The Examination of the Postgraduate Theses on Models and Modelling in Science Education in Turkey

This research examined articles about models and modelling in the context of science education in Turkey by using content analysis method. Two specific academic databases; one of which was Dergipark, a platform including the academic journals published in Turkey, and Scholar Google were examined in detail so that totally 71 articles on models and modelling in science education were identified. The “article analysis form” developed by the researchers considering into the relevant literature was used to examine these articles. The findings were presented in tables and charts to show the frequency and percentile values regarding the articles examined. As a result, it was found that the purpose of most of the articles is to examine the effect of model / modelling-based teaching method. Concerning the discipline related in the articles, physics was seen to be on the top of the list, more specifically astronomy subject. As another result, qualitative research method appeared to be the most commonly used research method in the articles at hand. Lastly, it was found out that the most frequently examined variable was the mental model of the participants, and the most preferred data collection instrument was conceptual understanding test. Keywords: content analysis, literature review, modelling in science, models in science, science education

Download Full-text

Model Conceptions in Science Education Research: features and trends

Ciência & Educação (Bauru) ◽

10.1590/1516-731320210014 ◽

2021 ◽

Vol 27 ◽

Author(s):

Juliana Machado ◽

Bruna Levy Pestana Fernandes

Keyword(s):

Science Education ◽

Education Research ◽

Scientific Community ◽

Research Community ◽

Science Education Research ◽

Considerable Influence ◽

Cognitive Sciences ◽

Models In Science ◽

Models And Modelling ◽

Thought Styles

Abstract: Despite the ubiquity of models in science education, there are several different conceptions about their nature in the scientific community. We sought to investigate understandings about them conveyed in the recent research in science education. To this end, we have reviewed papers published on models and modelling between 2010 and 2019. Our analysis revealed that these different notions on the concept of model could be represented in three main trends: Concrete, Construct and Mathematical. In addition, we found that these studies: are predominantly empirical in nature; involve frameworks arising mainly from science education research itself, but with a considerable influence from Philosophy of Science and cognitive sciences; encompass Physics, Biology and Chemistry domains in relatively similar frequencies, but decreasing in this order. Another outcome of this study was the emergence of different scenarios regarding the journals consulted, revealing the existence of different thought styles in science education research community.

Download Full-text

Postgraduate Forensic Science Education in Turkey

Journal of Forensic Sciences ◽

10.1520/jfs15414j ◽

1996 ◽

Vol 41 (2) ◽

pp. 15414J ◽

Cited By ~ 1

Author(s):

Sevil Atasoy ◽

A. Sedat Cologlu ◽

Ersi Abaci-Kalfoglu ◽

Oguz Polat

Keyword(s):

Science Education ◽

Forensic Science ◽

Education In Turkey

Download Full-text

Computer science education in Turkey

Proceedings of the fifteenth annual conference on Innovation and technology in computer science education - ITiCSE '10 ◽

10.1145/1822090.1822206 ◽

2010 ◽

Cited By ~ 1

Author(s):

Petek Aşkar

Keyword(s):

Science Education ◽

Computer Science ◽

Computer Science Education ◽

Education In Turkey

Download Full-text

Learning through modelling in science: Reflections by pre-service teachers

Nordic Studies in Science Education ◽

10.5617/nordina.7108 ◽

2021 ◽

Vol 17 (2) ◽

pp. 206-224

Author(s):

Siv Gundrosen Aalbergsjø ◽

Per Øyvind Sollid

Keyword(s):

Science Education ◽

Critical Thinking ◽

Focus Group ◽

Science Teachers ◽

Teaching Science ◽

Service Science ◽

Focus Group Interviews ◽

Group Interviews ◽

Models And Modelling

This study analyses pre-service science teachers’ (PSTs’) experiences of working with models and modelling and their ideas about their usefulness in science education. Although several studies have investigated pre- and in-service teachers’ views on models and modelling, research is lacking in the Norwegian context. This study addresses this gap by exposing PSTs to a one-day course on modelling in chemistry and exploring their ideas through focus-group interviews. We found that teaching using modelling-related activities promoted PSTs’ understanding of models and modelling, especially relating to the scope and limitations of models. Additionally, the PSTs increased their understanding of why such learning activitiesare important and how to incorporate them while teaching science. Norwegian PSTs responded positively to modelling-based teaching, which seemed to promote metacognition and critical thinking. Therefore, modelling-based teaching could be an effective tool for educating science teachers in how to promote such skills in their classrooms.

Download Full-text