Show/Hide Menu
Hide/Show Apps
Logout
Türkçe
Türkçe
Search
Search
Login
Login
OpenMETU
OpenMETU
About
About
Open Science Policy
Open Science Policy
Open Access Guideline
Open Access Guideline
Postgraduate Thesis Guideline
Postgraduate Thesis Guideline
Communities & Collections
Communities & Collections
Help
Help
Frequently Asked Questions
Frequently Asked Questions
Guides
Guides
Thesis submission
Thesis submission
MS without thesis term project submission
MS without thesis term project submission
Publication submission with DOI
Publication submission with DOI
Publication submission
Publication submission
Supporting Information
Supporting Information
General Information
General Information
Copyright, Embargo and License
Copyright, Embargo and License
Contact us
Contact us
The effect of explicit embedded reflective instruction on nature of science understandings in advanced science students
Date
2013-12-01
Author
Koksal, Mustafa Serdar
Çakıroğlu, Jale
Geban, Ömer
Metadata
Show full item record
This work is licensed under a
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
.
Item Usage Stats
206
views
0
downloads
Cite This
The purpose of this study is to investigate the effectiveness of explicit-embedded-reflective (EER) instruction in nature of science (NOS) understandings of ninth-grade advanced science students. This study was conducted with 71 students, who were divided into three groups, by using non-equivalent quasi-experimental design. In the treatment groups, the EER teaching was conducted, while in the comparison group NOS instruction was carried out in the same time interval by lecturing, demonstration and questioning strategies. Views on Nature of Science Questionnaire-Form C and follow-up interviews were used for data collection. Categorisation of the participants' profiles on aspects of the NOS was used for data analysis. According to the results, participants had misunderstandings about scientific methods', laws and theories' and observation and inference', while they had expert views on the role of creativity and imagination' in the beginning of the study. For changing naive NOS understandings, the EER approach was found to be effective.
Subject Keywords
Education
,
General Agricultural and Biological Sciences
URI
https://hdl.handle.net/11511/48423
Journal
JOURNAL OF BIOLOGICAL EDUCATION
DOI
https://doi.org/10.1080/00219266.2013.799080
Collections
Department of Mathematics and Science Education, Article
Suggestions
OpenMETU
Core
Novice and experienced science teachers’ conceptual knowledge of evolutionary theory within the context of micro-and macroevolution
Yesilyurt, Ezgi; Öztekin, Ceren; Çakıroğlu, Jale; Deniz, Hasan (Informa UK Limited, 2019-01-01)
The purpose of this study was to explore science teachers' conceptions about micro-and macro-evolutionary processes. In this study, a case study was employed to compare and contrast novice and experienced middle school science teachers' evolution conceptions. The data were collected using four micro-and macro-evolutionary scenarios alongside cognitive interviews. The findings illustrated that while the novice teacher mostly provided non-Darwinian explanations, the experienced teacher predominantly applied k...
The effect of explicit embedded reflective instruction on nature of science understandings, scientific literacy levels and achievement on cell unit
Köksal, Mustafa Serdar; Geban, Ömer; Department of Secondary Science and Mathematics Education (2010)
The purpose of this study is to investigate the effectiveness of explicit-embedded-reflective (EER) instruction on nature of science (NOS) understandings, scientific literacy levels and cell content knowledge of the ninth grade advanced science students. This study has been conducted with 71 students by using non-equivalent quasi-experimental design. In the treatment groups, the EER teaching has been conducted while NOS instruction in the comparison group for the same time interval has been done by lecture,...
The effect of multiple intelligences based instruction on 9th graders chemistry achievement and attitudes toward science
Bilgin (Köken), Elmas; Geban, Ömer; Department of Secondary Science and Mathematics Education (2006)
The main purpose of the study was to compare the effectiveness of multiple intelligences theory based instruction (MITBI) and traditional science instruction (TSI) on 9th grade students’ understanding of chemical bonding concept and attitudes toward chemistry. In the study, 50 ninth grade students from two classes of Genç Osman high school in Ankara were used. 25 of the students were assigned as experimental group and the other 25 as control group. They were instructed by the same teacher. The study was con...
Improving achievement through problem-based learning
Sungur, Semra; Öztekin, Ceren; Geban, Ömer (Informa UK Limited, 2006-09-01)
In this study, the effect of problem-based learning on students' academic achievement and performance skills in a unit on the human excretory system was investigated. Sixty-one 10th grade students, from two full classes instructed by the same biology teacher, were involved in the study. Classes were randomly assigned as either the experimental or the control group and were pre- and post-tested to determine their academic achievement and performance skills before and after the treatment. The experimental gro...
The effect of problem based learning instruction on 7th grade students’ science achievement, attitude toward science and scientific process skills
Serin, Gökhan; Eryılmaz, Ali; Department of Secondary Science and Mathematics Education (2009)
The purpose of this study is to investigate the effect of instruction based on problem-based learning (PBL) on 7th grade students’ science achievement, attitude toward science course and scientific process skills. The study was conducted in May 2007 with 141 students and four science teachers from four middle schools in Gölbası district of Ankara. A total of eight classes were participated in the study. Four of them were assigned randomly to control group and four of them were assigned randomly to experimen...
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
M. S. Koksal, J. Çakıroğlu, and Ö. Geban, “The effect of explicit embedded reflective instruction on nature of science understandings in advanced science students,”
JOURNAL OF BIOLOGICAL EDUCATION
, pp. 208–223, 2013, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/48423.