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Copyright of Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education is the property of Balikesir University, Necatibey Faculty of Education 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 Buca Faculty of Education Journal / Buca Egitim Fakültesi Dergisi is the property of Buca Faculty of Education Journal 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 Theoretical Educational Science / Kuramsal Eğitimbilim Dergisi is the property of Afyon Kocatepe University, Faculty of Education 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 Trakya Journal of Education is the property of Trakya Journal of Education 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.)

Concepts, which are the basic building blocks of knowledge, play an important role in history education. This study was conducted to reveal the perceptions and misconceptions of social studies teacher candidates about historical concepts. The study was carried out using qualitative research method. Purposeful sampling method was used for selecting the research participants. Equal numbers of female and male Social Studies teacher candidates studying at a state university were selected as research participants in the study. A semi-structured interview form was used to reveal the participants' perceptions about the concepts under scrutiny. Descriptive data analysis technique was used to analyze the collected research data. As a result of the data analysis, it was found that the pre-service teachers had difficulty in giving scientific definitions of the historical concepts examined in the study, and they defined the concepts on the basis of the connotations and analogies in their minds. It was also found that most of the pre-service teachers could not fully define the concepts, and they experienced confusion and misconceptions about some historical concepts. The reasons for their misconceptions are attributable to their incomplete and incorrect knowledge about concepts or their inability to associate the concepts with each other within the context of the relevant subject learned. [ABSTRACT FROM AUTHOR]

Gülten Dayıoğlu is one of our authors, who has contributed many works to our literature. Gülten Dayıoğlu's science fiction works have become widely read in children's and young adult literature, undergoing multiple printings. One of these works is Işın Çağı Çocukları. One of the most important characteristics of works in the science fiction genre is their ability to derive their narrative from science. In these works, it is essential to carefully examine and use concepts in a way that does not lead to misconceptions in the readers' minds. Conceptual misconceptions can make subsequent learning more difficult or even hinder the learning process. In children's literature, it is considered necessary to identify any conceptual misconceptions and, if present, explain them to the child readers to correct these misconceptions. In this work, analysis of Gülten Dayıoğlu's novel Işın Çağı Çocukları is made in the context of conceptual misconcepiton on scientific concept. [ABSTRACT FROM AUTHOR]

Copyright of Turkish Studies - Educational Sciences is the property of Electronic Turkish Studies 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.)

Öğretmen adaylarının Dünya ile ilgili astronomi konularını kavrama düzeylerinin belirlenmesi bu araştırmanın amacıdır. Araştırmada durum çalışması deseni kullanılmıştır. Çalışma grubu fen bilgisi, okul öncesi ve sınıf öğretmenliği programlarında son sınıfta öğrenim gören on öğretmen adayından oluşmaktadır. Veriler araştırmacıların geliştirdiği, sekiz soru içeren yarı yapılandırılmış “astronomi görüşme formu” ile toplanmıştır. Dünya’nın oluşumu, Dünya’nın hareketleri ve sonuçları, atmosfer olayları, mevsimlerin oluşumu, mevsim farklılıkları, yerel saat farkları, yıldız kayması ve kutup ışıkları konularında sorular sorulmuştur. Veriler, betimsel analizle oluşturulan kavramsal kategorilerde incelenerek analiz edilmiştir. Öğretmen adaylarının Dünya’nın oluşumuna ilişkin kavramsal bilgilerinin çoğunlukla “kavram yanılgısı içeren kısmen anlama” ve “kavram yanılgısı” düzeyinde olduğu görülmüştür. Gece-gündüz oluşumunda tam doğru cevapların fazla olduğu, mevsimlerin oluşumunda “kavram yanılgısıyla kısmen anlama” kategorsindeki cevapların fazla olduğu, yerel saat farklarında tam anlamanın fazla olduğu; yıldız kayması ve kutup ışıkları ile ilgili sorularda kavram yanılgılarının fazla olduğu belirlenmiştir. Öğretmen adayları Evren’in ve Dünya’nın oluşumunu karıştırmaktadır. Dünya’nın Güneş etrafındaki dönme ve dolanma hareketleri, Güneş’in etrafında Dünya’nın hareketi, yıldız ve meteorların hareketi gibi konularda kavram yanılgıları belirlenmiştir. Araştırmada amaçlı örneklem yoluyla seçilen öğretmen adaylarının astronomi kavramlarına yönelik algılarının yetersiz olduğu tespit edilmiştir. Araştırma sonucunda, astronomi eğitimine yönelik önerilerde bulunulmuştur.

Copyright of Mehmet Akif Ersoy University Journal of Education Faculty is the property of Mehmet Akif Ersoy Universitesi Egitim Fakultesi Dergisi 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 Anadolu University Journal of Education Faculty (AUJEF) is the property of Anadolu Universitesi Egitim Fakultesi Dergisi 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 INES Journal: The Journal of International Education Science / Uluslararası Eğitim Bilimleri Dergisi is the property of INES Journal: The Journal of International Education Science 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 Education, Theory & Practical Research (JETPR) / Eğitim Kuram ve Uygulama Araştırmaları Dergisi (EKUAD) is the property of Journal of Education, Theory & Practical Research (JETPR) / Egitim Kuram ve Uygulama Arastirmalari ) 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 International Journal of Educational Studies in Mathematics (IJESIM) is the property of International Journal of Educational Studies in Mathematics (IJESIM) 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.)

Bu araştırmanın amacı, Türkiye’de yürütülen matematiksel kavram yanılgıları konulu lisansüstü tezleri tematik bir şekilde incelemektir. Çalışma kapsamında Yükseköğretim Kurulu Ulusal Tez Merkezi resmî sitesinde 1998-2021 yıllarında erişilebilen 106 adet lisansüstü tez incelenmiştir. Lisansüstü tezler üniversite, yıl, dil, tür gibi künyesel özellikleri, katılımcı grubu, katılımcı büyüklüğü, yöntem, desen, veri toplama araçları, veri analizi teknikleri gibi metodolojik özellikleri ve ele alınan öğrenme alanları-konular ve amaçların öğrenme alanlarına göre dağılımı kapsamında sınıflandırılmıştır. Araştırma sonuçları, lisansüstü tezlerin 41 farklı üniversitede hazırlandığını göstermektedir. Bu kapsamda tezlerin en fazla Marmara, Gazi ve Orta Doğu Teknik Üniversitelerinde hazırlandığı; 106 tezin 12’sinin İngilizce dilinde, 94’ünün ise Türkçe yazıldığı; lisansüstü tezlerin çoğunlukla ortaokul öğrencileri ile gerçekleştirildiği belirlenmiştir. Ayrıca lisansüstü tezlerde çoğunlukla nicel yöntemler kullanılmıştır. Nicel yöntemler ile hazırlanan tezlerde en çok tarama deseni kullanılırken, nitel yöntemler ile hazırlanan tezlerde en çok durum çalışması deseni ve karma yöntemler ile hazırlanan tezlerde ise en çok açıklayıcı desen tercih edilmiştir. Veri toplama araçları olarak ise tezlerde en çok sırasıyla teşhis testleri ve ardından başarı testleri ile yarı yapılandırılmış görüşmeler kullanılmıştır. Ayrıca nicel veri analizi tekniklerinin nitel veri analizi tekniklerinden daha fazla kullanıldığı belirlenmiştir. Tezlerin yazılma amaçlarından en çok tercih edileni kavram yanılgılarını belirlemek iken en az tercih edilen amaç ise kavram yanılgılarını fark etme becerisini belirlemek olmuştur. Ayrıca lisansüstü tezlerde her öğretim düzeyinde en çok “Sayılar ve İşlemler” öğrenme alanı kapsamındaki konulara ilişkin kavram yanılgılarının ele alınmıştır.

Asit-baz konusu günlük hayatın ve eğitim hayatının her kademesinde karşımıza çıkmakta ve içerdiği soyut kavramlar nedeniyle öğrencileri farklı anlamlar oluşturmaya yönlendirmektedir. Öğrencilerdeki bu farklı anlamlandırmalar sonucu oluşan kavram yanılgıları bilimsel bilgilerin yanlış ilerlemesine yol açmaktadır. Kavram yanılgılarını tespit edebilmek ve bu kavram yanılgılarını giderebilmek için çok sayıda araştırma yapılmıştır ve yapılmaktadır. Buradan yola çıkarak çalışmamızda asit-baz konusunda yapılan çalışmalar sonucunda tespit edilen kavram yanılgılarının gruplandırarak incelenmesi amaçlanmıştır. Bu çalışmalarda kavram yanılgılarının tespit edilme yöntemleri de ele alınarak bir sonraki çalışmalar adına kaynak oluşturması hedeflenmiştir. Çalışmada doküman inceleme yöntemi kullanılmıştır. Elde edilen veriler içerik analizi yöntemi kullanılarak analiz edilmiştir. Araştırma " Google Akademik " ve " Yükseköğretim Kurulu (YÖK)' nun Ulusal Tez Merkezi" veri tabanında bulunan çalışmalar ile sınırlandırılmıştır. Veri tabanlarından ulaşılan çalışmalar 1998-2020 yılları arasındaki çalışmaları içermektedir. Bu çalışmaların bir çoğu asit-baz konusunda kavram yanılgıları üzerinde dururken bir kısmı da çalışmada kullanılan yöntemler sonucu kavram yanılgılarına ulaşmışlardır. İncelenen araştırmalar sonucunda asit-baz konusunda mevcut kavram yanılgıları ve bu kavram yanılgılarının tespit edilme yöntem veya teknikleri ele alınmıştır. Taranan literatürde asit-baz konusuna yönelik bir çok alternatif kavrama ulaşılmıştır ve bu kavram yanılgıları yedi kategori kapsamında oluşturulmuştur.

Copyright of Turkish Journal of Social Research / Turkiye Sosyal Arastirmalar Dergisi is the property of Turkish Journal of Social Research 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.)

Bu çalışmanın amacı, öğrencilerin birinci dereceden bir bilinmeyenli denklemler konusuyla ilgili hataları ve kavram yanılgılarını belirlemektir. Birinci dereceden bir bilinmeyenli denklemler konusunda öğrencilerin sahip olduğu kavram yanılgılarının ve yaptıkları hataların bilinmesi, bu konunun temel alındığı diğer konuların doğru şekilde öğrenilmesi ve öğretmenleri bu konuyla ilgili olası hatalardan ve kavram yanılgılarından haberdar etmesi bakımından önemlidir. Araştırmanın yöntemi nitel araştırma yöntemlerinden durum çalışması modelidir. Bu araştırma Kars ilinde bulunan 3 ortaokuldaki toplam 31 tane 7.sınıf öğrencisi ile gerçekleştirilmiştir. Araştırmacılar tarafından geliştirilen birinci dereceden bir bilinmeyenli denklemler konusu ile ilgili açık uçlu sorulardan oluşan başarı testi uygulanarak veriler toplanmıştır. Verilerin analizi, nitel veri analizi yaklaşımlarından betimsel analiz ile yapılmıştır. Araştırma sonuçlarına bakıldığında öğrencilerin birinci dereceden bir bilinmeyenli denklemler konusunda çok fazla hataya düştükleri ve kavram yanılgısına sahip oldukları görülmüştür. Hatalar ve kavram yanılgıları, türlerine göre sınıflandırılmış ve kazanım bazında incelenmiştir. Sonuçlar incelendiğinde, kazanımlara göre hata ve kavram yanılgısı türlerinin değişiklik gösterdiği, örneğin “Birinci dereceden bir bilinmeyenli denklemleri çözer” kazanımına yönelik cevaplarda karşılaşılan hata türlerinin “karşı tarafa geçirme kuralına ilişkin hatalar” ile “denklem çözme kurallarının mantığını bilmeden ezberleyerek çözme” hatalarında yoğunlaştığı, aynı kazanıma ait cevaplarda karşılaşılan kavram yanılgısı türlerine bakıldığında en fazla “bilinmeyen ve değişken kavramına yönelik kavram yanılgısı” yaşandığı belirlenmiştir. Sonuçlara göre öneriler sıralanmıştır.

Copyright of Diyalektolog - Uluslararası Sosyal Bilimler Dergisi is the property of Diyalektolog 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 Cumhuriyet International Journal of Education is the property of Cumhuriyet University, Faculty of Education 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 aim of this research was to determine the relationship betweenconceptual misconceptions in math literacy skills of secondary school eighthgrade students and their answering behaviors which they used in responding toquestions. This is a correlational research. The sample of the researchconsists of 340 students who are educated in the eighth grades of three schoolsin the provinces of Çankaya, Etimesgut and Yenimahalle in Ankara. PersonalInformation Form and Two-Tier Diagnostic Test were used in order to determinethe conceptual misconceptions of students in mathematical literacy and theResponsive Behavior Form was used to determine which behavior was used torespond to the answers. All these tools were developed by the researcher tocollect information about the students. In the analysis of the data obtainedfrom the research, descriptive statistics and chi-square analysis were used.According to research findings; the students who have misconceptions mostlyused elimination answering behaviors and the students who do not havemisconceptions used calculation and elimination behaviors. When answeringbehaviors are analyzed according to the types of misconceptions, it isdetermined that the random marking is the most used in the type ofover-specialization misconceptions and in the case of the other misconceptionstypes, the most random marking answering behaviors are used. Furthermore, itwas determined that the types of misconceptions and answering behaviors did notdiffer according to the gender, and that the answering behavior of the studentsdid not differ according to the city they were in.

Copyright of Journal of Yüzüncü Yıl University, Faculty of Education is the property of Yuzuncu Yil University, Faculty of Education 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 Ahmet Kelesoglu Educational Faculty is the property of Journal of Ahmet Kelesoglu Educational 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 Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) 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 Afyon Kocatepe University Journal of Social Sciences / Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi is the property of Afyon Kocatepe University (AKU) Sosyal Bilimler Enstitusu 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 Mersin University Journal of the Faculty of Education / Mersin Üniversitesi Eğitim Fakültesi Dergisi is the property of Mersin University Faculty of Education 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.)

This study aims to examine the social studies teacher candidates' level of understanding and misconceptions of some geography concepts used in the song lyrics. In this study, 14 songs were selected from the popular songs of 2018, and 16 concepts were selected from these songs, including rime, black hole, climate, temperature, axis, metropolitan, crater, solar eclipse, lunar eclipse, island, star, city, wind, tide, plain, and plateau. Descriptive survey method was used in the study. The study group consists of 60 preservice social studies teachers who were third year students in the social studies education program of the educational faculty. A questionnaire developed by the researcher was used to collect the data. The data were analyzed in the Excel program and the tables were created by calculating the frequency and percentage values. The answers given by the social studies teacher candidates to the concepts were evaluated according to the categories of correct understanding, limited understanding, misunderstanding and no answer. As a result of the study, when the pre-service teachers' level of understanding of the concepts of geography they heard and knew more or less in the song lyrics was examined, it was determined that they did not know many concepts correctly and they have misconceptions about them. [ABSTRACT FROM AUTHOR]

Copyright of Cumhuriyet International Journal of Education is the property of Cumhuriyet University, Faculty of Education 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.)

Buçalışmanın amacı ortaokul matematik öğretmenlerinin öğrencilerde açı kavramıile ilgili var olan kavram yanılgıları ile ilgili farkındalık durumlarınıbelirlemektir. Çalışmanın örneklemini, çalışmaya katılmaya gönüllü olan 16matematik öğretmeni oluşturmaktadır. Veri toplama aracı olarak “demografikbilgiler” ve “kavram yanılgılarının farkındalıkları” olmak üzere iki anakısımdan oluşan bir form kullanılmıştır. Veriler üzerinde içerik analiziyapılmış, analiz sonuçları karşılaştırıldığında ise iki araştırmacınınkodlamaları arasındaki uyum indeksi 0.88 olarak bulunmuştur. Çalışmaya katılanöğretmenlerin tamamının, derslerde sadece açının statik tanımı üzerindedurdukları ve öğrencilerin açılar konusunda yaşadıkları kavram yanılgılarınıtespit etmede zorluklar yaşadıkları tespit edilmiştir. Çalışmaya katılanöğretmenler, kavram yanılgılarını gidermek için kavramları yeniden anlatma,açının statik tanımına ek olarak açı konusunda ki bazı yaygın kavramyanılgılarına vurguda bulunma ve somut materyal kullanma gibi öğretimyöntemlerine başvurabileceklerini belirtmişlerdir. Çalışmanınsonucuna dayalı olarak, öğretmenlere, öğrencilerde oluşabilecek kavram yanılgılarını gidermekiçin nasıl öğretim faaliyetleri tasarlayabileceklerine yönelik hizmet içieğitim kursları düzenlenebilir.

Copyright of Artvin Coruh University International Journal of Social Sciences (ACUSBD) is the property of Artvin Coruh University International Journal of Social Sciences 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 Pamukkale University Journal of Education is the property of Pamukkale University Journal of Education 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 Cumhuriyet International Journal of Education is the property of Cumhuriyet University, Faculty of Education 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.)

In this research, it was aimed to determine the cognitive structures of gifted students about climate change. In the research, the survey, the quantitative research design, was used. The sample of the research consisted of 84 gifted students studying at a Science and Art Center in the Eastern Anatolia Region during the 2018-2019 academic years. In the research, Word Association Test was used as a data collection tool. In this research, it was seen that gifted students repeated the words about climate change, climate change, air warming and extinction of living things. When the students' sentences for the concept of climate change were examined, it was found that the sentences were mostly in the category of "non-scientific and superficial knowledge and the number of sentences containing misconceptions was quite high. From this point of view, it can be said that the knowledge level of the gifted students about climate change is insufficient and has misconceptions. Necessary recommendations were made as a result of the findings. [ABSTRACT FROM AUTHOR]

Copyright of Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education is the property of Balikesir University, Necatibey Faculty of Education 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 aim of this study was to examine the effect of the model based teaching method on the teaching of the geometric structures of the molecules; the identification and remedying of students' knowledge and misconceptions on this subject; and the development of students' model-forming skills. The study was conducted with the participation of 35 first-year students attending the Science Education Department of the Faculty of Education. One sample pre-posttest design was used in this study. The students were asked to answer questions about the CH4, NH3 and H2O molecules, and to model these molecules both before and after the application. The study results indicated that all of the study groups erroneously depicted the bond angles, molecular geometry and electron group geometry in the pretest, while these errors were entirely remedided in the posttest for the H2O molecule, and partly remedied for the NH3 and CH4 molecules. In addition, it was observed that errors and misconceptions observed during the pretest - such as errors regarding the types of atoms within the molecular structure, the failure to depict the lone electron pairs, and the erroneous depictions regarding the number of non-bonding electrons - had all largely been remedied in the posttest. [ABSTRACT FROM AUTHOR]

Araştırmada Bilgi ve Belge Yönetimi Bölümü (BBY) öğrencilerinin bilgi arama süreçlerindeki kişisel deneyimlerini anlamak, süreçler ile ilgili kavram yanılgılarının olup olmadığını tespit etmek ve kavram yanılgıları var ise, ne tür kavram yanılgılarına sahip olduklarını ortaya çıkartmak amaçlanmıştır. Bu çerçevede, araştırmada Kuhlthau’nun altı aşamalı “Bilgi Arama Süreci (BAS)” modeli temel alınmıştır. Veriler; amaçlı örnekleme yöntemi kullanılarak, 13 Ankara Üniversitesi BBY öğrencisi ile gerçekleştirilen yarı yapılandırılmış görüşme tekniği ile elde edilmiştir. Veriler içerik analizi yöntemi ile çözümlenmiştir. Verilerin analizi ile elde edilen bulgular sonucunda, öğrencilerin BAS’ın “konu seçimi”, “bilgi toplama”, “tamamlama” aşamaları ve “diğer” kategorisinde sınıflandırılan “araştırma yöntemlerini belirleme” ve “araştırma ödevi” ile ilgili kavram yanılgılarına sahip oldukları tespit edilmiştir. Bulgular kavram yanılgılarının öğrencilerin bilgi arama süreçlerini etkili ve verimli bir biçimde gerçekleştirmelerini engelleyebildiğini göstermiştir. Bu araştırmanın sonuçlarının kütüphanecilere, eğitimcilere ve bilgi erişim sistemi tasarımcılarına önemli bir katkı sunması beklenmektedir.

The aim of the research is to analyze the effects of conceptual change texts in the conceptual change approach on the misconceptions in 7th grade students “Journey to Turkish History” unit. The study group of the research was formed from 7/A and 7/C students at Prof. Dr. Erol Güngör secondary school which is in the center of Kırsehır. From these classrooms 7/ A (n: 22) was experimental and the 7 /C was control group (n: 27). In the study, unequal control grouped design was used. While the concepts were being defined, a questionnaire form was used in which 7th class social studies teacher textbook included concepts targeted to students in the Journey to Turkish History unit and students could give the meaning of concepts as short written answers. While the answers given by the students to the concepts in the form were evaluated, the explanations made about the concepts in the textbook and the statements of the Great Turkish Dictionary were taken into account. The answers given by the students were classified as correct understanding of concepts, misconceptions and misses, and the percentage and frequency values were taken and 6 concepts were found to be the most misconceptions according to the interpreted results in order to collect data in the study, Concept Achievement Test (CAT) developed by researcher were used. Descriptive statistics, t-test for unrelated samples, and two-way ANOVA were performed using the SPSS 20 package program for the analysis of pretest and posttest scores of the students in the experimental and control groups. As a result of the analysis, it was determined that there was no statistically significant difference between experimental and control groups in terms of Achievement Test and Concept Test scores in pre - test, and there was a meaningful difference in favor of experimental group in post-test. As a result of the research, it has been determined that teaching and materials based on the conceptual change approach are more effective in eliminating the misconceptions that exist in the students related to the concepts of age, aesthetics, conquest, holy war, reform and settlement compared to program based activities

The purpose of this study to identify fifth grade students' misconceptions about heat and temperature through letter writing, one of the writing-to-learn activities. Document analysis, a qualitative research method, was used for this study. The sample of this study consisted 50 fifth graders from two middle schools in Yağlıdere, Giresun in 2017-2018 Fall Term. Letter writing, a writing-to-learn activity, was used as data collection method. The letters of the students were examined through content analysis and then tables were created by using themes and codes according to the students' replies. The results of this study concluded that the fifth graders had many missing conceptions and misconceptions about heat and temperature.

Copyright of Journal of Yüzüncü Yıl University, Faculty of Education is the property of Yuzuncu Yil University, Faculty of Education 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 Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education is the property of Balikesir University, Necatibey Faculty of Education 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 aim of this study is determination of the secondary school students' views on soil erosion. The sample group consists of 275 students (58 from fifth-grade, 105 from sixthgrade, 43 from seventh-grade, 69 from eight-grade) having education in different levels in a secondary -School in Ağrı province. The study was conducted using the special case method. The questionnaire form, having four open ended question related to erosion, was used as a data collection tool in the study. The data obtained from the study were subjected to content analysis. In the analysis of the data, similar answers given by the students to the questions were collected in the same category. Analysis of data obtained from the study was repeated by two researchers. İn the study the mean reliability of the two researchers was 96%. Findings obtained from the study are presented in tables by calculating the percentage and frequency of each class stage. At the end of the study, it was determined that 67% of the fifth grade students expressed soil erosion as landslide. This rate was found to be 49% in the sixth grade, 58% in the seventh grade and 65% in the eighth grade. The survey also concluded that students have a general knowledge of the causes of soil erosion, the problems they will create, and the measures to be taken against soil erosion. Based on the results of the research it is recommended to add the issues related to soil erosion to the updated 2017 science curriculum. In addition, more effective and practical applications of elective environmental education courses given in secondary schools are among the suggestions of the study. [ABSTRACT FROM AUTHOR]

Copyright of Ilkogretim Online is the property of Ilkogretim Online 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 Educational Sciences is the property of Journal of Turkish Educational Sciences 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 Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education is the property of Balikesir University, Necatibey Faculty of Education 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 Education & Science / Egitim ve Bilim is the property of Turkish Education Association 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.)

Bu çalışma, yükseköğretim matematiğinin önemli ders ve alanlarından biri olan diferansiyel denklemler için eğitim alanında yapılan araştırmaların bir derlemesini içermektedir. Diferansiyel denklemler konusunda uluslararası alanda yapılan çok sayıda araştırma olmasına rağmen Türkçe eğitim literatüründeki çalışmaların sınırlı olması bir eksikliktir. Çalışma kapsamında, diferansiyel denklemler konusunun öğrenimi sürecinde öğrencilerin yaşadıkları zorluklar ve bu alanın öğretimi sürecinde kullanılabilecek alternatif yaklaşımlar değerlendirilmiştir. Diferansiyel denklemlerin öğrenimi ve öğretimi sürecinde karşılaşılan zorluklar dört başlık altında sunulmuştur. Bunlar; kavramsal anlama yerine işlemsel anlama, muhakeme zorluğu, kavram yanılgısı ve temsiller arası geçiş zorluğudur. Özellikle cebir temelli rutin hesap uygulamaları yerine diferansiyel denklemlerin nümerik ve geometrik anlamlarını açığa çıkaran sorgulayıcı ve teknoloji destekli yeni eğilimler paylaşılmıştır. Bu derleme çalışması, Türkçe literatüre yapacağı katkının yanı sıra; matematik eğitimi araştırmacıları için de bilgi ve farkındalık oluşturması nedeniyle önemlidir.