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Aim of this research is to examine the effect of the use of the socio-scientific argumentation method on students’ entrepreneurial perceptions in the middle school science course. In the study, quasi-experimental design with pretest-posttest control group, as one of the quantitative research, was used. Experiment and control groups were formed from students who were studying in four classes in a determined middle school in the 2017-2018 academic year. In this study, lessons were taught with the socio-scientific argumentation method in the experiment group while Turkish Science Education Program activities and application continued to be used in the control group. The Entrepreneurship Perception in Science Education Scale was used as the data collection tool in the study. The scale was developed in order to determine secondary school students’ entrepreneurship perceptions. The scale consists of 5 factors and 28 items. Findings of research indicated a significant score difference in favor of the experiment group. In addition, findings of sub-factor scores also indicated significant score differences in favor of the experiment group According to the results of the study, socio-scientific argumentation method positively affected the students’ entrepreneurship perception. Furthermore, results show that socio-scientific argumentation method positively affected the students’ self-esteem, innovation perception and creativity, leadership and tendency to stand out, social skills and group work, and risk taking tendency. Socio-scientific argumentation method might also have influenced the entrepreneurship characteristics which is a learning outcome for students according to the 2013 and 2018 Turkish Science Education Program. [ABSTRACT FROM AUTHOR]

Copyright of Turkish Online Journal of Qualitative Inquiry is the property of Turkish Online Journal of Qualitative Inquiry 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 Inquiry Based Activities (JIBA) / Araştırma Temelli Etkinlik Dergisi (ATED) is the property of Journal of Inquiry Based Activities 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 study aims to investigate the effects of using mind maps and concept maps on students' learning of concepts in science courses. A total of 51 students participated in this study which used a quasi-experimental research design with pre-test/post-test control groups. The constructivist-inspired study was carried out in the sixth-grade science course unit of ‘Light and Sound’ in a primary school with two experimental groups and one control group. The intervention was held in the experimental group 1 by using technology-assisted technique of mind mapping, in the experimental group 2 by using technology-assisted technique of concept mapping, and in the control group by means of traditional classroom instruction. After the intervention in the experimental groups, concept tests and open-ended questions related to the unit were used as post-tests. According to the data obtained from concept tests, it was found out that all groups' understanding of concepts was equivalent. Significantly, students in the experimental group 2 reported positive opinions, stating that learning through concept maps was useful and engaging. [ABSTRACT FROM PUBLISHER]

This study aims at identifying the effects of the mind-mapping technique upon students’ perceptions of inquiry-learning skills, academic achievement, and retention of knowledge. The study was carried out in the Science and Technology course. A quasi-experimental research design with a pre-test and post-test control group, which was selected from seventh graders, was used in this study. Sixty-four seventh graders participated in this study during the 2010–2011 academic year in Izmir, Turkey. The result of the study shows that there is a significant difference in favour of the experimental group over the control group regarding the academic achievement, scores of retention of learning, and perception of inquiry-learning skill scores, both on cognitive and affective levels. [ABSTRACT FROM PUBLISHER]

Problem Statement: In this study, the unit "If It Weren't for The Pressure?" in the Science and Technology course at the Elementary 7th grade was tackled in two different ways. The first way is the discovery learning method along with the daily plans and activities. The second is the traditional teaching method. This study particularly aims at answering the question: "How does teaching science through the discovery learning approach affect students' academic achievement, perception of inquiry learning skills, and retention of knowledge?" Purpose of Study: This study aims at identifying the effects of the discovery learning method upon the students' perceptions of inquiry learning skills, academic achievements, and retention of knowledge. This research also investigates whether there is a significant difference between the experimental and control groups in learning the subjects of the unit "If It Weren't for The Pressure?" from the point of cognitive and affective learning levels. Findings and Results: A quasi-experimental research design with a pre-test and post-test control group was used in this study. Fifty-seven seventh graders participated in this study during the spring term of the 2006-2007 academic year. The result of the study shows that there is a significant difference in favour of the experimental group over the control group regarding the average of academic achievement, scores of retention of learning, and perception of inquiry learning skills scores, both on cognitive and affective levels. Conclusions and Recommendations: The conclusions of the study showed that there is a significant difference in favor of the experimental group over the control group in terms of academic achievement scores, perception of inquiry learning scores, and retention of learning scores in both cognitive and affective levels. Thus, it can be stated that the experimental group students, who scored high in the post-achievement test, have high perception of inquiry learning skills scores. Using the discovery learning method, which is one of the various teaching methods in which the students are active and are guided by the teacher, is considered to increase students' success and inquiry learning skills more than the traditional teaching methods. [ABSTRACT FROM AUTHOR]