In addition,students believe that at the end of the seminars, they can ask better questionsboth quantitatively and qualitatively, change their ideas, questionthemselves, develop their sense of curiosity, emphatically respond todifferent opinions and make philosophical inquiries.
📌 3 Maddede Bu Makale
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Amaç & Hipotez:The purpose of this study is to determine the views of studentsattending Science and Art Centers (SAC) about Socratic research seminars.This qualitative study was conducted with nine undergraduate students.Individual interviews were conducted with students after the seminars, whichspanned 10 weeks, about their opinions of the seminars.
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Temel Bulgular & Veri:As a result of thecontent analysis, it was found that students rated the Socratic researchprocess as a process in which they can freely express their thoughts, have ascientific experience that contributes to their development, individualdifferences come out, a good method is used for the development of thediscussion, questions and discussions about science are held.
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Sonuç & Katkı:In addition,students believe that at the end of the seminars, they can ask better questionsboth quantitatively and qualitatively, change their ideas, questionthemselves, develop their sense of curiosity, emphatically respond todifferent opinions and make philosophical inquiries.
🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Alan Parametreleri
Abstract
The purpose of this study is to determine the views of studentsattending Science and Art Centers (SAC) about Socratic research seminars.This qualitative study was conducted with nine undergraduate students.Individual interviews were conducted with students after the seminars, whichspanned 10 weeks, about their opinions of the seminars. As a result of thecontent analysis, it was found that students rated the Socratic researchprocess as a process in which they can freely express their thoughts, have ascientific experience that contributes to their development, individualdifferences come out, a good method is used for the development of thediscussion, questions and discussions about science are held. In addition,students believe that at the end of the seminars, they can ask better questionsboth quantitatively and qualitatively, change their ideas, questionthemselves, develop their sense of curiosity, emphatically respond todifferent opinions and make philosophical inquiries.
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Bu Makaleye Atıf Yap
CAN, B., BAHTİYAR, A. (2022). The Views of Science and Art Center (SAC)Students Regarding Socratic InquirySeminars. Eğitimde Nitel Araştırmalar Dergisi, Cilt: 2021 - Sayı: 28, 1–21. https://ajindex.com/articles/496935
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Bijoch, S. (2015). Using nontraditional text for socratic dialogue ın a middle level montessori music classroom. (Unpublished master thesis). University of Wisconsin - River Falls, USA. Bozer, E. (2014). A study of developing a scale for Socratic questioning skill in 9-12. grade high school students (Unpublished master thesis). Necmettin Erbakan University, The Institute of Educational Sciences, Konya. Bozer, E. N. & Kurnaz, A. (2016). Uyuyan zihinleri uyandırma: Sokratik sorgulama. In E. Yılmaz, M. Çalıskan, & S. A. Sulak (Eds.), Eğitim bilimlerinden yansımalar, (pp.153-166).
Çizgi Bookstore. Bulbul-Huner, S. (2018). A analyzing the effects of the Socratic inquiry method onacademic success and retention in life science course: An action research study. (Unpublished PhD thesis). Istanbul University-Cerrahpasa Graduate Education Institute, İstanbul.
Bulbul-Huner, S. & Kucuktepe, C. (2018). Investigate the questioning experiences of classroom teachers in terms of the intellectual standards of Socratic inquiry. The Journal of International Education Science (INESJOURNAL), 15, 170-191. doi: 10.16991/INESJOURNAL.1556 Creswell, J. W. (2012). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE Publications. Cebi, B. (2006). The reflection of Socratic teaching approach to the elementary Turkish language curriculum in primary education and its position in the implementation (Unpublished master thesis). Ondokuz Mayıs Üniversitesi Sosyal Bilimler Enstitüsü, Samsun. Coban, O. (2016). Sokratik sorgulama yontemi ile sorumluluk değerinin oğretimi. (Unpublished PhD thesis). Usak University, Institute of Social Sciences, Usak. Dadi, M. (2013). In this study, the “avogadros number” is tried to be taught by using the method of Socrates’ finding. (Unpublished master thesis). Van Yüzüncü Yıl University Institute of Educational Sciences, Van. De Schrijver, J., Tamassia, L., Van De Keere, K., Vervaet, S., Meys, R., Cornelissen, E., & Sermeus, J. (2016). Reflecting about the nature of s