Examining relations between physics-related personal epistemology and motivation in terms of gender

The gender gap continues to exist in physics education. The author examines the gender-related differences in the relations and strengths among personal epistemologies, motivation, and achievement in physics among Turkish high school students. Established questionnaires were used to identify students’ personal epistemologies, motivations and achievement in physics. A total of 567 ninth-grade students from three high schools in Mugla Province in Turkey participated in the study. Multigroup structural equation modeling was used to determine the gender differences in the relations and strengths among personal epistemology, motivation, and achievement in physics. Results from the structural equation modeling showed that students’ personal epistemologies directly predicted their motivation and indirectly their achievement in physics. Multigroup structural equation modeling analysis showed that the strength of the relations between personal epistemology and motivation varied for female and male students. Implications for future directions are discussed.     

One Science Teacher’s Professional Development Experience: A Case Study Exploring Changes in Students’ Perceptions of Their Fluency with Innovative Technologies

The purpose of this case-study is to narrate a secondary science teacher’s experience of his professional development (PD) education and training in innovative technologies (IT) in the context of engaging students in environmental research projects The sources from which the narrative is derived include (1) the science teacher’s reflective reports during three summer institute programs and (2) the science teacher’s reflective reports while subsequently engaging students in IT-embedded environmental research projects in his classroom. The science teacher’s explanations for changes in students’ perception of their IT fluency illuminate his personal narrative. The science teacher attributed his growth and significant changes in students’ perceptions of their IT fluency to the following mechanisms: (a) a personal commitment to developing his own and his students’ IT abilities in the context of doing environmental research projects, and (b) an increase in class time devoted to science education due to school-time scheduling policy. The study implies that immersive professional development opportunities have the potential to produce significant increases in students’ perceptions of their IT fluency.     

ARGUMENTATION AND STUDENTS’ CONCEPTUAL UNDERSTANDING OF PROPERTIES AND BEHAVIORS OF GASES

The purpose of this study was to explore the impact of argumentation-based pedagogy on college students?? conceptual understanding of properties and behaviors of gases. The sample consists of 108 students (52 in the control group and 56 in the intervention group) drawn from 2 general chemistry college courses taught by the same instructor. Data were collected through pre- and post-tests. The results of the study show that the intervention group students performed significantly better than the control group students on the post-test. The intervention group students also showed significant increase in their test scores between pre- and post-test. While at least 80?% of the students in the intervention group abandoned their initial ideas on all of the 17 alternative conceptions that were identified by the authors but one, the percent of student abandoning their initial ideas in the control group was less than 50. The discussion focuses on the implications of these results for addressing students?? alternative conceptions, promoting the argumentation?Cpedagogy in college science courses and the challenges associated with the use of argumentation in college science classrooms.     

Prospective Turkish primary teachers’ views about the use of computers in mathematics education

The use of computers and technology in mathematics education affects students’ learning, achievements, and affective dimensions. This study explores prospective Turkish primary mathematics teachers’ views about the use of computers in mathematics education. The sample comprised of 129 fourth-year prospective primary mathematics teachers from two different universities in Turkey. Data consisting of participants’ written responses were qualitatively analyzed and categorized according to TPACK. Results show that the prospective teachers’ views about computers and their use in mathematics are usually positive. They enjoy working with computers, even though they are only able to perform relatively minor calculations with computers. They stated that improved use of computers can help them to learn and teach mathematics more effectively. However, they did not feel confident about their ability to teach mathematics using computers.     

Pre-service EFL teachers’ beliefs about foreign language learning

Beliefs are central constructs in every discipline which deals with human behaviour and learning. In addition to learner beliefs about language learning, language teachers themselves may hold certain beliefs about language learning that will have an impact on their instructional practices and that are likely to influence their students’ beliefs about language learning. This article reports on a study of beliefs held by 217 full-time undergraduate students (142 females and 75 males) enrolled in English Language Teaching (ELT) programmes at seven state universities in Turkey. Horwitz’ BALLI was used to collect data. The data reveal that where some of the results carried by pre-service teachers might surprise language teaching educators and teacher trainers, some others probably confirm their experiences and intuitions.     

Preservice teachers’ teacher efficacy beliefs and constructivist-based teaching practice

The purpose of this paper is to explore the relationship between preservice teachers’ (PTs) teacher efficacy beliefs and their constructivist-based teaching practices. Data were gathered through the questionnaire (Teachers’ Sense of Efficacy Scale) and the observation protocol (Reformed Teaching Observation Protocol) administered to the participants. A total number of 101 PTs (53.5 % from science education and 46.5 % from mathematics education) from a university in eastern part of Turkey participated in the study. Also, qualitative data were also used in order to clarify quantitative data. The semistructured interviews were conducted with 20 PTs who voluntarily participated in these interviews. Results showed that PTs’ constructivist-based teaching practice was positively correlated with their teacher efficacy beliefs. Also, qualitative findings confirmed that finding. To conclude, PTs with high teacher efficacy tend to employ constructivist approach in their teaching while PTs with low teacher efficacy tend to use traditional approach, lecturing in their teaching.     

From the Past to the Present: Imam and Preacher Schools in Turkey—An Ongoing Quarrel

One of the most controversial issues in Turkey since the establishment of the Republic in 1923 has been the question of religious education in general, with a focus on the Imam and Preacher Schools (IPS) in particular. This continues to be a serious problem even today. This article touches on this important matter. The article begins with a history of the opening of IPSs and tries to indicate the development of this institution throughout the history of the Republic. It provides answers as to why, while some people oppose these schools, others support the very same institution. In this article it is claimed that these schools not only act as good models for the Turkish educational system, but also for education in other Muslim countries. In addition, the article examines how the people who have graduated from these schools have served Turkish people in various fields, from the conception of the schools to the present day.     

Comparison of Quantitative and Qualitative Research Traditions: epistemological,theoretical, and methodological differences

There has been much discussion about quantitative and qualitative approaches to research in different disciplines. In the behavioural and social sciences, these two paradigms are compared to reveal their relative strengths and weaknesses. But the debate about both traditions has commonly taken place in academic books. It is hard to find an article that deals with the generic issues related to the quantitative and qualitative divide by drawing on distinguished research literature. Interested in addressing this need, this article aims to explain the essential characteristics of quantitative and qualitative research approaches with an emphasis on their underlying epistemological, theoretical, and methodological differences. It elucidates the research design issues and concepts in relation to both research paradigms, from planning research to collecting and analyzing data, and reporting findings. The criteria that are used to evaluate research strategies and findings are also discussed.     

Conservation Education and Environmental Communication in Great Ape Re-Introduction Projects: Two Cases From the Republic of Congo

Among species recovery tools available, re-introduction of animals to the wild is one of the more complex. Since the mid-1990s two successful great ape re-introductions have taken place in the Republic of Congo, leading some conservationists to revisit re-introduction as a strategy. This research explored the role of conservation education and environmental communication in the projects, including activities undertaken, stakeholder perceptions of success and impacts on project outcomes. The research found that education and communication activities, while varied and broad, were managed in an ad hoc, intuitive manner, lacking priority, expertise, and funding leading to recommendations for future reintroduction projects.