This study it is aimed at investigating the views of science and classroom teacher candidates reg... more This study it is aimed at investigating the views of science and classroom teacher candidates regarding socio-scientific issues and their competencies in using socio-scientific issues in science and technology teaching. Qualitative research approach was adopted in the study and criterion sampling technique was used in determining the participants. The data of the present study were gathered through a questionnaire that included five open-ended questions. The data of the research were gathered in Summer School at the 2009-2010 academic years and were analyzed through descriptive analyses. It was found out that teacher candidates conceptualize socio-scientific issue phenomenon in different ways. When the definitions are generally examined, it is seen that the features of socio-scientific issues are current events, having a scientific basis and an effect on individual and societal life. Teacher candidates state that they are incompetent in making use of socio-scientific issues in science and technology teaching.
spring semester participated in the study. Percentage, frequency and Chi-Square techniques were e... more spring semester participated in the study. Percentage, frequency and Chi-Square techniques were employed in the analysis of the data. The results of the study revealed that students primarily prefer Internet sources for their assignments and the number and type of assignments are found to be related to plagiarizing from Internet. While more than half of the teacher candidates thought that plagiarism from the Internet may result in repeating the course, nearly half of them stated that it would be appropriate to use homework, documents or sources from the Internet with modification in their own assignments. The tendency of teacher candidates concerning plagiarism from Internet was found out to be related to the variables originated from the instructor. The results obtained from the study suggest that students can be informed about developing ethics awareness and computer programs detecting plagiarism. Instructors should specify their expectations clearly in order to prevent plagiarism in assignments. Students may also be informed about the consequences of the plagiarism from Internet.
Recent dissemination of brain-based research on how students learn and how they learn science bes... more Recent dissemination of brain-based research on how students learn and how they learn science best has focused our research on how children construct their knowledge, think about their learning, and the context in which meaningful learning takes place. Two of the articles in this issue of EJSE utilize this research to better understand children's construction of meaning and learning in science. But, as science education researchers we have long known that the single most influential factor for students' learning in schools is the classroom teacher. Studying teaching practices that support children's learning as we understand it today is critical for teacher formation and development. As Sherwood and Hanson remind us in their analysis of recent NSF funding, more financial support is needed from the science community for these studies.
ABSTRACT: The purpose of the environmental education is to educate individuals as environment fri... more ABSTRACT: The purpose of the environmental education is to educate individuals as environment friendly persons who are sensitive to their environments and who have positive attitudes and behaviors towards environmental issues. Due to its being compulsory and main ...
Bu araştırmanın amacı öğretmen adaylarının kopya çekme davranışlarının nedenlerini
incelemektir. ... more Bu araştırmanın amacı öğretmen adaylarının kopya çekme davranışlarının nedenlerini incelemektir. Araştırma olgubilim deseni kullanılarak gerçekleştirilmiş ve araştırmada betimsel olgubilim yaklaşımı benimsenmiştir. Araştırma katılımcılarını Türkiye’nin batısında yer alan bir devlet üniversitesinin eğitim fakültesi öğrencileri oluşturmaktadır. Araştırma verileri 1’i kadın 6 öğretmen adayından derinlemesine görüşme tekniği kullanılarak elde edilmiş ve tematik analiz tekniği ile çözümlenmiştir. Verilerin tematik analizi sonucunda katılımcıların kopya çekme nedenlerine ilişkin bireysel etmenler ve çevresel etmenler temaları oluşturulmuştur. Katılımcıları kopya çekmeye yönlendiren bireysel etmenler kişisel özellikler, akademik kazanç sağlama ve zayıf öz yeterlik algısıdır. Çevresel etmenler ise öğretim elemanlarının eylemleri ve özellikleri, sınavlara dayalı sistem ve sınavların içeriği, derslerin içerik yapısı, akranların etkisi, kurumsal özellikler ve aile beklentisi nedenlerinden oluşmaktadır.
The aim of present study is to understand the reasons of pre-service teachers for academic cheating. The study used phenomenological design and descriptive phenomenological approach was adapted. The participants were selected by using homogenous sampling strategy and data were collected through in depth interviews from six volunteer pre-service teachers which are a woman and five men. In analysis of the research data, thematic analysis approach was utilized. As a result of the analysis, two themes were constructed to explain the reasons for cheating that are personal factors and environmental factors. The personal factors are comprised of personal characteristics, academic gains and insufficient self-perception. The environmental factors affecting cheating behaviors are instructor’s attitudes and behaviors, exam-based evaluation system, the role of courses, peer effect, institutional features and family expectations.
This study it is aimed at investigating the views of science and classroom teacher candidates reg... more This study it is aimed at investigating the views of science and classroom teacher candidates regarding socio-scientific issues and their competencies in using socio-scientific issues in science and technology teaching. Qualitative research approach was adopted in the study and criterion sampling technique was used in determining the participants. The data of the present study were gathered through a questionnaire that included five open-ended questions. The data of the research were gathered in Summer School at the 2009-2010 academic years and were analyzed through descriptive analyses. It was found out that teacher candidates conceptualize socio-scientific issue phenomenon in different ways. When the definitions are generally examined, it is seen that the features of socio-scientific issues are current events, having a scientific basis and an effect on individual and societal life. Teacher candidates state that they are incompetent in making use of socio-scientific issues in science and technology teaching.
spring semester participated in the study. Percentage, frequency and Chi-Square techniques were e... more spring semester participated in the study. Percentage, frequency and Chi-Square techniques were employed in the analysis of the data. The results of the study revealed that students primarily prefer Internet sources for their assignments and the number and type of assignments are found to be related to plagiarizing from Internet. While more than half of the teacher candidates thought that plagiarism from the Internet may result in repeating the course, nearly half of them stated that it would be appropriate to use homework, documents or sources from the Internet with modification in their own assignments. The tendency of teacher candidates concerning plagiarism from Internet was found out to be related to the variables originated from the instructor. The results obtained from the study suggest that students can be informed about developing ethics awareness and computer programs detecting plagiarism. Instructors should specify their expectations clearly in order to prevent plagiarism in assignments. Students may also be informed about the consequences of the plagiarism from Internet.
Recent dissemination of brain-based research on how students learn and how they learn science bes... more Recent dissemination of brain-based research on how students learn and how they learn science best has focused our research on how children construct their knowledge, think about their learning, and the context in which meaningful learning takes place. Two of the articles in this issue of EJSE utilize this research to better understand children's construction of meaning and learning in science. But, as science education researchers we have long known that the single most influential factor for students' learning in schools is the classroom teacher. Studying teaching practices that support children's learning as we understand it today is critical for teacher formation and development. As Sherwood and Hanson remind us in their analysis of recent NSF funding, more financial support is needed from the science community for these studies.
ABSTRACT: The purpose of the environmental education is to educate individuals as environment fri... more ABSTRACT: The purpose of the environmental education is to educate individuals as environment friendly persons who are sensitive to their environments and who have positive attitudes and behaviors towards environmental issues. Due to its being compulsory and main ...
Bu araştırmanın amacı öğretmen adaylarının kopya çekme davranışlarının nedenlerini
incelemektir. ... more Bu araştırmanın amacı öğretmen adaylarının kopya çekme davranışlarının nedenlerini incelemektir. Araştırma olgubilim deseni kullanılarak gerçekleştirilmiş ve araştırmada betimsel olgubilim yaklaşımı benimsenmiştir. Araştırma katılımcılarını Türkiye’nin batısında yer alan bir devlet üniversitesinin eğitim fakültesi öğrencileri oluşturmaktadır. Araştırma verileri 1’i kadın 6 öğretmen adayından derinlemesine görüşme tekniği kullanılarak elde edilmiş ve tematik analiz tekniği ile çözümlenmiştir. Verilerin tematik analizi sonucunda katılımcıların kopya çekme nedenlerine ilişkin bireysel etmenler ve çevresel etmenler temaları oluşturulmuştur. Katılımcıları kopya çekmeye yönlendiren bireysel etmenler kişisel özellikler, akademik kazanç sağlama ve zayıf öz yeterlik algısıdır. Çevresel etmenler ise öğretim elemanlarının eylemleri ve özellikleri, sınavlara dayalı sistem ve sınavların içeriği, derslerin içerik yapısı, akranların etkisi, kurumsal özellikler ve aile beklentisi nedenlerinden oluşmaktadır.
The aim of present study is to understand the reasons of pre-service teachers for academic cheating. The study used phenomenological design and descriptive phenomenological approach was adapted. The participants were selected by using homogenous sampling strategy and data were collected through in depth interviews from six volunteer pre-service teachers which are a woman and five men. In analysis of the research data, thematic analysis approach was utilized. As a result of the analysis, two themes were constructed to explain the reasons for cheating that are personal factors and environmental factors. The personal factors are comprised of personal characteristics, academic gains and insufficient self-perception. The environmental factors affecting cheating behaviors are instructor’s attitudes and behaviors, exam-based evaluation system, the role of courses, peer effect, institutional features and family expectations.
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Papers by Muhammet özden
incelemektir. Araştırma olgubilim deseni kullanılarak gerçekleştirilmiş ve araştırmada
betimsel olgubilim yaklaşımı benimsenmiştir. Araştırma katılımcılarını Türkiye’nin batısında
yer alan bir devlet üniversitesinin eğitim fakültesi öğrencileri oluşturmaktadır. Araştırma
verileri 1’i kadın 6 öğretmen adayından derinlemesine görüşme tekniği kullanılarak elde
edilmiş ve tematik analiz tekniği ile çözümlenmiştir. Verilerin tematik analizi sonucunda
katılımcıların kopya çekme nedenlerine ilişkin bireysel etmenler ve çevresel etmenler temaları
oluşturulmuştur. Katılımcıları kopya çekmeye yönlendiren bireysel etmenler kişisel özellikler,
akademik kazanç sağlama ve zayıf öz yeterlik algısıdır. Çevresel etmenler ise öğretim
elemanlarının eylemleri ve özellikleri, sınavlara dayalı sistem ve sınavların içeriği, derslerin
içerik yapısı, akranların etkisi, kurumsal özellikler ve aile beklentisi nedenlerinden
oluşmaktadır.
The aim of present study is to understand the reasons of pre-service teachers for academic
cheating. The study used phenomenological design and descriptive phenomenological
approach was adapted. The participants were selected by using homogenous sampling strategy
and data were collected through in depth interviews from six volunteer pre-service teachers
which are a woman and five men. In analysis of the research data, thematic analysis approach
was utilized. As a result of the analysis, two themes were constructed to explain the reasons for
cheating that are personal factors and environmental factors. The personal factors are
comprised of personal characteristics, academic gains and insufficient self-perception. The
environmental factors affecting cheating behaviors are instructor’s attitudes and behaviors,
exam-based evaluation system, the role of courses, peer effect, institutional features and family
expectations.
incelemektir. Araştırma olgubilim deseni kullanılarak gerçekleştirilmiş ve araştırmada
betimsel olgubilim yaklaşımı benimsenmiştir. Araştırma katılımcılarını Türkiye’nin batısında
yer alan bir devlet üniversitesinin eğitim fakültesi öğrencileri oluşturmaktadır. Araştırma
verileri 1’i kadın 6 öğretmen adayından derinlemesine görüşme tekniği kullanılarak elde
edilmiş ve tematik analiz tekniği ile çözümlenmiştir. Verilerin tematik analizi sonucunda
katılımcıların kopya çekme nedenlerine ilişkin bireysel etmenler ve çevresel etmenler temaları
oluşturulmuştur. Katılımcıları kopya çekmeye yönlendiren bireysel etmenler kişisel özellikler,
akademik kazanç sağlama ve zayıf öz yeterlik algısıdır. Çevresel etmenler ise öğretim
elemanlarının eylemleri ve özellikleri, sınavlara dayalı sistem ve sınavların içeriği, derslerin
içerik yapısı, akranların etkisi, kurumsal özellikler ve aile beklentisi nedenlerinden
oluşmaktadır.
The aim of present study is to understand the reasons of pre-service teachers for academic
cheating. The study used phenomenological design and descriptive phenomenological
approach was adapted. The participants were selected by using homogenous sampling strategy
and data were collected through in depth interviews from six volunteer pre-service teachers
which are a woman and five men. In analysis of the research data, thematic analysis approach
was utilized. As a result of the analysis, two themes were constructed to explain the reasons for
cheating that are personal factors and environmental factors. The personal factors are
comprised of personal characteristics, academic gains and insufficient self-perception. The
environmental factors affecting cheating behaviors are instructor’s attitudes and behaviors,
exam-based evaluation system, the role of courses, peer effect, institutional features and family
expectations.