Examination of perceptions of 6th grade students regarding the concepts of law and justice

2021 ◽  
Vol 9 (3) ◽  
pp. 665-678
Author(s):  
Hakkı Yazici ◽  
Keyword(s):  
Secondary School ◽  
Conceptual Knowledge ◽  
Word Association ◽  
Descriptive Analysis ◽  
Data Collection Tool ◽  
Word Association Test ◽  
Legal Literacy ◽  
The Law ◽  
Law And Justice ◽  
Academic Year

Within the scope of the Law and Justice course curriculum, it is aimed to provide students with knowledge and skills such as the development of law and justice awareness, and the development of legal literacy. This study aims to reveal students' perceptions about the concepts of law and justice in the Law and Justice course curriculum, which is taught in the 6th grade of secondary school. Phenomenology, one of the qualitative research methods, was used as a method in the study. The working group of the research consists of 150 students studying in the 6th grade at Atatürk Secondary School and Gazi Mustafa Kemal Secondary school located in the center of Çay district, Afyonkarahisar in the 2019-2020 academic year. The "Law and Justice Word Association Test" prepared by the researcher was used as the data collection tool. Descriptive analysis, one of the qualitative data analysis methods, was used in the analysis of the data, and frequency tables were created to determine students' perceptions about each concept and to reveal the relationships between concepts. Concept networks have been prepared using frequency tables. The data were analyzed and interpreted according to the relationships that emerged in the concept networks. Within the framework of the results obtained from the research, the perceptions of the students towards the concepts of law and justice are close to each other. It has been revealed that the students have enough conceptual knowledge to raise awareness about the concepts of law and justice. With the help of word association tests, it is seen that students can have an idea about their concept perception.

scholarly journals Determining Levels of 8th Grade Students of Secondary School to Understand Cognitive Structures and Concepts Concerning Concepts of Fundamental Citizenship

2018 ◽  
Vol 6 (11) ◽  
pp. 156
Author(s):  
Gökçe Kılıçoğlu
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Conceptual Knowledge ◽  
Word Association ◽  
Scientific Information ◽  
Association Test ◽  
Cognitive Structures ◽  
Word Association Test ◽  
8Th Grade

Purpose of this study is to determine cognitive structures, conceptual knowledge and misconceptions of the 8th grade students concerning concepts of citizenship through a word association test. In direction of this purpose, a word association test consisting of democracy, sovereignty, independency, freedom, right and responsibility concepts have been applied to 175 8th grade students who studied at 3 secondary schools in Trabzon province during 2017-2018 school years. Conceptual networks have been formed in direction of responses of the students to these concepts, and cognitive structures of the students have been demonstrated. It has been concluded as a result of the study that students associate concept of democracy mostly with equality, right, justice concepts. They associate concept of sovereignty with freedom, nation, independence concepts and concept of independency with freedom, flag and liberty concepts. They also associate concept of freedom with independency, justice, liberty concepts and concept of right with freedom, nation and sovereignty concepts. They associate again concept of responsibility with task, duty and work concepts. It has been determined as a result of the study that a good part of the students can make sentences involving scientific information about freedom, independency and responsibility concepts and they have no misconceptions about these concepts. It has been determined that a limited number of students have misconceptions about the concept of right. As for one of the important results of the study, most of the students have misconceptions about the concept of sovereignty.

scholarly journals Implementation Learning Strategy Think Talk Write to Improve Student Learn Motivation on Biology Class VIII D SMP Negeri 22 Surakarta Class Year 2010/201

BIO-PEDAGOGI ◽  
2012 ◽  
Vol 1 (1) ◽  
pp. 13
Author(s):  
Dwi Listiawan ◽  
Maridi Maridi ◽  
Riezky Maya Probosari
Keyword(s):  
Action Research ◽  
Learning Strategy ◽  
Descriptive Analysis ◽  
Data Collection Tool ◽  
Student Learn ◽  
Class Viii ◽  
The Subject ◽  
Classroom Action Research ◽  
Student Information ◽  
Academic Year

<div class="WordSection1"><p>The purpose of this study was to increasing students motivation to study biology with implementation of <em>Think talk write </em>learning strategy through increased motivation to learn.This research was a classroom action research through the implementation of <em>Think talk write </em>learning strategy. The research was conducted in two cycles, with each cycle consisting of four phases, namely planning, implementation actions (acting), observation, and reflection. The subject were students in grade VIII D SMP Negeri 22 Surakarta academic year 2010/2011. The sources of data derived from teacher and student information, places and events of the ongoing learning activities, and documentation. The techniques and data collection tool used observation, questionnaires, and interviews. The data was analysized techniques with descriptive analysis techniques. The data validation used  triangulation techniques.The result proved that the implementation of the classroom action research through the application of <em>Think talk write </em>learning strategy write could be improving the motivation of learning biology in grade VIII D SMP Negeri 22 Surakarta.. Based on observations, questionnaires and interviews. The percentage of each indicator is based on students motivation observation sheets, precycle 39,05%, first cycle 69,52% and second cycle 89,52%. Based on these results, it could be concluced that the implementation of <em>Think talk write </em>learning strategy was increasing the students motivation to learning Biology in grade VIII D SMP Negeri 22 Surakarta academic year 2010/2011.</p><p align="center"> </p><p class="0jTULISANKATAKUNCIKEYWORDS">Key Words: learning strategy Think Talk Write, learn motivation on biology</p></div>

OPINIONS OF SECONDARY SCHOOL MUSIC TEACHERS ON THE USE OF EBA (EDUCATIONAL INFORMATION NETWORK): SAMPLES OF ŞANLIURFA

2021 ◽  
Vol 7 (45) ◽  
pp. 2253-2264
Author(s):  
Cihan TABAK ◽  
Ümit BOZ
Keyword(s):  
Secondary School ◽  
Music Teachers ◽  
Descriptive Analysis ◽  
Structured Interview ◽  
Information Network ◽  
Music Lesson ◽  
School Music ◽  
Access Problems ◽  
Keywords Education ◽  
Academic Year

With this research, it is aimed to determine the opinions of secondary school music teachers about the use of EBA. In line with the purpose of the research, the opinions of secondary school music teachers were taken by using the scanning model. The study group of the research consists of 22 music teachers working in ġanlıurfa in the 2021-2021 academic year. In order to collect data in the research, a semi-structured interview form was applied to the teachers. The data obtained as a result of the application were processed and descriptive analysis was made. As a result of the research, teachers related to EBA; They frequently use 'Live Lessons', 'Lessons' and 'My Page' modules, EBA contributes to them and the students, they do not have access problems to EBA, but students have access problems, they prefer 'Mobile Application' when using EBA, ' It was concluded that they performed the 'Live Lesson' module over the 'Zoom' application and did not record it, that they did not find the music lesson contents in the EBA sufficient, that they produced content and made the contents produced outside of the EBA accessible to the students. Keywords: Education Information Network, Distance Learning, Music Lesson

scholarly journals Comparison of Misconceptions about Human Digestive System of Turkish, Albanian and Bosnian 12th Grade High School Students

2020 ◽  
Vol 10 (3) ◽  
pp. 148
Author(s):  
Arzu Çuçin ◽  
Sami Özgür ◽  
Burcu Güngör Cabbar
Keyword(s):  
High School ◽  
High School Students ◽  
Digestive System ◽  
Descriptive Analysis ◽  
Biology Education ◽  
Data Collection Tool ◽  
School Students ◽  
12Th Grade ◽  
Human Digestive System ◽  
Academic Year

Information that is different from scientific knowledge, consistent and resistant to change, can be expressed as misconceptions. Misconceptions are one of the critical factors that prevent students from understanding in Biology education. This study was conducted in Kosovo with high school 12th-grade students of three different ethnic origins. It is aimed to determine the misconceptions that students have about “Digestive System in Human” comparatively. The study was carried out with 150 12th grade students in Kosovo in the 2016/2017 academic year. The research was carried out with qualitative research techniques as a data collection tool consisting of student drawings and explanations, and true/false items used. A descriptive analysis made. The findings showed that the students had many misconceptions about the human digestive system. Some Turkish students have drawn the digestive system with the kidney and intestine compared to other ethnic groups. Albanian and Bosnian students generally draw the digestive system after the stomach for separate solids for liquids. This misconception may be related to the concept of image (prima de perception) (Bachelard, 1938). Also, cultural misconceptions stemming from language encountered. Bosnian students use the concept of "boiling" instead of "digestion".

scholarly journals Secondary School Students’ Cognitive Structure and Misconception in Respiration Topic

2020 ◽  
Vol 8 (3) ◽  
pp. 1272-1284
Author(s):  
Noraini Mahror ◽  
Siti Nur Diyana Mahmud
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Word Association ◽  
Cognitive Structure ◽  
Anaerobic Respiration ◽  
Cognitive Structures ◽  
School Students ◽  
Word Association Test ◽  
The Given ◽  
Breathing Mechanism

Purpose of the study: This study aims to explore the cognitive structures and identify the misconceptions experienced by secondary school students in the respiration topic. Methodology: This study is a qualitative study. The instruments used for data collection were the Word Association Test (WAT) and the Questionnaire of Writing Sentence (QWS). The data obtained were in word form. The breakpoint technique was used to analyze the data for WAT while the data for QWS were analyzed by category. Purposive sampling was applied in this study. A total of 23 forms four students comprising 12 boys and 11 girls participated in this study. Main Findings: The result showed that the students’ cognitive structures in the respiration topic were incomplete. The students were unable to form a comprehensive relationship for the given keywords, and there were also weak or incorrect associations. The misconceptions that had been identified are largely related to the keywords about cell respiration, anaerobic respiration, and breathing mechanism. Applications of this study: This study provides insights into the students’ cognitive structures and misconceptions about respiration. Thus, it will be useful for teachers in planning their teaching strategies so that they can improve the students’ cognitive structures as well as avoid misconceptions. Novelty: Most of the previous studies only focused on the identification of misconceptions without further investigation into the students’ cognitive structures, especially on the respiration topic. Thus, this study investigates the cognitive structures and misconceptions specifically among secondary school students who have learned respiration in biology.

scholarly journals Students’ Views on the Use of Technology in Geography Course

2020 ◽  
Vol 15 (23) ◽  
pp. 42
Author(s):  
Ussenov Nurbol ◽  
Zhoya Kairat ◽  
Аbdimanapov Bakhadurkhan ◽  
Mamadiyarov Marat ◽  
Tleubergenova Kenjekey ◽  
...  
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Relevant Literature ◽  
Structured Interview ◽  
Technology In Education ◽  
Data Collection Tool ◽  
Structured Interviews ◽  
School Students ◽  
Use Of Technology ◽  
Academic Year

Use of technology in education enables students to be motivated and eager to participate in the lesson and is also a more effective tool in increasing motivation, encouraging students to the lesson and understanding the sub-ject. The aim of this study is to determine the views of secondary school students on the use of technology in geography lessons. Qualitative re-search method was used in this study. Semi-structured interviews were car-ried out with 32 students who took geography lessons in Kazakhstan dur-ing the 2018-2019 academic year. The semi-structured interview form de-veloped within the scope of this research was used as a data collection tool. Results of the study showed that secondary school students found tech-nology effective and funny to use in geography lessons. Projections, com-puters, tablets and smart phones were specified by the students as useful technological tools for teaching geography. Results of the study were dis-cussed with relevant literature and important implications for further re-search and practices were presented.

scholarly journals Secondary School Students’ Initial and Changes in Cognitive Structures of Argument and Related Concepts

2020 ◽  
Vol 6 (2) ◽  
pp. 231
Author(s):  
Hasene Esra Yildirir
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Word Association ◽  
Teaching Science ◽  
Cognitive Structures ◽  
School Students ◽  
Word Association Test ◽  
Design Students ◽  
The Right ◽  
Oriented Approach

The purpose of this study was to determine the state of secondary school students’ cognitive structures about argument and related concepts and to reveal the change in their cognitive structures regarding these concepts after the implementation of the argumentation-oriented approach in science lessons. This study was conducted in Grade 6, 7, 8 classes, including a total of 80 students. This study follows a pre-experimental one group pretest–posttest design. Students were administered a word association test (WAT) covering argument and related concepts prior to and following the lessons. The results obtained from the WAT show that the students’ cognitive structures progressed from the pretest to posttest, with an increase in the number of response words and connections between words, and with a change in the nature of these connections. As a result of teaching science lessons through argumentation, it was detected that cognitive structures of students regarding argument and related concepts indicated changes in the right way.

scholarly journals Gifted Students’ Beliefs about Knowledge and Learning

2021 ◽  
Vol 4 (3) ◽  
pp. 275-287
Author(s):  
Oğuzhan Nacaroğlu ◽  
Oktay Kızkapan
Keyword(s):  
Alternative Assessment ◽  
Epistemological Beliefs ◽  
Word Association ◽  
Gifted Students ◽  
Specific Knowledge ◽  
Word Association Test ◽  
Knowledge And Beliefs ◽  
Science And Art ◽  
Research Findings ◽  
Academic Year

Epistemological beliefs can be defined shortly as beliefs about the source, certainty, organization of knowledge, and beliefs on ability and speed of learning. Word association tests (WAT) are practical alternative assessment and evaluation tools that can reveal students' thoughts on different concepts. In this regard, this research aims to investigate the gifted students' beliefs about "knowledge" and "learning" concepts by using WAT. Phenomenology design was utilized in the research. The study was carried out with 118 gifted students studying at Science and Art Center in Turkey's Central East Anatolia Region in the 2018-2019 academic year. The word association test was used as a data collection tool. In this context, participants were given the concepts "knowledge" and "learning" and asked to write their associations about these concepts. They were then asked to make a sentence about each concept. Deductive content analysis was used to analyze the data. The research findings revealed that most students have sophisticated epistemological beliefs in specific knowledge, simple knowledge, source of knowledge, and quick learning dimensions. However, it has been found that the number of students in the sophisticated and naive categories of innate ability dimension is approximately equal.

scholarly journals Predicting the Mathematical Abstraction Processes Using the Revised Bloom’s Taxonomy: Secondary School 7th Graders

2022 ◽  
Vol 9 (2) ◽  
pp. 237-256
Author(s):  
Elif Kilicoglu ◽  
Abdullah Kaplan
Keyword(s):  
Secondary School ◽  
Conceptual Knowledge ◽  
Descriptive Analysis ◽  
Bloom's Taxonomy ◽  
Cognitive Mechanisms ◽  
Revised Bloom's Taxonomy ◽  
Purposeful Sampling ◽  
Bloom’S Taxonomy ◽  
Mathematical Abstraction

In this study, it was investigated whether it would be possible to observe abstraction processes of secondary school 7th graders using the Revised Bloom’s Taxonomy. For this purpose, eight students participated in the study. The study was conducted at a state secondary school in Turkey. Purposeful sampling method was used in the selection of students and different students were examined by their achievement levels. The research was modeled as a case study and the data were obtained through interviews. Therefore, the data were collected through an interview form developed by the researchers. The collected data were analyzed according to descriptive analysis method. The findings show that the abstraction process differs according to the dimensions of the taxonomy. Accordingly, it was determined that a student who abstracts information should behave at least at the application level in the cognitive level and at least at the conceptual knowledge level in the knowledge dimension. It was also considered that the Revised Bloom’s Taxonomy categorized the cognitive mechanisms required by abstraction processes thoroughly. Supporting this study with quantitative data is suggested so that the findings may become more significant. Keywords: mathematical abstraction, mathematics education, equations, Revised Bloom’s Taxonomy, APOS theory

scholarly journals Using the Word Association Test to Examine Life Skills Cognitive Structures of Pre-Service Science Teachers

2020 ◽  
Vol 4 (1) ◽  
pp. 69-79
Author(s):  
Merve Bahar Alaca ◽  
Havva Yaman ◽  
Sibel Er Nas
Keyword(s):  
Science Teachers ◽  
Life Skills ◽  
Conceptual Knowledge ◽  
Elementary Science ◽  
Word Association ◽  
Association Test ◽  
Elementary Science Education ◽  
Service Science ◽  
Cognitive Structures ◽  
Word Association Test

Science teachers, while teaching their students the science concepts, should also be teaching life skills. To ensure that future science teachers are competent to teach these skills, it can help assess the cognitive structures they hold as pre-service teachers. The current study aimed to reveal the cognitive structures and conceptual knowledge status of pre-service science teachers related to life skills. The participants were 165 pre-service teachers studying at the Department of Elementary Science Education at a public university in Turkey. A word association test (WAT) using six keywords (Communication, teamwork, entrepreneurship, creativity, decision making, analytical thinking) about life skills was developed. The gathered data was analyzed with the interslice distance technique and a descriptive analy­sis method. The results suggest that pre-service science teachers do not have the cognitive structures to produce enough answer words about life skills. It is suggested that elective undergraduate courses that allow students to recognize and internalize these skills can be introduced or increased in pre-service teaching programs.

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