In this research, it is aimed to examine the studies on the evolution education by thematic contentanalysis method for prospective science and biology teachers in Turkey performed between 2008-2019 years.The studies to be examined were reached by searching Google Academic Search Engine, Dergipark Academic,TÜBİTAK ULAKBİM TR Index, YÖK National Thesis Centre and Science Direct. The last scanning wasconducted in March 2019. Thus, a total of 24 studies consisting of 21 articles and 3 theses were analysed. Theresults obtained from the analyses of the studies have indicated that there is a need for multidisciplinary studiesin which in-depth interviews are conducted and a need for experimental studies aiming to determine the effectsof teaching strategies, methods and techniques on the understanding of evolution and providing a solution to thequestion “how we can teach evolution to the prospective science and biology teachers in Turkey?”
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Students' evaluation of findings that do not match hypotheses they have established based on theircurrent understanding and at the same time do not expect has an important role in their conceptual changes ininquiry activities. One of the issues that may encounter unexpected findings is the issue of chemical energy. Moststudents believe that spontaneous reactions will be exothermic, and that endothermic reactions can occur byexternal heating. In this study, the scientific reasoning of the prospective teachers who participated in an inquirybased experiment about deciding the heat of a spontaneous endothermic reaction as a rare phenomenon in dailylife was examined. The study was conducted with 58 prospective teachers in the first year of a faculty of education.The data were collected from prospective teachers’ experiment sheets and interviews . When the hypothesesestablished by the participants and their decisions about the heat of the reaction were examined, it was determinedthat some of them exhibited consistent scientific reasoning, while many showed confirmation bias; while some ofthem changed their alternative understanding, most of them did not. Based on these results, it may be suggested toconduct studies examining the scientific reasoning of learners towards different phenomenon.
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Prior knowledge of the students before the teaching is one of the issues that the teacher should dealwith. It is also important to identify students' prior knowledge about electricity, which contains manymisconceptions and misunderstandings. In this study, it is aimed to develop a multiple choice achievement test inorder to determine the prior knowledge of tenth grade students and to identify in which concepts the students haveincomplete information. In this research, cross-sectional survey model, which is a kind of survey methods, wasused. An achievement test consisting of 15 multiple-choice questions with five options was developed and appliedto 373 tenth grade students. Mean and factor analysis were used in the analysis of the obtained data. As a result ofthe research, it was determined that students were successful in symbols of electrical circuit elements in terms ofprior knowledge. It can be said that the students are weak in terms of building electrical circuit, resistance of thebulb, serial and parallel connection and Ohm's law. It may be suggested to physics teachers working in high schoolsto remind them about the concepts of building electrical circuit, resistance of the bulb, serial and parallelconnection before starting the teaching of electricity.
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This study is conducted to investigate preschool children’s early mathematic ability.Participants were 191 preschoolers (aged 48 to 71 months, 97 boys) from south Anatolia /Turkey. Test of EarlyMathematic Ability 3 (Tema-3) was used to assess children’s mathematics ability. Test of Early MathematicsAbility -Third Edition- (Tema-3) which is developed by Ginsburg and Baroody (2003) and test’s translation andadaptation was conducted by Serap Erdogan (2006) for Turkey. Tema-3 was applied in 2015/2016 academicyear. Children’s Tema-3 scores was poor. Results indicated that gender was not a statistically significantdescriptor of children’s Tema-3 scores. The children who had preschool experience have statistically higherscore than children don’t have preschool experience. The children who lives in urban area have higher scoresthan rural area. The children whose is parent’s bachelor’s and high school degree have statistically higher scoresthan whose parents' primary degree. The children who have four or more siblings were statistically lowerperformance than children who have fewer siblings.
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The study aims to develop two-tier diagnostic test to determine the conceptual understanding ofsecondary school students about concept pairs related with the periodic table such as; metal-nonmetal, acid-base,ionic-covalent, proton number-electron number, anion-cation. Participants were 334 secondary school studentsaged between 13 and 17. Chemistry Concept Diagnostic Test (CCDT) consist of two-tiers and 30 questions wasused. Expert opinion was obtained for content and face validity of CCDT. The bottom 27% and top 27% ofstudent groups determined according to the total scores of the test. In order to item analyzes, item difficultyindices and item discrimination indices were determined and 13 questions were removed from the test Expertopinion for the content validity was obtained again for the final test. Statistical analyzes utilized for thereliability, and the reliability coefficient of 17 item was calculated as .857 for first tier; and .908 for both first andsecond tiers.
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The aim of the study is to determine the validity and reliability of the Critical Reading Scale, whichwas developed by Ünal (2006) for 5th grade students in order to determine the critical reading levels of childrenbetween the ages 8-10. “Critical Reading Scale”, is developed by Ünal (2006) and it can be used for determiningcritical reading level. The study group is determined with the simple random sampling method; it involves a totalof 550 fourth grade students, 290 boys and 260 girls, in two different primary schools, administered by Balikesirprovincial directorate of national education. “Critical Reading Scale” developed by Ünal (2006) is a five pointslikert scale made of a single factor and 22 items. It is specifically designed for children at the age of 11, at the 5thgrade level. At the end of the research, it was determined that Cronbach’s Alpha internal consistency coefficientof the “Critical Reading Scale” is .906. MLR method is preferred for confirmatory factor analysis employed topresent the validity proofs of the evaluation instrument. It is determined that the unidimensional structure of thescale is confirmed.
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Early and timely identification of children having emotional-behavioral disorders and providingmental health services that they are in need of is very important. Schools are establishments through which it ismost probable to reach children and provide services or refer them to appropriate services. School psychologicalcounselors have a key role to provide services known as school mental health services. The present study aimedto identify the problems encountered in relation to school mental health services. The research is designed fordescriptive situation determination. Research in 47 provinces across Turkey 1147's women who work in publicand private institutions, including 542 cases of male, participated in a total of 1689 counselors. Frequencypercentages were obtained in the analysis of the data and one-on-one interviews were made with thepsychological consultants to collect detailed information. The services provided to teachers were determined asseminar, individual interview, information and consultation services, respectively. The problems encountered asa result of the analysis of the data are gathered under five headings: 1. Problems with regulations andresponsibilities, 2. Problems with families, 3. Problems with the lack of guidance, 4. Problems withpsychological counselor training, 5. Problems with motivation.
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The aim of this study is to investigate the effect of the mind mapping technique applied on the subjectof meiosis and mitosis in science class on the academic achievement and science attitudes of 7th grade students andto reveal students' thoughts on the mind mapping technique. The research was carried out in a public secondaryschool in Kahramanmaraş central district in 2017-2018 academic year. In the research, quasi-experimental designwith pre-test and post-test control group was used. The current program was applied to the control group and thecurrent program supported by mind maps was applied to the experimental group. Academic achievement test andscience attitude scale were applied to the experimental and control groups as pre-test and post-test. As a result of theapplication, it was determined that the mind map technique positively affected the students 'academic achievementand attitudes towards science, and the students' thoughts about the mind map were positive.
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The objective of this research is to determine the relation between STEM awareness and self-efficacybelief related to STEM practice of pre-service teachers. The sample group of this study is formed of the universitystudents studying at 1st, 2nd, 3rd, 4th grade in 2018-2019 academic year from Science teaching and Mathsteaching departments of Balıkesir University Necatibey Educational Faculty. In this study, correlation researchmodel has been applied among the quantitative research methods. In this study, STEM awareness levels of thepre-service teachers have been determined at “good” level. The self-efficacy belief level related to STEM praticesof the pre-service teachers have been determined at medium level. There is a medium level relationship betweenthe score of STEM awareness and self-efficacy related to STEM practice of the pre-service teachers. The STEMawareness of the pre-service teachers has been a significantly predictor for self-efficacy related to STEM practices.
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The purpose of this study is to determine the competency levels of prospective teachers and their viewsin relation to inclusive education as well as to examine the relationship between these two variables. The studyadopted the descriptive screening model and the sample comprised prospective teachers who took a specialeducation course at the education faculty of a public university during the 2018-2019 academic year. The datawere obtained through the use of two scales, namely the “Teacher Efficacy for Inclusive Practice Scale” and the“Scale of Views About Inclusion”. In the analysis of the data, t-test, One-way Anova test, correlation analysis andregression analysis were performed. The analyses revealed a positive correlation between prospective teachers’perceptions of self-efficacy and their views about inclusive education. Based on the research findings, it wasconcluded that the efficacy of prospective teachers for inclusive education is predictive of their views on suchform of education.
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