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The effect of using metacognitive strategies embedded in explicit reflective NOS instruction
Date
2015-06-12
Author
Aytuğba, Baraz
Çakıroğlu, Jale
Çetinkaya Aydın, Gamze
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https://hdl.handle.net/11511/79258
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The Effect of using metacognitive strategies embedded in explicit reflective nature of science instruction on the development of pre-service science teachers/
Baraz, Aytuğba; Çakıroğlu, Jale; Department of Elementary Science and Mathematics Education (2012)
The current study aimed to investigate the effect of using metacognitive strategies embedded in explicit–reflective NOS instruction to improve NOS understanding of pre-service science teachers. Metacognitive Awareness Inventory (MAI) (Schraw & Dennison, 1994) and Views of Nature of Science Questionnaire (VNOS-C) (Lederman et al., 2001) were used both at the beginning and at the end of the study as a pre-test–post-test, comparison group, quasi-experimental design. A total of 33 pre-service science teachers (...
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The Effect of gamified instruction about computer technology terms on undergraduate students’ achievement
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The purpose of this study is to find out how gamified instruction affects the undergraduate learners’ achievement in computer technology terms. The study designed as experimental study. For this study, 34 first year undergraduate students from Department of Computer Education and Instructional Technology at Middle East Technical University were selected. In this study, randomized posttest-only control group design was used to control testing threat to internal validity. Gamified and nongamified groups were ...
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B. Aytuğba, J. Çakıroğlu, and G. Çetinkaya Aydın, “The effect of using metacognitive strategies embedded in explicit reflective NOS instruction,” 2015, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/79258.