SavedAdd your journal

Journals / Pamukkale Üniversitesi Eğitim Fakültesi Dergisi / 2013 / Cilt: 34 - Sayı: 34

Effects Of Constructivist Instruction On Achievement And Attitude In Science Methods Course

Yapılandırmacı Öğretimin Fen Öğretimi Dersinde Başarı Ve Tutuma Etkileri

İlke ÇALIŞKAN
Pages
47–61
Publication Date
2013-06-01
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Statistical mean difference was obtained for all tests in favor of experimental group at the end.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The purpose of this study was to examine the effects of constructivist instruction on the fourth grade preservice science teachers’ achievement, attitude towards science teaching of in Science Teaching Methods II course.
📊
Key Findings & Data:Experimental group consisted of 53 and the control group consisted of 50 preservice science teachers.
💡
Conclusion & Impact:Statistical mean difference was obtained for all tests in favor of experimental group at the end.
🔬Design:Research Article
📍Scope:2007-2008 Verileri
⚙️Variables:Yapılandırmacı öğretim · yapılandırmacı öğrenme modeli · fen öğretmen eğitimi

Abstract

The purpose of this study was to examine the effects of constructivist instruction on the fourth grade preservice science teachers’ achievement, attitude towards science teaching of in Science Teaching Methods II course. Two groups were assigned from Hacettepe University Faculty of Education Department of Science Education. Experimental group consisted of 53 and the control group consisted of 50 preservice science teachers. Quasi experimental research design was used. Constructivist instruction was used in experimental group and traditional instruction was used in control group This research study was conducted in fall semester of the 2007-2008 academic year and lasted 15 weeks. A mixed between within ANOVA with repeated measures was used as a statistical technique for analyzing data. Statistical mean difference was obtained for all tests in favor of experimental group at the end.

Özet

Bu araştırmanın amacı, yapılandırmacı öğretimin dördüncü sınıf Fen ve Teknoloji öğretmen adaylarının akademik başarı ve fen öğretimine karşı tutumlarına etkisini incelemektir. Hacettepe Üniversitesi Eğitim Fakültesi Fen Bilgisi Eğitimi’nden iki grup belirlenmiştir. Deney grubu 53, kontrol grubu ise 50 öğretmen adayından oluşmaktadır. Araştırmada yarı deneysel desen kullanılmıştır. Deney grubunda yapılandırmacı öğretim, kontrol grubunda geleneksel öğretim kullanılmıştır. Araştırma, 2007-2008 güz akademik döneminde gerçekleştirilmiş ve 15 hafta sürmüştür. Verileri analiz etmede tekrarlayan verilerde varyans analizi tekniği kullanılmıştır. Sonuçta deney grubu lehine istatistiksel olarak anlamlı bir farklılık elde edilmiştir.

🔖

Cite This Article

ÇALIŞKAN, İ. (2013). Effects Of Constructivist Instruction On Achievement And Attitude In Science Methods Course. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 34 - Sayı: 34, 47–61. https://ajindex.com/articles/138110

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (7)

  1. Akar, H. (2003). Impact of constructivist learning process on preservice teacher education students’ performance, retention and attitudes. Unpublished dissertation thesis, Middle East Technical University, Ankara,
  2. Turkey. Akcay, H. (2007). The impact of a sts/constructivist learning approach on the beliefs and attitudes of preservice science teachers. Unpublished dissertation thesis, The University of Iowa, Iowa City, USA. Akkuş, H., Kadayıfçı, H., Atasoy, B., & Geban, Ö. (2003). Effectiveness of Instruction based on Constructivist approach on understanding chemical equilibrium concepts. Research in Science & Technological Education, 21 (2),209-227. Retrieved May 2, 2006, from http://web.ebscohost.com/ehost/ pdf?vid=4&hid=101&sid=e2e614c3-939f-49e7-af80-74c1ea397418%40sessionmgr108 Beck, C., & Kosnik, C. (2006). Innovations in teacher education: A social constructivist approach (Ed.). Albany, USA: State University of New York Press.
  3. Connolly, T.M., & Begg, C.E. (2006). A constructivist- based approach to teachingdatabase analysis and design. Journal of Information Systems Education, 17 (1), 43-54. Retrieved April 29, 2006, from http://www.proquest.com/
  4. Fosnot, C.T. (1996). Constructivism: Theory, Perspectives and Practice(Ed.). NewYork, USA: Teachers College Press.
  5. Gatlin, L. S. (1998). The effect of pedagogy informed by constructivism: A comparison of student achievement across constructivist and traditional classroom environments. PhD thesis, University of New Orleans, United States, Retrieved January 30, 2008, from ProQuest Digital Dissertations database. (Publication No. 9900967,59 (08) A2916) Hamlin, T.M. (2001). Effects of learning style strategies and metacognition on adult’s achievement. PhD thesis,. St John’s University, United States, Retrieved January 30, 2008, from ProQuest Digital Dissertations database. (Publication No. 3023376, 62 (08), A2655) Higher Education Council Course Definition Documents (2006). Retrieved May 3, 2007, from http://www. yok.gov.tr Hudson, P. (2004). Specific mentoring: a theory and model for developing primary science teaching practices. European Journal of Science Education, 27 (2), 139-146. Retrieved May 3, 2006, from http://web.ebscohost.com/ehost/pdf?vid=4&hid=101&sid=e2e614c3-939f-49e7-af8074c1ea397418%40sessionmgr108
  6. Koç, G. (2002). Yapılandırmacı öğrenme yaklaşımının duyuşsal ve bilişsel öğrenme ürünlerine etkisi, Unpublished dissertation thesis, Hacettepe University, Ankara,
  7. Turkey. MEB (2000). Talim ve terbiy