’ perceptions of scientists? Science and Children, January: 36-41.
  • Büyüköztürk, Ş. (2001). Experimental designs: first test with the last test control group design. Ankara: Pegem Yayınları (in Turkish)
  • Cannon, R. K., & Simpson., D. R. (1985). Relationships among attitude, motivation and achievement of ability grouped, seventh grade, life science students”. Science Education, 69(2), 121-138.
  • Demirbaş, M. (2009). The relationships between the scientist perception and scientific attitudes of science teacher candidates in Turkey: A case study. Scientific Research and Essay, 4(6), 565-576.
  • Demirbaş, M., & Yağbasan, R.(2008) Using social learning theory activities to improve the scientific attitudes of 6th class students of primary education, Fırat University Journal of Social Sciences, 18(1),105-120. (in Turkish).
  • Demirbaş, M., & Yağbasan R. (2007) The effect of social learning theory on the permanence of academic self-concept scores of 6th grade elementary students, Journal of Social Sciences of the Turkish World, Fall. 43: 193-210 (in Turkish).
  • Demirbaş, M., & Yağbasan, R. (2006) An evaluative study of social learning theory based scientific attitudes on academic success, gender and socio-economical level, Educational Sciences: Theory & Practice, 6 (2): 331-371 (in Turkish).
  • Finson, D. K., & Enochs, G. L. (1987). Student attitudes toward science-technology- society resulting from visitation to a science technology museum. Journal of Research in Science Teaching, 24(7), 593-609.
  • Flick, L. (1990). Scientist residence program improving children’s image of science and scientist. School Science and Mathematics, 90(3), 204-214.
  • Freedman, M. P. (1997). Relationship among laboratory instruction, attitude toward science and achievement in science knowledge. Journal of Research in Science Teaching, 34(4), 343-357.
  • Jones, MG., Howe, A., & Rua, M.J. (2000) Gender differences in students’ experiences, interests and attitudes toward science and scientists. Science Education, 84: 180-192.
  • Kazancı, O. (1989). Educational psychology, theory and application of principles. Ankara: Kazancı Kitabevi (in Turkish)
  • Levin, T., Sabar, N., & Libman, Z. (1991). Achievement an attitudinal patterns of boys and girls’ science. Journal of Research in Science Teaching, 28(4), 315-328.
  • Maoz, N., & Rishpon, M. (1990). Attitudes towards school science: a comparison of participants and nonparticipants in extracurricular science activities. School Science and Mathematics, 90(1), 13-22.
  • Mason, L. C., Kahle, B. J., & Gardner, L. A. (1991). Draw-a-scientist test- future implication. School Science and Mathematics, 91(5), 193-198.
  • O’Neill, K. D., & Polman, J. L. (2004). Why educate ‘‘little scientists?’’ examining the potential of practice-based scientific literacy. Journal of Research in Science Teaching, 41(3), 234-266.
  • Oruç, M. (1993). Elementary School II. Students' Science Attitudes and Science Achievement by Level of Relationship Between. Ankara: Hacettepe University Institute of Social Sciences (Unpublished Master's Thesis, in Turkish)
  • Smith, W. S., & Erb, T. O. (1986). Effect of women science career role models on early adolescents’ attitudes toward scientists and women in science. Journal of Research In Science Teaching, 23(8), 667-676.
  • Weinburgh, M. (1995). Gender differences in student attitudes toward science: a meta analysis of the literature from 1970 to 1991. Journal of Research in Science Teaching. 32 (4), 387-398.
  • Yeşilyaprak, B., et al. (2002) Psychology of Learning and Development. Ankara: Pegem A Yayıncılık (in Turkish)
  • Yıldırım A., & Şimşek H (2008). Qualitative Research Methods in Social Sciences, Ankara: Seçkin Publications. (in Turkish).
  • YÖK (Turkish Council of Higher Education)/World Bank Developing the National Education Project.(1997a). Physics Education. Ankara (in Turkish).
  • YÖK (Turkish Council of Higher Education)/World Bank Developing the National Education Project.(1997b). Primary Education Science Education. Ankara (in Turkish).
Yıl 2012, Cilt: 5 Sayı: 1, 47 - 66, 30.05.2016

Öz

Kaynakça

  • Auerbach, Carl F., & Silverstein, L. B. (2003) Qualitative Data: An Introduction to Coding and Analysis: New York University Press.
  • Balkı, N., Çoban, A.K., & Aktaş, M. (2003) The views of primary education students about science and scientist, Uludağ University Faculty of Education Journal, 17 (1): 11-17 (in Turkish)
  • Bandura, A.(1969). Principles of behavior modification. New York: Holt, Rinehart&Winston.
  • Bandura, A. (1971). Psychological Modeling: Conflicting Theories. Chicago: Aldine- Atherton Inc.
  • Bandura, A. (1977). Social learning theory: Englewood Cliffs, NJ: Prentice-Hall.
  • Bandura, A. (1986). Social foundations of thought and action: a social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
  • Bandura, A. (2001).Social cognitive theory: an agentic perspective. Annual Review of Psychology, 52, 1-26.
  • Bodzin, A., & Gehringer, M. (2001) Can meeting actual scientists change students’ perceptions of scientists? Science and Children, January: 36-41.
  • Büyüköztürk, Ş. (2001). Experimental designs: first test with the last test control group design. Ankara: Pegem Yayınları (in Turkish)
  • Cannon, R. K., & Simpson., D. R. (1985). Relationships among attitude, motivation and achievement of ability grouped, seventh grade, life science students”. Science Education, 69(2), 121-138.
  • Demirbaş, M. (2009). The relationships between the scientist perception and scientific attitudes of science teacher candidates in Turkey: A case study. Scientific Research and Essay, 4(6), 565-576.
  • Demirbaş, M., & Yağbasan, R.(2008) Using social learning theory activities to improve the scientific attitudes of 6th class students of primary education, Fırat University Journal of Social Sciences, 18(1),105-120. (in Turkish).
  • Demirbaş, M., & Yağbasan R. (2007) The effect of social learning theory on the permanence of academic self-concept scores of 6th grade elementary students, Journal of Social Sciences of the Turkish World, Fall. 43: 193-210 (in Turkish).
  • Demirbaş, M., & Yağbasan, R. (2006) An evaluative study of social learning theory based scientific attitudes on academic success, gender and socio-economical level, Educational Sciences: Theory & Practice, 6 (2): 331-371 (in Turkish).
  • Finson, D. K., & Enochs, G. L. (1987). Student attitudes toward science-technology- society resulting from visitation to a science technology museum. Journal of Research in Science Teaching, 24(7), 593-609.
  • Flick, L. (1990). Scientist residence program improving children’s image of science and scientist. School Science and Mathematics, 90(3), 204-214.
  • Freedman, M. P. (1997). Relationship among laboratory instruction, attitude toward science and achievement in science knowledge. Journal of Research in Science Teaching, 34(4), 343-357.
  • Jones, MG., Howe, A., & Rua, M.J. (2000) Gender differences in students’ experiences, interests and attitudes toward science and scientists. Science Education, 84: 180-192.
  • Kazancı, O. (1989). Educational psychology, theory and application of principles. Ankara: Kazancı Kitabevi (in Turkish)
  • Levin, T., Sabar, N., & Libman, Z. (1991). Achievement an attitudinal patterns of boys and girls’ science. Journal of Research in Science Teaching, 28(4), 315-328.
  • Maoz, N., & Rishpon, M. (1990). Attitudes towards school science: a comparison of participants and nonparticipants in extracurricular science activities. School Science and Mathematics, 90(1), 13-22.
  • Mason, L. C., Kahle, B. J., & Gardner, L. A. (1991). Draw-a-scientist test- future implication. School Science and Mathematics, 91(5), 193-198.
  • O’Neill, K. D., & Polman, J. L. (2004). Why educate ‘‘little scientists?’’ examining the potential of practice-based scientific literacy. Journal of Research in Science Teaching, 41(3), 234-266.
  • Oruç, M. (1993). Elementary School II. Students' Science Attitudes and Science Achievement by Level of Relationship Between. Ankara: Hacettepe University Institute of Social Sciences (Unpublished Master's Thesis, in Turkish)
  • Smith, W. S., & Erb, T. O. (1986). Effect of women science career role models on early adolescents’ attitudes toward scientists and women in science. Journal of Research In Science Teaching, 23(8), 667-676.
  • Weinburgh, M. (1995). Gender differences in student attitudes toward science: a meta analysis of the literature from 1970 to 1991. Journal of Research in Science Teaching. 32 (4), 387-398.
  • Yeşilyaprak, B., et al. (2002) Psychology of Learning and Development. Ankara: Pegem A Yayıncılık (in Turkish)
  • Yıldırım A., & Şimşek H (2008). Qualitative Research Methods in Social Sciences, Ankara: Seçkin Publications. (in Turkish).
  • YÖK (Turkish Council of Higher Education)/World Bank Developing the National Education Project.(1997a). Physics Education. Ankara (in Turkish).
  • YÖK (Turkish Council of Higher Education)/World Bank Developing the National Education Project.(1997b). Primary Education Science Education. Ankara (in Turkish).
Toplam 30 adet kaynakça vardır.

Ayrıntılar

Diğer ID JA22FR99NF
Bölüm Makaleler
Yazarlar

Murat Demirbaş

Rahmi Yağbasan Bu kişi benim

Yayımlanma Tarihi 30 Mayıs 2016
Gönderilme Tarihi 30 Mayıs 2016
Yayımlandığı Sayı Yıl 2012 Cilt: 5 Sayı: 1

Kaynak Göster

APA Demirbaş, M., & Yağbasan, R. (2016). Turkish Primary Education Students’ Evaluation Of The Instructional Activities Based On Social Learning Theory: Analysis Of An Experimental Study. International Journal of Social Inquiry, 5(1), 47-66.

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