Araştırma Makalesi
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TÜBİTAK 4006 Bilim Fuarlarındaki Fen Bilimleri Projelerinin Değerlendirilmesi: Kayseri İli Örneği

Yıl 2021, , 90 - 114, 31.12.2021
https://doi.org/10.46762/mamulebd.980340

Öz

Araştırmada, öğrencilerin, fen bilimleri öğretmenlerinin, izleyicilerin ve il temsilcisinin görüşleri ışığında Türkiye Bilimsel ve Teknolojik Araştırma Kurumu (TÜBİTAK) 4006 Bilim fuarlarının değerlendirilmesi amaçlanmıştır. Nitel araştırma yönteminin fenomenoloji deseni kullanılmıştır. Araştırma beş öğrenci, beş fen bilimleri öğretmeni, iki izleyici ve bir il temsilcisi ile yürütülmüştür. Veriler araştırmacı tarafından hazırlanan yarı yapılandırılmış görüşme formlarıyla toplanmıştır. Verilerin analizinde içerik analizi kullanılmıştır. Bulgularda Participantların doğrudan alıntılarına yer verilmiştir. Participantların bilim fuarlarından memnun kaldıkları tespit edilirken bilim fuarlarının öğrencilerin problem çözme becerilerine katkı sağladığı, özgüvenlerini, tutumlarını ve akademik başarılarını artırdığı, proje konularının öğrenci istek ve ilgilerine göre belirlendiği, sergilenen projelerin kaliteli projeler olduğu sonuçlarına ulaşılmıştır. Ayrıca ziyaretçi sayısının artmasına yönelik çalışmaların yapılması, müfredata “proje eğitimi” dersi eklenmesi hususunda önerilere yer verilmiştir.

Kaynakça

  • Akay, C. (2013). The Opinions Of The Secondary School Students Towards Science Concept Following TÜBİTAK 4004 “Learning By Doing Summer Science School, Mersin University Faculty of Education Journal, 9 (2), 326-338.
  • Akpınar, E., Yıldız, E., Akpınar, D. and Ergin, Ö. (2008). Projects in science education and reflections on science fairs. Contemporary Education Journal, 33 (351), 14-20.
  • Atalmış, E. H, Selçuk, G., & Ataç, A. (2018). Administrator, executive and student views on TÜBİTAK 4006 projects,Journal of Kırşehir Education Faculty, 19 (3), 1999-2020.
  • Avcı, E. and Su Özenir, Ö. (2018). Evaluation of Science Fair Process from Project Coordinator Teachers’ Point of View. Elementary Education Online, 17 (3), 1672-1690.
  • Aydın, M., & Çepni, S. (2011). Investigation of teachers' meeting their needs with a support program on project-based teaching method (PBL) developed for science and technology teachers. Journal of Turkish Science Education, (8), 55- 68.
  • Aydın, M., Bacanak, A., & Çepni, S. (2013). Analysis of Science and Technology Teachers' Needs Related with Project-Based Teaching Method (PBTM). Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 7, 1-31.
  • Babaoğlan Özdemi̇r, B., & Babaoğlan, B. (2019). The scientific process skills of the 6th grade students of TUBITAK 4006 science fairs and their relationship with the attitudes towards science course. Journal of Research in Informal Environments, 4(1), 22-36
  • Balcı, A. S. (2007). Effect of applying constructivism in science teaching. Master Thesis. Selçuk University, Graduate School of Natural and Applied Sciences, Konya.
  • Balcı, E. (2019). Assesment Of TUBITAK 4006 Science Fair: Polatlı Sample. Master Thesis. Bolu Abant İzzet Baysal University, Institute of Educational Sciences, Bolu.
  • Bencze, J. L., & Bowen, G. M. (2009). A nationalsciencefair: exhibitingsupportfortheknowledgeeconomy. International Journal of Science Education, 31 (18), 2459-2483.
  • Benzer, S., and Evrensel, E. (2019). Students’ Views About TUBITAK 4006 Science Fair. Journal of STEAM Education, 2 (2), 28-38.
  • Birinci Konur, K., Şeyihoğlu, A., Sezen, G. ve Tekbıyık, A. (2011). Evaluation of a science camp: Enjoyable discovery of my sterious world. Educational Sciences: Theory & Practice, 11(3), 1602-1607.
  • Bolat, A., Bacanak, A., Kaşıkçı, Y., & Değirmenci, S. (2014). The Views of Teachers and Students About Project of “This is My Work”. Journal of Research in Education and Teaching, 3 (4), 100-110.
  • Bulunuz, İ. (2011). Evaluation of Science Teacher Candidates' Experiences on Scientific Research Projects in Past Education Levels. Journal of Turkish Science Education, 8 (4), 74–85.
  • Bulut, S. and Caner, Ö. (2018). The Effects of the Festival Process on the High School Students in the Science Festival. Akdeniz Journal of Education, 1 (2), 148-159.
  • Bunderson, E.D., and Anderson, T. (1996). Preserviceelementary teachersattitudestowardtheirpastexperiencewithsciencefairs. School Scienceand Mathematics, 96 (7), 371-377.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş. and Demirel, F. (2016). Scientific research methods (22nd Edition). Ankara: Pegem Academy.
  • Camcı, S. (2008). Comparison of students’ perceptions and images of science and scientists among whom participated the science fairs and who have not. Master Thesis. Hacettepe University Graduate School of Social Sciences, Ankara.
  • Creswell, J. W. (2016). Research Methods: Qualitative Research and Research Design According to Five Approaches (3rd edition) (Mesut Bütün and Selçuk Beşir Demir , Trans. Ed.). Ankara: Siyasi Bookstore.
  • Çolakoğlu, M. (2018). The Contribution of TÜBİTAK 4006 science fairs towards education and training. Journal of STEAM Education, 1(1), 48-63.
  • Dede, A. (2019). Evaluation Of 4006 TUBITAK Science Fairs For Science Teachers. Master's thesis. Recep Tayyip Erdogan University Graduate School of Natural and Applied Sciences, Rize.
  • Dionne, L., Reis, G., Trudel, L., Guillet, G., Kleine, L., & Hancianu, C. (2012). Students' sources of motivationforparticipating in sciencefairs: an exploratorystudywithintheCanada-widesciencefair 2008. International Journal of ScienceandMathematicsEducation, 10 (3), 669-693.
  • Durant, J. (2013). The role of sciencefestivals. Proceedings of the National Academy of Sciences, 110 (8), 2681-2681.
  • Durmaz, H., Oğuzhan Dinçer, E., & Osmanoğlu, A. (2017). The Effect of Science Fair on Prospective Teachers’ Attitude towards Science Teaching and Students’ towards Science. Trakya Journal of Education, 7 (2), 364-378.
  • Eymirlioğlu, F. (2019). Investigation of Science Fairs Effects on Competence for Learning Science and Motivation towards Science. Master Thesis. Burdur Mehmet Akif Ersoy University Graduate School of Educational Sciences, Burdur.
  • Fisanick, L.M. (2010). A descriptive study of the middle school science teacher behavior for required student participation in science fair competitions . Doctoral Thesis. Pennsylvania University. Indiana.
  • Fraenkel, J. R., & Wallen, N. E. (2009). How to design and evaluate research in education (7th Edition). Boston, McGraw-Hill.
  • Gibson, H. L., & Chase, C. (2002). Longitudinalimpact of an inquiry-basedscience program on middleschoolstudents' attitudestowardscience. WileyPeriodicals, Inc , 693-705.
  • Gomez, K. (2007). Negotiating discourses: Sixth-grade students’ use of multiple science discourses during a science fair presentation. Linguistics and Education, 18, 41–64.
  • Gülgün, C., Yılmaz, A., Avan, Ç., Ertuğrul Akyol, B., & Doğanay, K. (2019). Determination of the Views of Primary, Secondary School Students’ and Workshops Leaders’ for the Science Fairs Supported by TUBITAK (4007). Journal of STEAM Education, 2 (1), 52-67.
  • Güven, İ. (2013). Evaluation of prospective science and technology teachers’ experiences of project management. Hacettepe University Journal of Education, Special Issue(1), 204-218.
  • İşman, A., Baytekin, Ç., Balkan, F., Horzum, M. B, & Kıyıcı, M. (2002). Science education and constructivist approach. The Turkish Online Journal of Educational Technology (TOJET), 1 (1), 41-47.
  • Karadeniz, O., & Ata, B. (2013). The Students Interviews On The Use Of The Project Fair In Social Studies Lesson. Adıyaman University Journal of Social Sciences Institute, Social Studies Education Special Issue, 6 (14), 375-410.
  • Kahraman, Ü. (2019). TUBITAK 4006 Science Fair Has An Effect On Scientist Image Of Students. Master Thesis. Ağrı İbrahim Çeçen University Graduate School of Natural and Applied Sciences, Ağrı.
  • Keçeci, G., Kırbağ Zengin, F., & Alan, B. (2017). Science festival attitude scale: validity and reliability study. International Journal Of EurasiaSocialSciences , 8 (27), 562-575.
  • Korur, F., Taşkın, G., İldemir, G., Acar, B., Üstündağ, T., Tıraş, O., & Yıldırım, M. Z. (2014). Adapting My Science Skills Scale to Determine the Perceptions of Students’ Skills after Hands-on Activities. Mehmet Akif Ersoy University Journal of Education Faculty, 30, 95-117.
  • Kural, N., & Nakiboğlu, C. (2020). Examination of experienced chemistry teachers' opinions on TUBITAK 4006 science fairs programs. Turkey Chemical Society Journal of Section C: Chemistry Education (JOTCSC), 5(1), 71-94.
  • Küfrevioğlu, M. R., Baydaş, Ö. &Göktaş, Y. (2011). Objectives, Challenges and Suggestions of Project and Skill Competitions. 5th International Computer & Instructional Technologies Symposium, Fırat University, Elazığ.
  • MNE (2018). Science Course Curriculum (Primary and Secondary School 3,4,5,6,7 and 8th Grades) . Ministry of National Education Board of Education and Discipline, Ankara.
  • Miles, M. B., & Huberman, A. M. (2015). Qualitative data analysis: An expanded Sourcebook(Translated by: Sadegül Akbaba Altun - Ali Ersoy). Ankara: Pegem Academy.
  • Morgil, İ. (1990). Science education in our country, problems and suggestions. Hacettepe University Journal of Education, 5, 21-27.
  • Oğuz Ünver, A., Arabacıoğlu, S. &Okulu, H. Z. (2015). Teachers’ Thoughts about The Guidance Process of ‘This is My Work Project Competition’. MSKU Journal of Education, 2(2), 12-35.
  • Okuyucu, M. A., (2019). Teacher and student opinions concerning 4006-TUBITAK Science Fair. International Journal of SocialSciencesandEducationResearch, 5 (2), 202-218.
  • Özel, M., & Akyol, C. (2016). Problems, Reasons, and Solutions Faced in Preparing Projects. Journal of Gazi Faculty of Education, 36 (1): 141-173.
  • Sontay, G., Anar, F., & Karamustafaoğlu, O. (2019). Opinions of Secondary School Students Attending 4006-TUBITAK Science Fair about Science Fair. International e-Journal of EducationalStudies(IEJES), 3 (5), 16-28.
  • Soyuçok, H. (2018). Views Of Different Participants In Studies About Science Projects Prepared In Scope Of TUBITAK 4006 Scientific Fairs. Master Thesis. Ağrı İbrahim Çeçen University Graduate School of Natural and Applied Sciences, Ağrı.
  • Şahin, Ş. (2012). The Effect of Science Fairs on the 10th Grade Students’ Attitude Towards Chemistry. Usak University Journal of Social Sciences, 5 (1), 89-103.
  • Tekbıyık, A., Şeyihoğlu, A., Sezen Vekli, G., and Birinci Konur, K. (2013). Influence Of A Science Camp Based On Active Learning On Students. The Journal of Academic Social Science Studies, 6 (1), 1383-1406.
  • Tezcan, S., & Gülperçin, N. (2008). The outlook of the participants joining the Science Fair and Education and Science Festival in Izmir. Turkish Journal of Entomology, 32 (2), 103-113.
  • Tortop, H. S. (2013). Overview Of A National Science Fair In Turkey From The Focus On Administrators’, Teachers’, Students’ Views And Quality Of Science Projects. Adıyaman University journal of Social Sciences Institute, 6 (11), 255-308.
  • TÜBİTAK, (2015a). Science fairs guide for teachers. http://www.TUBITAK.gov.tr/sites/default/files/TUBITAK_kilavuz_ogretmen_0.pdf.
  • TÜBİTAK, (2015b). Science Fairs Guide for Students. http://www.TUBITAK.gov.tr/sites/default/files/TUBITAK_brosur_ogrenci.pdf
  • Ural Keleş, P., & Soyuçok, H. (2020). The Views of The Students Who Attend TUBITAK 4006 Science Fairs with Science Projects on Science Fairs. Trakya Journal of Education, 10 (2), 361-377.
  • Yavuz, S., Büyükekşi, C., &Işık Büyükekşi, S. (2014). Effect of Science Fair on Epistemological Beliefs. Karaelmas Journal of Educational Sciences, 2, 168-174.
  • Yıldırım, H. İ. and Şensoy, Ö. (2016). The effect of science festivals on 6th grade students' attitudes towards science lesson. Turkish Journal of Educational Sciences, 14 (1), 23-40.
  • Yıldırım, H. İ. (2018). The Effect of Science Fairs on the 6th Grade Students’ Problem Solving Skills. Trakya University Journal of Education Faculty, 8 (2), 390-409.
  • Yıldız, Z. (2012). The Effect Of Project Based Learning Approach To High School Students' Level Of Creative Thinking, Problem Solving, Taking Academic Risk. Master Thesis. Gazi University Graduate School of Educational Sciences, Ankara.
  • Yıldırım, A., & Şimşek, H. (2016). Qualitative Research Methods in Social Sciences (10th edition). Ankara: Seçkin Publishing.
  • Yılmaz, F. N. (2015). The effect of project based learning method on the 6th graders' achievement and scientific process skills in science education. Master Thesis. Pamukkale University Graduate School of Educational Sciences, Denizli.

Evaluation of Science Projects in TUBITAK 4006 Science Fairs: The Case of Kayseri Province

Yıl 2021, , 90 - 114, 31.12.2021
https://doi.org/10.46762/mamulebd.980340

Öz

The research is aimed to evaluate the 4006 Science fairs of the Scientific and Technological Research Council of Turkey (TUBITAK) in the light of the opinions of students, science teachers, audiences, and provincial representatives. The phenomenology pattern of the qualitative research method was used. The research was conducted with five students, five science teachers, two audiences, and a provincial representative. Data were collected with semi-structured interview forms prepared by the researcher. Content analysis was used in the analysis of the data. Direct quotations from the participants were included in the findings. While it was determined that the participants were satisfied with the science fairs, it was concluded that the science fairs contributed to the problem-solving skills of the students, increased their self-confidence, attitudes, and academic success, the project subjects were determined according to the students' wishes and interests, and the exhibited projects were quality projects. In addition, suggestions were made to carry out studies to increase the number of visitors and to add a "project training" course to the curriculum.

Kaynakça

  • Akay, C. (2013). The Opinions Of The Secondary School Students Towards Science Concept Following TÜBİTAK 4004 “Learning By Doing Summer Science School, Mersin University Faculty of Education Journal, 9 (2), 326-338.
  • Akpınar, E., Yıldız, E., Akpınar, D. and Ergin, Ö. (2008). Projects in science education and reflections on science fairs. Contemporary Education Journal, 33 (351), 14-20.
  • Atalmış, E. H, Selçuk, G., & Ataç, A. (2018). Administrator, executive and student views on TÜBİTAK 4006 projects,Journal of Kırşehir Education Faculty, 19 (3), 1999-2020.
  • Avcı, E. and Su Özenir, Ö. (2018). Evaluation of Science Fair Process from Project Coordinator Teachers’ Point of View. Elementary Education Online, 17 (3), 1672-1690.
  • Aydın, M., & Çepni, S. (2011). Investigation of teachers' meeting their needs with a support program on project-based teaching method (PBL) developed for science and technology teachers. Journal of Turkish Science Education, (8), 55- 68.
  • Aydın, M., Bacanak, A., & Çepni, S. (2013). Analysis of Science and Technology Teachers' Needs Related with Project-Based Teaching Method (PBTM). Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 7, 1-31.
  • Babaoğlan Özdemi̇r, B., & Babaoğlan, B. (2019). The scientific process skills of the 6th grade students of TUBITAK 4006 science fairs and their relationship with the attitudes towards science course. Journal of Research in Informal Environments, 4(1), 22-36
  • Balcı, A. S. (2007). Effect of applying constructivism in science teaching. Master Thesis. Selçuk University, Graduate School of Natural and Applied Sciences, Konya.
  • Balcı, E. (2019). Assesment Of TUBITAK 4006 Science Fair: Polatlı Sample. Master Thesis. Bolu Abant İzzet Baysal University, Institute of Educational Sciences, Bolu.
  • Bencze, J. L., & Bowen, G. M. (2009). A nationalsciencefair: exhibitingsupportfortheknowledgeeconomy. International Journal of Science Education, 31 (18), 2459-2483.
  • Benzer, S., and Evrensel, E. (2019). Students’ Views About TUBITAK 4006 Science Fair. Journal of STEAM Education, 2 (2), 28-38.
  • Birinci Konur, K., Şeyihoğlu, A., Sezen, G. ve Tekbıyık, A. (2011). Evaluation of a science camp: Enjoyable discovery of my sterious world. Educational Sciences: Theory & Practice, 11(3), 1602-1607.
  • Bolat, A., Bacanak, A., Kaşıkçı, Y., & Değirmenci, S. (2014). The Views of Teachers and Students About Project of “This is My Work”. Journal of Research in Education and Teaching, 3 (4), 100-110.
  • Bulunuz, İ. (2011). Evaluation of Science Teacher Candidates' Experiences on Scientific Research Projects in Past Education Levels. Journal of Turkish Science Education, 8 (4), 74–85.
  • Bulut, S. and Caner, Ö. (2018). The Effects of the Festival Process on the High School Students in the Science Festival. Akdeniz Journal of Education, 1 (2), 148-159.
  • Bunderson, E.D., and Anderson, T. (1996). Preserviceelementary teachersattitudestowardtheirpastexperiencewithsciencefairs. School Scienceand Mathematics, 96 (7), 371-377.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş. and Demirel, F. (2016). Scientific research methods (22nd Edition). Ankara: Pegem Academy.
  • Camcı, S. (2008). Comparison of students’ perceptions and images of science and scientists among whom participated the science fairs and who have not. Master Thesis. Hacettepe University Graduate School of Social Sciences, Ankara.
  • Creswell, J. W. (2016). Research Methods: Qualitative Research and Research Design According to Five Approaches (3rd edition) (Mesut Bütün and Selçuk Beşir Demir , Trans. Ed.). Ankara: Siyasi Bookstore.
  • Çolakoğlu, M. (2018). The Contribution of TÜBİTAK 4006 science fairs towards education and training. Journal of STEAM Education, 1(1), 48-63.
  • Dede, A. (2019). Evaluation Of 4006 TUBITAK Science Fairs For Science Teachers. Master's thesis. Recep Tayyip Erdogan University Graduate School of Natural and Applied Sciences, Rize.
  • Dionne, L., Reis, G., Trudel, L., Guillet, G., Kleine, L., & Hancianu, C. (2012). Students' sources of motivationforparticipating in sciencefairs: an exploratorystudywithintheCanada-widesciencefair 2008. International Journal of ScienceandMathematicsEducation, 10 (3), 669-693.
  • Durant, J. (2013). The role of sciencefestivals. Proceedings of the National Academy of Sciences, 110 (8), 2681-2681.
  • Durmaz, H., Oğuzhan Dinçer, E., & Osmanoğlu, A. (2017). The Effect of Science Fair on Prospective Teachers’ Attitude towards Science Teaching and Students’ towards Science. Trakya Journal of Education, 7 (2), 364-378.
  • Eymirlioğlu, F. (2019). Investigation of Science Fairs Effects on Competence for Learning Science and Motivation towards Science. Master Thesis. Burdur Mehmet Akif Ersoy University Graduate School of Educational Sciences, Burdur.
  • Fisanick, L.M. (2010). A descriptive study of the middle school science teacher behavior for required student participation in science fair competitions . Doctoral Thesis. Pennsylvania University. Indiana.
  • Fraenkel, J. R., & Wallen, N. E. (2009). How to design and evaluate research in education (7th Edition). Boston, McGraw-Hill.
  • Gibson, H. L., & Chase, C. (2002). Longitudinalimpact of an inquiry-basedscience program on middleschoolstudents' attitudestowardscience. WileyPeriodicals, Inc , 693-705.
  • Gomez, K. (2007). Negotiating discourses: Sixth-grade students’ use of multiple science discourses during a science fair presentation. Linguistics and Education, 18, 41–64.
  • Gülgün, C., Yılmaz, A., Avan, Ç., Ertuğrul Akyol, B., & Doğanay, K. (2019). Determination of the Views of Primary, Secondary School Students’ and Workshops Leaders’ for the Science Fairs Supported by TUBITAK (4007). Journal of STEAM Education, 2 (1), 52-67.
  • Güven, İ. (2013). Evaluation of prospective science and technology teachers’ experiences of project management. Hacettepe University Journal of Education, Special Issue(1), 204-218.
  • İşman, A., Baytekin, Ç., Balkan, F., Horzum, M. B, & Kıyıcı, M. (2002). Science education and constructivist approach. The Turkish Online Journal of Educational Technology (TOJET), 1 (1), 41-47.
  • Karadeniz, O., & Ata, B. (2013). The Students Interviews On The Use Of The Project Fair In Social Studies Lesson. Adıyaman University Journal of Social Sciences Institute, Social Studies Education Special Issue, 6 (14), 375-410.
  • Kahraman, Ü. (2019). TUBITAK 4006 Science Fair Has An Effect On Scientist Image Of Students. Master Thesis. Ağrı İbrahim Çeçen University Graduate School of Natural and Applied Sciences, Ağrı.
  • Keçeci, G., Kırbağ Zengin, F., & Alan, B. (2017). Science festival attitude scale: validity and reliability study. International Journal Of EurasiaSocialSciences , 8 (27), 562-575.
  • Korur, F., Taşkın, G., İldemir, G., Acar, B., Üstündağ, T., Tıraş, O., & Yıldırım, M. Z. (2014). Adapting My Science Skills Scale to Determine the Perceptions of Students’ Skills after Hands-on Activities. Mehmet Akif Ersoy University Journal of Education Faculty, 30, 95-117.
  • Kural, N., & Nakiboğlu, C. (2020). Examination of experienced chemistry teachers' opinions on TUBITAK 4006 science fairs programs. Turkey Chemical Society Journal of Section C: Chemistry Education (JOTCSC), 5(1), 71-94.
  • Küfrevioğlu, M. R., Baydaş, Ö. &Göktaş, Y. (2011). Objectives, Challenges and Suggestions of Project and Skill Competitions. 5th International Computer & Instructional Technologies Symposium, Fırat University, Elazığ.
  • MNE (2018). Science Course Curriculum (Primary and Secondary School 3,4,5,6,7 and 8th Grades) . Ministry of National Education Board of Education and Discipline, Ankara.
  • Miles, M. B., & Huberman, A. M. (2015). Qualitative data analysis: An expanded Sourcebook(Translated by: Sadegül Akbaba Altun - Ali Ersoy). Ankara: Pegem Academy.
  • Morgil, İ. (1990). Science education in our country, problems and suggestions. Hacettepe University Journal of Education, 5, 21-27.
  • Oğuz Ünver, A., Arabacıoğlu, S. &Okulu, H. Z. (2015). Teachers’ Thoughts about The Guidance Process of ‘This is My Work Project Competition’. MSKU Journal of Education, 2(2), 12-35.
  • Okuyucu, M. A., (2019). Teacher and student opinions concerning 4006-TUBITAK Science Fair. International Journal of SocialSciencesandEducationResearch, 5 (2), 202-218.
  • Özel, M., & Akyol, C. (2016). Problems, Reasons, and Solutions Faced in Preparing Projects. Journal of Gazi Faculty of Education, 36 (1): 141-173.
  • Sontay, G., Anar, F., & Karamustafaoğlu, O. (2019). Opinions of Secondary School Students Attending 4006-TUBITAK Science Fair about Science Fair. International e-Journal of EducationalStudies(IEJES), 3 (5), 16-28.
  • Soyuçok, H. (2018). Views Of Different Participants In Studies About Science Projects Prepared In Scope Of TUBITAK 4006 Scientific Fairs. Master Thesis. Ağrı İbrahim Çeçen University Graduate School of Natural and Applied Sciences, Ağrı.
  • Şahin, Ş. (2012). The Effect of Science Fairs on the 10th Grade Students’ Attitude Towards Chemistry. Usak University Journal of Social Sciences, 5 (1), 89-103.
  • Tekbıyık, A., Şeyihoğlu, A., Sezen Vekli, G., and Birinci Konur, K. (2013). Influence Of A Science Camp Based On Active Learning On Students. The Journal of Academic Social Science Studies, 6 (1), 1383-1406.
  • Tezcan, S., & Gülperçin, N. (2008). The outlook of the participants joining the Science Fair and Education and Science Festival in Izmir. Turkish Journal of Entomology, 32 (2), 103-113.
  • Tortop, H. S. (2013). Overview Of A National Science Fair In Turkey From The Focus On Administrators’, Teachers’, Students’ Views And Quality Of Science Projects. Adıyaman University journal of Social Sciences Institute, 6 (11), 255-308.
  • TÜBİTAK, (2015a). Science fairs guide for teachers. http://www.TUBITAK.gov.tr/sites/default/files/TUBITAK_kilavuz_ogretmen_0.pdf.
  • TÜBİTAK, (2015b). Science Fairs Guide for Students. http://www.TUBITAK.gov.tr/sites/default/files/TUBITAK_brosur_ogrenci.pdf
  • Ural Keleş, P., & Soyuçok, H. (2020). The Views of The Students Who Attend TUBITAK 4006 Science Fairs with Science Projects on Science Fairs. Trakya Journal of Education, 10 (2), 361-377.
  • Yavuz, S., Büyükekşi, C., &Işık Büyükekşi, S. (2014). Effect of Science Fair on Epistemological Beliefs. Karaelmas Journal of Educational Sciences, 2, 168-174.
  • Yıldırım, H. İ. and Şensoy, Ö. (2016). The effect of science festivals on 6th grade students' attitudes towards science lesson. Turkish Journal of Educational Sciences, 14 (1), 23-40.
  • Yıldırım, H. İ. (2018). The Effect of Science Fairs on the 6th Grade Students’ Problem Solving Skills. Trakya University Journal of Education Faculty, 8 (2), 390-409.
  • Yıldız, Z. (2012). The Effect Of Project Based Learning Approach To High School Students' Level Of Creative Thinking, Problem Solving, Taking Academic Risk. Master Thesis. Gazi University Graduate School of Educational Sciences, Ankara.
  • Yıldırım, A., & Şimşek, H. (2016). Qualitative Research Methods in Social Sciences (10th edition). Ankara: Seçkin Publishing.
  • Yılmaz, F. N. (2015). The effect of project based learning method on the 6th graders' achievement and scientific process skills in science education. Master Thesis. Pamukkale University Graduate School of Educational Sciences, Denizli.
Toplam 59 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Zeliha Gökçe

Emine Güneri 0000-0002-3475-8229

Yayımlanma Tarihi 31 Aralık 2021
Yayımlandığı Sayı Yıl 2021

Kaynak Göster

APA Gökçe, Z., & Güneri, E. (2021). Evaluation of Science Projects in TUBITAK 4006 Science Fairs: The Case of Kayseri Province. Maarif Mektepleri Uluslararası Eğitim Bilimleri Dergisi, 5(2), 90-114. https://doi.org/10.46762/mamulebd.980340

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