Papers by Jazlin Ebenezer
Çalık, M., Özsevgeç, T., Küçük, Z., Aytar, A., Artun, H., Kolaylı, T., Kiryak, Z., Ültay, N., Turan, B., Ebenezer, J. and Coştu, B. Analyzing Senior Science Students’ Environmental Research Projects of Scientific Inquiry: A Preliminary Study. 4th World Conference of Educational Sciences
Research in Science & Technological Education, 2009
The study aims to demonstrate evidence of (a) students’ conceptual change on solution rates; (b) ... more The study aims to demonstrate evidence of (a) students’ conceptual change on solution rates; (b) students’ sub‐microscopic explanations of dissolution; and (c) retention of the concepts of solution rates. The sample consists of 44 Grade 9 students (18 boys and 26 girls) drawn purposively from two different classes (22 each) in the city of Trabzon, Turkey. The current study incorporates
Science Education, 2001
In this article, we examine first-year chemical engineering students' conceptions of the energy c... more In this article, we examine first-year chemical engineering students' conceptions of the energy changes taking place in dissolution. Students were individually interviewed with three tasks in which three different salts were dissolved in water, and 17 transcripts were analyzed using a phenomenographic methodology. Four descriptive categories of energy in dissolution were discerned: (a) you give energy (n = 1); (b) water gives energy (n = 17); (c) salt gives off energy (n = 13); and (d) reaction gives off energy (n = 7). Four students gave the same explanation for all three tasks, but more students used the same explanation for two of the tasks: four for Tasks A and B, four for Tasks B and C, and eight for Tasks A and C. Moreover, "salt gives off energy" was the most common explanation for Tasks A and B (n = 3), "reaction gives off energy" for Tasks B and C (n = 3), and "water gives energy" for Tasks A and C (n = 8). Four of the students showed variations of conception within tasks. Students described the solution process of all three tasks using a range of concepts, including previously learned chemical concepts. Even where students used the same chemical concepts in each of the tasks, they did not always give the same meaning to the concepts they used. The phenomenographic categories explanations given by students were used as a basis for developing an approach to teaching energy in solution processes. It is argued that this approach of using phenomenographic categories described at a collective level as a basis for discourse for constructing common knowledge should be used in teaching. It is proposed that a future study must be conducted to develop new trajectories students take to arrive at common knowledge and to understand how to move learners from their personal conceptions to plausible models in solution chemistry
Science Education, 1996
This study identified a number of conceptions of solubility elicited from grade 11 students in in... more This study identified a number of conceptions of solubility elicited from grade 11 students in individual interviews. These conceptions were grouped into six categories related to the students' preferred explanations for solubility phenomena: (a) physical transformation from solid to liquid; (b) ...
School Science and Mathematics, 1993
Research in Science & Technological Education, 2002
The purpose of this study was to explore the relationship between the descriptive categories and ... more The purpose of this study was to explore the relationship between the descriptive categories and structural characteristics of students' conceptions so that a theoretical framework may be developed to explain and predict students' alternative conceptions in science. The data source for this study consisted of grade 7 and grade 12 students' written accounts of 'solutions'. The data were analysed independently
Journal of Science Education and Technology, 2014
Journal of Science Education and Technology, 2012
Page 1. One Science Teacher's Professional Development Experience: A Case Study Expl... more Page 1. One Science Teacher's Professional Development Experience: A Case Study Exploring Changes in Students' Perceptions of Their Fluency with Innovative Technologies Jazlin Ebenezer Russell Columbus Osman ...
Journal of Science Education and Technology, 2010
This study describes the characteristics of pre-service teachers’ discourse on a WebCT Bulletin B... more This study describes the characteristics of pre-service teachers’ discourse on a WebCT Bulletin Board in their investigations of local streams in an integrated mathematics and science course. A qualitative analysis of data revealed that the pre-service teachers conducted collaborative discourse in framing their research questions, conducting research and writing reports. The science teacher educator provided feedback and carefully crafted prompts
Journal of Science Education and Technology, 2005
This study has reviewed the last two decades of student conception research in solution chemistry... more This study has reviewed the last two decades of student conception research in solution chemistry pertaining to aims, methods of exploring students' conception, general knowledge claims, students' conceptions and difficulties, and conceptual change studies. The aims of solution chemistry studies have been to assess students' understanding level of solution chemistry and in some studies compare understanding based on age and year at school or college. The methods of exploring students' conceptions consisted of interviews, paper and pencil surveys (open-ended questions and multiple-choice questions), free writing and drawings and the validity of these methods have been highlighted. The general knowledge claims synthesized in this study are students' (a) attending to mechanical events, (b) preference for everyday language usage over chemical language, (c) confusing solution chemistry with non-related concepts, (d) lack of sub-microscopic explanation for macroscopic observation, (e) difficulty with visualizing and representing sub-microscopic ideas, (f) difficulty with symbolic representations, (g) inconsistent explanations, (h) development of student understanding with age, and (i) development of conservation reasoning with age. To incorporate students' conceptions, conceptual change studies have used strategies such as worksheet, analogy, collaboratively working with a teacher, hypermedia, and group exploration. The results of conceptual change studies generally have had a positive impact enabling students to consider their ideas and develop plausible models of solution chemistry. For improvement of student learning in chemistry, this review of solution chemistry studies sheds light on teacher thinking and capacity building with respect to explicitly incorporating students' conceptions into chemistry curriculum; practicing research-based strategies; forging links among types of chemical knowledge; collaborating for experimental teaching; and conducting further research.
Journal of Science Education and Technology, 2000
This research study focuses on an electronic forum for building a community of pre-service teache... more This research study focuses on an electronic forum for building a community of pre-service teachers to reflect upon new directions in science teaching. The thesis of this paper is to model the notion of community building for teacher reflective practice. Through pre-service teachers' WebCT postings on "students' theories" in science, we provide evidence of how WebCT discussion board served as a forum for community building to carry out reflective practice. We conclude that WebCT discussion board can serve as a viable tool for building a community of reflective teachers. This study implies that WebCT and similar Internet electronic discussion tools may be effectively used for community building to carry out reflective dialogues in teacher education.
Journal of Research in Science Teaching, 1993
Grade 10 students' perceptions of classroom practices and activities, as well as their attitudes ... more Grade 10 students' perceptions of classroom practices and activities, as well as their attitudes toward science teaching and school science, were assessed in the Westend School District (pseudonym) in British Columbia, using both quantitative (statistics of Likert-type scales) and qualitative (critical interpretive analysis of interview data) methods. The major findings of the study were that students do not appreciate the most prevailing contemporary practices in science classes, perceived by them as mainly the copying of the teacher's notes, and that they prefer science teaching and learning in which they take an active and responsible part. Additionally, teaching style appears to be the major determinant of high school students' attitudes toward science and science teaching. No change in students' perceptions of and attitudes toward science teaching and school science (in 1989 compared with 1986) could be detected in spite of the impact made by the recently advocated constructivist and science-technology-society (STS) approaches on science curriculum and science education. It is argued, therefore, that more emphasis must be placed on the science teachers' role and their teaching style if an educational change in the constructivist/STS direction is to be achieved.
Journal of Research in Science Teaching, 2011
The purpose of this mixed-method study was to investigate the changes in high school students' pe... more The purpose of this mixed-method study was to investigate the changes in high school students' perceptions of fluency with innovative technologies (IT) and the levels of students' scientific inquiry abilities as a result of engaging students in long-term scientific research projects focusing on community-based environmental issues. Over a span of 3 years, a total of 125 ninth-through twelfth-grade students participated in this study. A project-specific Likertscale survey consisting of three parts (fluency with All Technologies, GPS/GIS, and CBL2/EasyData) was administered to all students as a pre-and post-test. At the end of the study, 45 students were randomly interviewed and asked to elaborate on the changes in their perceptions of fluency with IT. The results indicated statistically significant increases (p < 0.001) in students' perceptions of their fluency with IT. Qualitative analysis of students' interview results corroborated the statistical findings of students' changes in perceptions of their fluency with IT. Students' research papers based on the environmental studies conducted at the interface of classroom and community were analyzed using the Scientific Inquiry Rubrics, which consist of 11 criteria developed by the researchers. Results indicated the students' abilities to conduct scientific inquiry for 7 out of 11 criteria were at the proficient level. This study clearly points to the correlation between the development of IT fluency and ability levels to engage in scientific inquiry based on respective competencies. Ultimately, this research study recommends that students' IT fluency ought to be developed and assessed concurrently with an emphasis on contemporary higher order scientific inquiry abilities. ß
Journal of Research in Science Teaching, 2002
... Structural characteristics of university engineering students' conceptions of energy *. ... more ... Structural characteristics of university engineering students' conceptions of energy *. Xiufeng Liu 1 * , Jazlin Ebenezer 2 , Duncan M. Fraser 3. ...
Journal of Research in Science Teaching, 2010
... Other Resources. The effects of Common Knowledge Construction Model sequence of lessons on sc... more ... Other Resources. The effects of Common Knowledge Construction Model sequence of lessons on science achievement and relational conceptual change. Jazlin Ebenezer 1,* ,; Sheela Chacko 2 ,; Osman Nafiz Kaya 3 ,; Satya Kiran Koya 4 ,; Devairakkam Luke Ebenezer 5. ...
International Journal of Science and Mathematics Education, 2009
This article presents the findings of an international collaborative investigation into preservic... more This article presents the findings of an international collaborative investigation into preservice teachers' views on the nature of scientific knowledge development with respect to six elements: observations and inferences, tentativeness, scientific theories and laws, social and cultural embeddedness, creativity and imagination, and scientific methods. A total of 640 preservice teachers, 209 from the United States, 212 from China, and 219 from Turkey, participated in the study. The survey "Student Understanding of Science and Scientific Inquiry (SUSSI)", having a blend of Likert-type items and related open-ended questions, was used to gain a fuller understanding of the preservice teachers' views of the nature of scientific knowledge development. Across the three countries, the participants demonstrated better understanding of the tentative NOS aspect but less understanding of the nature of and relationship between scientific theories and scientific laws. The Chinese sample scored highest on five of the six Likert subscales, the USA sample demonstrated more informed views on observation and inference, and the Turkish preservice teachers possessed relatively more traditional views in all six NOS aspects. Conclusions and limitations of the present study as well as implications and recommendations for future studies, are also discussed.
hxlib.njnu.edu.cn
Page 1. Student Understanding of Science and Scientific Inquiry 1 Running Head: STUDENT UNDERSTAN... more Page 1. Student Understanding of Science and Scientific Inquiry 1 Running Head: STUDENT UNDERSTANDING OF SCIENCE AND SCIENTIFIC INQUIRY Student Understanding of Science and Scientific Inquiry (SUSSI): Revision ...
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A novice researcher modeled the Common Knowledge Construction Model (CKCM)(Ebenezer & Haggerty, 1... more A novice researcher modeled the Common Knowledge Construction Model (CKCM)(Ebenezer & Haggerty, 1999) in a 7th grade class by exploring and categorizing students' conceptions of how waste was produced in the human system. Based on ...
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Papers by Jazlin Ebenezer