Araştırma Makalesi
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Yıl 2020, Cilt 6, Sayı 1, 65 - 76, 15.01.2020
https://doi.org/10.21891/jeseh.669108

Öz

Kaynakça

  • Abdi, H. (2003). Factor rotations in factor analyses. In T. Lewis-Beck, M., Bryman, A., & Futing (Eds.), Encyclopedia for Research Methods for the Social Sciences (pp. 792–795). Thousand Oaks, CA: Sage.
  • An, X., Hannum, E., & Sargent, T. (2007). Teaching quality and student outcomes: Academic achievement and educational engagement in rural Northwest China. China: An International Journal, 05(02), 309–334. https://doi.org/10.1142/s0219747207000179
  • Ahmed, Y., Taha, M., Al-Neel, S., & Gaffar, A. (2018). (2018). Students’ perception of the learning environment and its relation to their study year and performance in Sudan. International Journal of Medical Education, 9, 145–150.
  • Backer, J. M., Miller, J. L., & Timmer, S. M. (2018). The effects of collaborative grouping on student engagement in middle school students. (St. Catherine University). Retrieved from https://sophia.stkate.edu/cgi/viewcontent.cgi?article=1273&context=maed.
  • Barr, J. J. (2016). Developing a positive classroom climate. Retrieved from https://www.ideaedu.org/Portals/0/Uploads/Documents/IDEAPapers/IDEA Papers/PaperIDEA_61.pdf
  • Duran, L., McArthur, J., & Van Hook, S. (2004). Undergraduate students’ perceptions of an inquiry-based physics pourse. Journal of Science Teacher Education, 15(2), 155–171.
  • Fraser, B. J. (2015). Classroom climate. In W. J (Ed.), International Encyclopedia of the Social & Behavioral Sciences (2nd ed., pp. 825–832). Amsterdam, Netherlands: Elsevier.
  • Hewson, P. (1992). Conceptual change in science teaching and teacher education. Research and Curriculum Development in Science Teaching. Madrid, Spain. Retrieved September 24, 2019 from http://www.ncbi.nlm.nih.gov/pubmed/10342769
  • Hoskins, S. G., & Gottesman, A. J. (2018). Investigating undergraduates’ perceptions of science in courses taught using the CREATE strategy. Journal Of Microbiology & Biology Education., 19(1), 1–10.
  • Houghton, W. (2004). Engineering Subject Centre Guide: Learning and Teaching Theory for Engineering Academics. Retrieved September 12, 2019 from https://www.heacademy.ac.uk/system/files/learning-teaching-theory.pdf
  • Kazempour, M., Amirshokoohi, A., & Harwood, W. (2012). Exploring sudents’ perceptions of science and inquiry in a reform-based undergraduate biology course. Journal of College Science Teaching, 42(2), 38–43.
  • Kearsley, G. & Shneiderman, B. (1998). Engagement Theory: A framework for technology-based teaching and learning. Educational Technology, 38(5), 20–23.
  • Koon, J., & Murray, H. G. (1995). Using multiple outcomes to validate student ratings of overall teacher effectiveness. Journal of Higher Education, 66(1), 61–81.
  • Lee, Y. H. & Kim, K. J. (2018). Enhancement of student perceptions of learner-centeredness and community of inquiry in flipped classrooms. BMC Medical Education, 18, 242–248. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6199751/
  • Lizzio, A., Wilson, K., & Simons, R. (2002). University students’ perceptions of the learning environment and academic outcomes: implications for theory and practice. Studies in Higher Education V, 27(1), 27–52.
  • Lombard, P. (2018). Chapter 2: Surface and deep learning. In Instructional methods, strategies and technologies to meet the needs of all learners. Retrieved September 8, 2019 from https://granite.pressbooks.pub/teachingdiverselearners/chapter/surface-and-deep-learning-2/
  • Majerich, D. M., & Schmuckler, J. S. (2007). Improving students’ perceptions of benefits of science demonstrations and content mastery in a large-enrollment chemistry lecture demonstration course for nonscience majors. Journal of College Science Teaching, 36(6). Retrieved from https://www.nsta.org/publications/news/story.aspx?id=53853
  • Marton, F., & Säljö, R. (1976). On qualitative differences on learning: I – outcome and process. British Journal of Educational Psychology, 46, 4–11.
  • Mataka, L., & Taibu, R. (2020). A multistep inquiry approach to improve pre-service elementary teachers‘ conceptual understanding. International Journal of Research in Education and Science (IJRES), 6(1), 86–99.
  • Michael, J. (2006). Where’s the evidence that active learning works? Advances in Physiological Education, 30, 159–167.
  • NGSS. (2013). Get to know the standards: Conceptual shifts in the Next Generation Science Standards. Retrieved August 30, 2019 from The Next Generation Standards website: https://www.nextgenscience.org/get-to-know
  • Odutuyi. (2012). The Relationship between students’ perception of patterns of interaction and students’ learning outcomes in secondary school chemistry in Ondo State, Nigeria. Journal of Educational Thought (ET), 9(1), 56–67.
  • Olson, S., & Loucks-Horsley, S. (2000). Inquiry and the National Science Education Standards: A Guide for teaching and learning. Washington, DC: the National Acedemies Press. https://doi.org/10.17226/9596.
  • Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211–227. https://doi.org/10.1002/sce.3730660207
  • Rahman, H. S., Sarkar, M. A., Gomes, J. J, & Mojumder, F. A. (2010). Students’ perceptions of learning science in small groups: a case study in higher education. Brunei International Journal of Science and Mathematics Education, 2(1), 32–47.
  • Ramaila, S. & Ramnarain, U. (2014). First year university physics students’ perceptions of the teaching-learning environment: In search of a coherent pedagogic learning orientation. In S. Engelbrecht, C & Karataglidis (Ed.), Proceedings of SAIP2014, the 59th Annual Conference of the South African Institute of Physics (pp. 442–448). Retrieved from http://events.saip.org.za/getFile.py/access?resId=2&materialId=12&confId=34
  • Stern, L, & Ahlgren, A. (2002). Analysis of students’ assessments in middle school curriculum materials: Aiming precisely at benchmarks and standards. Journal of Research in Science Teaching, 39(9), 889–910.
  • Treesuwan, R., & Tanitterapan, T. (2016). Students’ perceptions on learner-centered teaching approach. The New Education Review, 2016, 151–157. https://doi.org/10.15804/tner.2016.45.3.12

Conceptual Change Inquiry Curriculum and Traditional Lecture Approach: Preservice Teacher’s Perceptions of Learning

Yıl 2020, Cilt 6, Sayı 1, 65 - 76, 15.01.2020
https://doi.org/10.21891/jeseh.669108

Öz

A quasi-experimental treatment control group design was used to investigate the effect of a conceptual change curriculum, Multi-Step Inquiry approach, on students’ perception of their learning in a science classroom. This started with the development of a workbook that explicitly focused on conceptual understanding, followed by the development and validation of an inventory to explore students’ perceptions of learning. Interpretation of data involved the use of inferential and descriptive statistics. The inferential statistics included t-tests, ANOVA, Pearson correlations, and regressions. Cohen’s d effect sizes facilitated further interpretation of the data. The analysis shows potential for the Multi-Step Inquiry to improve students’ perceptions. These results provided room for recommendations for both research and teaching.

Kaynakça

  • Abdi, H. (2003). Factor rotations in factor analyses. In T. Lewis-Beck, M., Bryman, A., & Futing (Eds.), Encyclopedia for Research Methods for the Social Sciences (pp. 792–795). Thousand Oaks, CA: Sage.
  • An, X., Hannum, E., & Sargent, T. (2007). Teaching quality and student outcomes: Academic achievement and educational engagement in rural Northwest China. China: An International Journal, 05(02), 309–334. https://doi.org/10.1142/s0219747207000179
  • Ahmed, Y., Taha, M., Al-Neel, S., & Gaffar, A. (2018). (2018). Students’ perception of the learning environment and its relation to their study year and performance in Sudan. International Journal of Medical Education, 9, 145–150.
  • Backer, J. M., Miller, J. L., & Timmer, S. M. (2018). The effects of collaborative grouping on student engagement in middle school students. (St. Catherine University). Retrieved from https://sophia.stkate.edu/cgi/viewcontent.cgi?article=1273&context=maed.
  • Barr, J. J. (2016). Developing a positive classroom climate. Retrieved from https://www.ideaedu.org/Portals/0/Uploads/Documents/IDEAPapers/IDEA Papers/PaperIDEA_61.pdf
  • Duran, L., McArthur, J., & Van Hook, S. (2004). Undergraduate students’ perceptions of an inquiry-based physics pourse. Journal of Science Teacher Education, 15(2), 155–171.
  • Fraser, B. J. (2015). Classroom climate. In W. J (Ed.), International Encyclopedia of the Social & Behavioral Sciences (2nd ed., pp. 825–832). Amsterdam, Netherlands: Elsevier.
  • Hewson, P. (1992). Conceptual change in science teaching and teacher education. Research and Curriculum Development in Science Teaching. Madrid, Spain. Retrieved September 24, 2019 from http://www.ncbi.nlm.nih.gov/pubmed/10342769
  • Hoskins, S. G., & Gottesman, A. J. (2018). Investigating undergraduates’ perceptions of science in courses taught using the CREATE strategy. Journal Of Microbiology & Biology Education., 19(1), 1–10.
  • Houghton, W. (2004). Engineering Subject Centre Guide: Learning and Teaching Theory for Engineering Academics. Retrieved September 12, 2019 from https://www.heacademy.ac.uk/system/files/learning-teaching-theory.pdf
  • Kazempour, M., Amirshokoohi, A., & Harwood, W. (2012). Exploring sudents’ perceptions of science and inquiry in a reform-based undergraduate biology course. Journal of College Science Teaching, 42(2), 38–43.
  • Kearsley, G. & Shneiderman, B. (1998). Engagement Theory: A framework for technology-based teaching and learning. Educational Technology, 38(5), 20–23.
  • Koon, J., & Murray, H. G. (1995). Using multiple outcomes to validate student ratings of overall teacher effectiveness. Journal of Higher Education, 66(1), 61–81.
  • Lee, Y. H. & Kim, K. J. (2018). Enhancement of student perceptions of learner-centeredness and community of inquiry in flipped classrooms. BMC Medical Education, 18, 242–248. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6199751/
  • Lizzio, A., Wilson, K., & Simons, R. (2002). University students’ perceptions of the learning environment and academic outcomes: implications for theory and practice. Studies in Higher Education V, 27(1), 27–52.
  • Lombard, P. (2018). Chapter 2: Surface and deep learning. In Instructional methods, strategies and technologies to meet the needs of all learners. Retrieved September 8, 2019 from https://granite.pressbooks.pub/teachingdiverselearners/chapter/surface-and-deep-learning-2/
  • Majerich, D. M., & Schmuckler, J. S. (2007). Improving students’ perceptions of benefits of science demonstrations and content mastery in a large-enrollment chemistry lecture demonstration course for nonscience majors. Journal of College Science Teaching, 36(6). Retrieved from https://www.nsta.org/publications/news/story.aspx?id=53853
  • Marton, F., & Säljö, R. (1976). On qualitative differences on learning: I – outcome and process. British Journal of Educational Psychology, 46, 4–11.
  • Mataka, L., & Taibu, R. (2020). A multistep inquiry approach to improve pre-service elementary teachers‘ conceptual understanding. International Journal of Research in Education and Science (IJRES), 6(1), 86–99.
  • Michael, J. (2006). Where’s the evidence that active learning works? Advances in Physiological Education, 30, 159–167.
  • NGSS. (2013). Get to know the standards: Conceptual shifts in the Next Generation Science Standards. Retrieved August 30, 2019 from The Next Generation Standards website: https://www.nextgenscience.org/get-to-know
  • Odutuyi. (2012). The Relationship between students’ perception of patterns of interaction and students’ learning outcomes in secondary school chemistry in Ondo State, Nigeria. Journal of Educational Thought (ET), 9(1), 56–67.
  • Olson, S., & Loucks-Horsley, S. (2000). Inquiry and the National Science Education Standards: A Guide for teaching and learning. Washington, DC: the National Acedemies Press. https://doi.org/10.17226/9596.
  • Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211–227. https://doi.org/10.1002/sce.3730660207
  • Rahman, H. S., Sarkar, M. A., Gomes, J. J, & Mojumder, F. A. (2010). Students’ perceptions of learning science in small groups: a case study in higher education. Brunei International Journal of Science and Mathematics Education, 2(1), 32–47.
  • Ramaila, S. & Ramnarain, U. (2014). First year university physics students’ perceptions of the teaching-learning environment: In search of a coherent pedagogic learning orientation. In S. Engelbrecht, C & Karataglidis (Ed.), Proceedings of SAIP2014, the 59th Annual Conference of the South African Institute of Physics (pp. 442–448). Retrieved from http://events.saip.org.za/getFile.py/access?resId=2&materialId=12&confId=34
  • Stern, L, & Ahlgren, A. (2002). Analysis of students’ assessments in middle school curriculum materials: Aiming precisely at benchmarks and standards. Journal of Research in Science Teaching, 39(9), 889–910.
  • Treesuwan, R., & Tanitterapan, T. (2016). Students’ perceptions on learner-centered teaching approach. The New Education Review, 2016, 151–157. https://doi.org/10.15804/tner.2016.45.3.12

Ayrıntılar

Birincil Dil İngilizce
Konular Sosyal
Bölüm Articles
Yazarlar

Lloyd MATAKA> (Sorumlu Yazar)
Lewis-Clark State College
United States


Rex TAIBU>
Queensborough Community College
United States

Destekleyen Kurum Lewis-Clark State College
Yayımlanma Tarihi 15 Ocak 2020
Yayınlandığı Sayı Yıl 2020, Cilt 6, Sayı 1

Kaynak Göster

APA Mataka, L. & Taıbu, R. (2020). Conceptual Change Inquiry Curriculum and Traditional Lecture Approach: Preservice Teacher’s Perceptions of Learning . Journal of Education in Science Environment and Health , 6 (1) , 65-76 . DOI: 10.21891/jeseh.669108