scholarly journals THE EFFECT OF PROJECT-BASED SCIENCE EDUCATION PROGRAMME ON SCIENTIFIC PROCESS SKILLS AND CONCEPTIONS OF KINDERGARTEN STUDENTS

2017 ◽  
Vol 16 (3) ◽  
pp. 395-413
Author(s):  
Bilge Can ◽  
Vesile Yıldız-Demirtaş ◽  
Erdi Altun
Keyword(s):  
Science Education ◽  
Active Learning ◽  
Nature Of Science ◽  
Quantitative Data ◽  
Education Programme ◽  
Control Group ◽  
Process Skills ◽  
Scientific Process ◽  
Group Project ◽  
Experimental Group

The research aims to find out the effect of project-based science education programme conducted with an active learning on scientific process skills and conceptions of 6-year-old children about nature of science. Quasi-experimental research design including experimental and control groups with pre-test and post-test was implemented. Mixed-method research including qualitative and quantitative data collection tools was adopted. The quantitative data were collected with Preschool Scientific Process Skills Scale while qualitative data were gathered with interviews to define scientific process skills of children. The research includes 26 children in total, 17 were in the experimental group and 9 were in the control group. Project Based Science Education Conducted with Active Learning was carried out on the experimental group and Project Based Science Education was carried out on the control group. The research lasted for 32 weeks between October, 2015 and June, 2016. Scores of scientific process skills about nature of science belonging to students in the experimental group were found to be higher than ones in the control group and the students in the experimental group were found to be more familiar with the related conceptions. The findings prove the positive effect of project-based science education. Keywords: active learning, nature of science, project based science education, preschool education, scientific process skills.

scholarly journals Impact of Argument-Based Laboratory Method on Scientific Process Skills of Pre-Service Primary School Teachers and Their Views of The Nature of Science

2020 ◽  
Vol 9 (4) ◽  
pp. 75
Author(s):  
Ceren Köseler ◽  
Demet Sahin Kalyon
Keyword(s):  
Primary School ◽  
Nature Of Science ◽  
Laboratory Method ◽  
Control Group ◽  
Process Skills ◽  
Scientific Process ◽  
School Teachers ◽  
Primary School Teachers ◽  
The Impact ◽  
Experimental Group

The present study aimed to determine the impact of argument-based laboratory method on the scientific process skills of pre-service primary school teachers and their views on the nature of science.The study was designed based on the pretest-posttest quasi-experimental method and conducted with 64 sophomore pre-service primary school teachers (37 in the experimental group, 37 in the control group) studying a Primary Education Department. The dependent variables of the studies are the views of the pre-service primary school teachers on the nature of science and their scientific process skills, while the independent variable of the study was argument-based laboratory application The nature of science scale and scientific process skills tests were used as the data collection tools. The Argument Driven Inquiry approach was employed in the experimental group, while a conventional laboratory approach was implemented in the control group. The findings of the study revealed that the argument-based laboratory method have improved the student views on NOS and their scientific process skills.

scholarly journals The Impact of Scientific Creative Thinking Skills on Scientific Process Skills

2018 ◽  
Vol 48 ◽  
pp. 01060
Author(s):  
Sibel Demir Kaçan ◽  
Fatma Şahin
Keyword(s):  
Teacher Candidates ◽  
Creative Thinking ◽  
Positive Impact ◽  
Thinking Skills ◽  
Control Group ◽  
Process Skills ◽  
Scientific Process ◽  
Scientific Creativity ◽  
The Impact ◽  
Experimental Group

The research aims to determine “the Impact of Scientific Creative Thinking Skills on Scientific Process Skills”. Thus, the research was performed with 24 teacher candidates in the control group and 24 teacher candidates in the experimental group in the second class of the Department of Science Teaching in a university in Istanbul Province. In the experimental group of the research, the laboratory program to be designed by the researchers on the basis of scientific discussion and research; and in the control group, the conventionally designed laboratory program were applied for an academic semester. The research data was gained through “Scientific Creativity Test” to be developed by Hu and Adey [14] and adapted by Kadayıfçı [16]; “Scientific Process Skills Test” to be developed by Okey, Wise and Burns, and adapted by Geban, Aşkar and Özkan into Turkish. The conclusions to be reached by the research are in favour of the experimental group and the last application, and it has positive impact on the opinions of the teacher candidates related with the development of the scientific creativity skills.

scholarly journals The effects of visual art supported inquiry based science activities on 5th grade students’ scientific process skills

2019 ◽  
Vol 9 (2) ◽  
pp. 351-380 ◽  
Author(s):  
Hazel Kar ◽  
Emine Çil
Keyword(s):  
Science Education ◽  
Quantitative Data ◽  
Visual Art ◽  
Rank Test ◽  
Observation Data ◽  
Process Skills ◽  
Scientific Process ◽  
Signed Rank Test ◽  
Data Content ◽  
5Th Grade

The study aimed to investigate the effects of visual art supported inquiry based science education on 5th grade students’ scientific process skills (SPS). In the research, one group pretest-posttest experimental design is used. The study was carried out with the help of 20 5th grade students. For the purpose of the research, an education including inquiry based activities (IBA) and visual art based activities (VABA) was designed and applied. The education applied during this study contains 7 IBAs, 5 VABAs. Qualitative and quantitative data were collected during this implementation. While the quantitative data was gathered by SPS Test, the qualitative data was gathered by unstructured observations. For analyzing the data gathered by SPS Test, Wilcoxon Signed Rank Test was used. For analyzing the unstructured observation data, content analysis was used. Based on the data gathered from the study, it can be said that visual art supported inquiry based science education contributes to improve students’ observation, inference, determining variables and designing experiment skills, while it contributes limitedly to improve comparison-classification, prediction, estimation, measuring, collecting knowledge and data, data processing and forming a model and interpreting data skills. It does not, however, contribute to improve recognizing and using experiment materials and instruments, recording data and presentation skills.

scholarly journals Reflections of Authentic Learning on Students' Scientific Process Skills and Achievements in Mathematics

2021 ◽  
Vol 14 (1) ◽  
pp. 29-45
Author(s):  
Tuba OZKAN ◽  
Elif KILICOGLU
Keyword(s):  
Academic Achievement ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Authentic Learning ◽  
Control Group ◽  
Process Skills ◽  
Scientific Process ◽  
Skill Test ◽  
And Control ◽  
Academic Year

Abstract: In this research, the effect of authentic activities on the scientific process skills of 7th grade students was investigated. Research has been studied in a secondary school with 37 students in Turkey. In the research, authentic learning based education was carried out for 5 weeks in the 2017-2018 academic year. In this semi-experimental model, academic achievement and scientific process skills test, interview form, students' worksheets and observer notes were used as data collection tools. The quantitative data obtained were analyzed statistically in SPSS 20 program, and qualitative data were analyzed by content analysis. It was found that the quantitative data and the experimental and control groups differed statistically as a result of the application as an academic achievement, but did not differ according to the scientific process skill test results. With the qualitative data of this research, it was revealed that the students of the experimental group generally reflect the scientific process skills more than the control group students

scholarly journals The Impact of Using Representation Modes within Writing to Learn Activities on the Scientific Process Skills of the Fifth Grade Students

2017 ◽  
Vol 5 (2) ◽  
pp. 31
Author(s):  
Esra Kabataş Memiş ◽  
Muhittin Öz
Keyword(s):  
Writing To Learn ◽  
Fifth Grade ◽  
Control Group ◽  
Process Skills ◽  
Scientific Process ◽  
Fifth Grade Students ◽  
Multimodal Representations ◽  
The Impact ◽  
Experimental Group ◽  
Writing Activity

The purpose of this research is to determine the impact of using multimodal representation modes in the writing practices done by the fifth grade students on their scientific process skills. A combined research method which had both quantitative and qualitative characteristics was used in the research and the groups were chosen as control and experimental groups. 32 5th grade students at an elementary school in the North of Turkey formed the study group. Scientific Process Skills Test and writing activities for learning were used as data collection tools in the study. When the unit was completed, the students were asked to tell their peers about the subjects in the unit with a writing activity in the summary writing type. While the students in the experimental group were obliged to use the representation modes in these writing to learn activities, the students in the control group were asked only to complete the writing activity. In this process, the students performed three writing activities, one preparation and two real practice activities. The criteria determining the content and the features of these writing activities (purpose, subject, interlocutor, writing type and page limit) were standards explained in the instructions distributed to the students. The most basic discrepancy between the groups was the request of using of multimodal representations for the students in the experimental group. The writing activities performed within the scope of the study were scored after they were evaluated in consideration of the criteria determined by the researchers. The Cronbach’s alpha credibility coefficent of the scientific process skill test applied as the preliminary test in the beginning of the practice and the post-test at the end of it was determined as 72. The results of the research indicate that using multimodal representations make statistically significant differences on behalf of the experimental group in the scientific process skills of the students.

scholarly journals The effects of inquiry-based experiment-integrated science games among secondary school students

2019 ◽  
Vol 8 (3) ◽  
pp. 434
Author(s):  
Eylem Bayir ◽  
Sefanur Evmez
Keyword(s):  
Science Classroom ◽  
Achievement Test ◽  
Educational Game ◽  
Control Group ◽  
Process Skills ◽  
Scientific Process ◽  
School Students ◽  
Integrated Science ◽  
Quasi Experimental ◽  
Experimental Group

<span>This study aimed to investigate how inquiry-based experiment-integrated science games affect the achievement and scientific process skills of 5th grade students. The topics of “Light and Sound” and “Electricity in Our Lives” were selected for the experiment. Two groups totaling 41 students participated. The research method consisted of a quasi-experimental design utilizing an experimental and control group. While 21 students in the experimental group played inquiry-based experiment-integrated science games developed by the researchers, no educational game was included in the lessons of the control group of 20 students. “Light and Sound Achievement Test”, “Electricity Achievement Test” and “Science Process Assessment” were applied to both groups in the form of a pre- and post-test. To analyze the data, independent t-test was used. Students in the experimental group were more successful than the control group in their scores for both achievement and scientific process skills. It can be inferred from the results that students develop better achievement and scientific process skills by playing science games. It is recommended that such games should be integrated into the science classroom.</span>

scholarly journals Psycho-pedagogical conditions for involving students in productive and creative activity

2021 ◽  
Author(s):  
Ю.В. Варданян ◽  
К.А. Кукса
Keyword(s):  
Program Implementation ◽  
Quantitative Data ◽  
Applied Research ◽  
Educational Process ◽  
Control Group ◽  
Creative Activity ◽  
Children's Art ◽  
Estimated Parameters ◽  
Additional Education ◽  
Experimental Group

Актуальность статьи обусловлена необходимостью усиления развивающих возможностей и творческой направленности деятельности в системе дополнительного образования детей. Цель статьи заключается в апробации идей, относящихся к обоснованию и реализации психолого-педагогических условий, способствующих приобщению обучающихся к продуктивно-созидательной деятельности и развитию их художественной продуктивно-созидательной компетенции в образовательном процессе детской школы искусств. Авторами приведена характеристика уровня компонентов исследуемой компетенции, обоснована программа ее развития. Для доказательства эффективности реализации программы и созданных условий сравнивались изменения исследуемой компетенции. В экспериментальной группе доказана значимость сдвига количественных данных уровня компонентов исследуемой компетенции с помощью критерия знаков G по всем оцениваемым параметрам: Gэмп. < Gкр. при p < 0,01. В контрольной группе значимых изменений не обнаружено. В статье обобщены общие и дифференцированные психолого-педагогические условия приобщения обучающихся экспериментальной группы к продуктивно-созидательной деятельности, подходы к созданию которых могут быть использованы в прикладных исследованиях и в образовательном процессе учреждений дополнительного образования детей. The relevance of the article is determined by the need to strengthen the developing capabilities and creative orientation of activity in the system of additional education of children. The purpose of the article is to test the ideas related to the justification and implementation of psycho-pedagogical conditions that contribute to involving students in productive and creative activity and developing their artistic productive and creative competence in the educational process of children’s art school. The authors characterize the level of components of the competence and substantiate the program of its development. To prove the effectiveness of the program implementation and the created conditions, changes in the competence of students were compared. In the experimental group, the significance of the shift in the quantitative data of the level of the competence components was proved using the criterion of signs G for all the estimated parameters: Gemf. < Gcr.at p < 0,01. No significant changes were found in the control group. The article summarizes the general and differentiated psycho-pedagogical conditions for involving students of the experimental group in productive and creative activity, approaches to the creation of which can be used in applied research and in the educational process.

scholarly journals The impact of the use of some active learning strategies in the teaching of literary knowledge on the literary taste of high school students in the UAE

2019 ◽  
Vol 1 (5) ◽  
Author(s):  
Mohammed Abdul Rahman Al - Jagoub
Keyword(s):  
Active Learning ◽  
Secondary School ◽  
Learning Strategies ◽  
Group Performance ◽  
Control Group ◽  
Significance Level ◽  
Secondary Stage ◽  
Active Learning Strategies ◽  
The Impact ◽  
Experimental Group

The objective of this study was to develop an achievement test to measure the skills of literary tasting. It consists of (30) multiple choice types, which were applied to a sample of the stability test According to the KR 20 equation, the study used semi-experimental research methodology. The sample consisted of (120) male and female students of the 10th grade at Gulf Arab Secondary School for Boys and Al-Hira Secondary School for Girls in Sharjah. The people were chosen deliberately, (60) students, experimental subjects studied the material using active learning strategies, and the control group studied the same material in the normal way. After analyzing the data, the results of the study indicated that the students in the experimental group achieved a higher level of control group students Statistical analysis showed differences in the level of literary taste at the statistical significance level (α = 0.05); due to the active learning strategies, the total mathematical mean of the experimental group performance was on the post taste test (26.60) For the control group (20.90). The value of P (58.05), the value of the significance level (0.00), that is less than (0.05), which indicates that there are significant differences between the experimental group and the control group for the benefit of the experimental group, and the value of (P) Between the sex and the group was (1.00), which is not statistically significant value, where its significance (0.32), and does not indicate the existence of an effect of interaction between the teaching method and sex. The study concluded with recommendations calling on teachers to use active learning strategies in the teaching of literary knowledge. And focus on those strategies when writing Arabic language books for the secondary stage.

Effects of Science, Technology, Engineering, and Mathematics Education Using Algodoo to Prospective Science Teachers' Scientific Process and Education Orientation Skills

2021 ◽  
pp. 002205742110445
Author(s):  
Burcu Alan ◽  
Fikriye K. Zengin ◽  
Gonca Kececi
Keyword(s):  
Science Teachers ◽  
Stem Education ◽  
Prospective Teachers ◽  
Control Group ◽  
Process Skills ◽  
Scientific Process ◽  
Good Tool ◽  
Science Technology ◽  
And Mathematics ◽  
Prospective Science Teachers

This study investigated the effects of science, technology, engineering, and mathematics (STEM) applications carried out with the purpose of supporting the integrated knowledge of prospective science teachers on the scientific process skills and STEM education orientation skills of prospective teachers. According to the results, the STEM application was effective on the scientific process skills of the prospective teachers in the experiment group in comparison to those in the control group; however, it was not effective on their levels of orientation towards STEM education. The prospective teachers stated that Algodoo is a good tool for integration of STEM disciplines.

scholarly journals Simulation-based first aid training of students of health sciences

2018 ◽  
Vol 48 ◽  
pp. 01042
Author(s):  
Brigita Marc ◽  
Eva Dolenc ◽  
Damjan Slabe
Keyword(s):  
Active Learning ◽  
Learning Process ◽  
First Aid ◽  
Health Sciences ◽  
Control Group ◽  
Learning Methods ◽  
Practical Test ◽  
First Aid Training ◽  
Simulation Based ◽  
Experimental Group

To achieve desired goals in the first aid training, we can use different learning methods. We can choose simulation, which represents one of the active forms of learning. Within the simulations, we can select simulated scenarios to bring more reality into the learning process. With our research we wanted to evaluate the effectiveness of scenario-based first aid training. We included 65 students of Faculty of Health Sciences, University of Ljubljana. The experimental group was unlike the control group exposed to scenario-based learning during one-week first aid training. We collected the data with a questionnaire and evaluation paper, which enabled us to assess the students during the practical test. Our research has shown that pre-training with simulated scenarios improves provided first aid in case of a simulated accident. Keywords: scenarios; teaching; active learning; first aid

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