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THE AIM OF THIS STUDY IS TO INVESTIGATE THE EFFECT OF GEMS GREAT EXPLORATION IN MATH AND SCIENCE (GEMS) SCIENCE AND MATHEMATICS PROGRAM ON STUDENTS' BASIC SCIENCE PROCESS SKILLS AND ATTITUDES IN THE 6TH GRADE ELEMENTARY SCHOOL "FORCE AND MOTION" UNIT THE EFFECTS OF THE PROGRAM AND TO GET THEIR OPINIONS. THE SAMPLE OF THE STUDY WAS A GROUP CONSISTING OF 80 6TH GRADE MIDDLE SCHOOL STUDENTS, ONE EXPERIMENTAL (N = 40) AND ONE CONTROL (N = 40) GROUP. IN ORDER TO DETERMINE THE LEVELS OF STUDENTS' BASIC SCIENCE PROCESS SKILLS AND ATTITUDES, BASIC SCIENCE PROCESS SKILLS SCALE FOR "FORCE AND MOTION" (BSPST) SCIENCE COURSE ATTITUDE SCALE (SCAS) WERE APPLIED TO BOTH GROUPS AS A PRE AND POST-TEST. WHEN THE BSPST POST-TEST SCORES OF THE EXPERIMENTAL AND CONTROL GROUP STUDENTS WERE COMPARED ACCORDING TO THE RESULTS OBTAINED FROM THE DATA COLLECTION TOOLS, IT WAS CLEAR THAT THE BASIC SCIENCE PROCESS SKILLS LEVELS OF THE EXPERIMENTAL GROUP STUDENTS IMPROVED MORE. ACCORDING TO SCAS RESULTS; WHEN THE POST-TEST ATTITUDE SCORES OF THE EXPERIMENTAL AND CONTROL GROUPS WERE EXAMINED AFTER THE APPLICATION, THE ATTITUDES OF THE EXPERIMENTAL GROUP STUDENTS TOWARDS THE ACTIVITIES DONE IN THE SCIENCE COURSE WERE MORE POSITIVE IN THE 1-MONTH PERIOD FROM THE PRE-TEST TO THE LAST TEST THANKS TO THE GEMS ACTIVITIES. [ABSTRACT FROM AUTHOR]

Copyright of Dicle University Journal of Ziya Gokalp Education Faculty / Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi is the property of Dicle University Journal of Ziya Gokalp Education Faculty and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this study is to research the effects of traditional and web-assisted conceptual change texts for the subject of water chemistry on the success, conceptual errors and permanent learning of students. A total of 37 8th graders in a secondary school of Samsun participated in this study which had a random experimental design with pre-test and post-test groups. With the three-stage conceptual success test developed by the researchers, a pilot scheme was conducted with 103 participants (9th graders). As a result of this scheme, the test's validity and reliability was completed and traditional conceptual change texts based on the determinated conceptual errors were prepared. In addition, this test was applied to students as pre-test at the beginning of the study. Classical conceptual change texts that were prepared were taught with traditional methods in control group's lessons. On the other hand, traditional conceptual change texts were prepared web-assisted and the experimental group was taught by using web-assisted conceptual change texts. At the end of the study, three-stage conceptual success test was conducted on the sample again as post-test. The data collected was analyzed by using SPSS and Microsoft Office Excel 2007 package program. As a result of the study, it was found that conceptual change texts caused a decrease in the conceptual errors of students on the subject of water chemistry. This improvement was 65% for the experimental group and 14% for the control group. In addition, even after three months, this rate was 61% for the experimental group and 3,8 % for the control group. Web-assisted conceptual change texts were found to be more effective in the permanence of what is learned. [ABSTRACT FROM AUTHOR]

Copyright of Dicle University Journal of Ziya Gokalp Education Faculty / Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi is the property of Dicle University Journal of Ziya Gokalp Education Faculty and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Dicle University Journal of Ziya Gokalp Education Faculty / Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi is the property of Dicle University Journal of Ziya Gokalp Education Faculty and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Turkish Science Education (TUSED) is the property of Firtina Academy Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article presents a study which investigates the effects of activities on reasoning skills of teachers on education. The researchers made an investigation on whether or not there is any difference among teacher training programs in terms of reasoning abilities. It was found out that these activities affect the educational capabilities of teachers.