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 impact of model-eliciting activities on attitude towards STEM education
Date
2015-08-31
Author
EL-Deghaidy, Heba
Ntow, Forster
Karahan, Engin
Rızkallah, Mohammed
Hasan, Alaa
Metadata
Show full item record
This work is licensed under a
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
.
Item Usage Stats
105
views
0
downloads
Cite This
URI
https://www.esera.org/conference/33-conference/689-esera-conference-2015-helniski
https://hdl.handle.net/11511/98491
Conference Name
European Science Education Research Association (ESERA)
Collections
Department of Mathematics and Science Education, Conference / Seminar
Suggestions
OpenMETU
Core
The impact of architectural design studio education on perceptions of sustainability
Çalıkuşu, Ayça Nilüfer; Çakmaklı, Ayşem Berrin; Gürsel Dino, İpek (2022-06-01)
PurposeSince architectural design studio education has critical importance on the students' knowledge, skills, and awareness of sustainability, this study presents a point of view about relations between architectural education and social, economic, environmental sustainability perception of students within the scope of design studios. The primary purpose is to investigate the role of design studio education in the context of sustainability.Design/methodology/approachIn the study, the Department of Architec...
The Impact of Online and Face-to-Face Peer Feedback on Pre-Service Teachers in EFL Academic Writing
Kaçar, Işıl Günseli (IGI GLOBAL, 2021-06-01)
This mixed-method 14-week case study investigated the impact of peer feedback on Turkish English asa foreign language (EFL) prospective teachers’ attitudes to and performance in a blended academicwriting course in the tertiary setting. The peer feedback provision process involved online and faceto-face written peer feedback on weblogs, enhanced with a six-hour training phase for peer feedback.Weekly student journals, group feedback conferences, the end-of-the-semester survey, and the pre- andpost-writing te...
The impact of information provision on the social acceptance of shale gas development
Kanoğlu, Dilge; Soytaş, Uğur (2019-05-31)
The impact of information provision on the social acceptance of shale gas development
Kânoğlu, Dilge Güldehen; Soytaş, Uğur; Yılmaz, Ayşen; Department of Earth System Science (2018)
Social acceptance is critical to the market penetration of new products and technolo-gies as well as the successful implementation of policies, including those concerning energy demand. The hydraulic fracturing technique employed in the development of shale gas has been followed by controversy and this has resulted in the emergence of heterogeneity in attitudes towards the process. This thesis proposes a model for understanding the acceptance of shale gas development. The proposed model encom-passes the fac...
The Impact of Flipped Teaching on EFL Preservice Teachers' Professional Development: A Reflective Socio-constructive Perspective
Kaçar, Işıl Günseli (2020-09-03)
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
H. EL-Deghaidy, F. Ntow, E. Karahan, M. Rızkallah, and A. Hasan, “The impact of model-eliciting activities on attitude towards STEM education,” presented at the European Science Education Research Association (ESERA), Helsinki, Finlandiya, 2015, Accessed: 00, 2022. [Online]. Available: https://www.esera.org/conference/33-conference/689-esera-conference-2015-helniski.