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Sevda Yerdelen-Damar Yezdan Boz Sevgi Aydın-Günbatar 《Journal of Science Education and Technology》2017,26(4):394-405
This study examined the relations of preservice science teachers’ attitudes towards technology use, technology ownership, technology competencies, and experiences to their self-efficacy beliefs about technological pedagogical content knowledge (TPACK). The present study also investigated interrelations among preservice teachers’ attitudes towards technology use, technology ownership, technology competencies, and experiences. The participants of study were 665 elementary preservice science teachers (467 females, 198 males) from 7 colleges in Turkey. The proposed model based on educational technology literature was tested using structural equation modeling. The model testing results revealed that preservice teachers’ technology competencies and experiences mediated the relation of technology ownership to their TPACK self efficacy beliefs. The direct relation of their possession of technology to their TPACK self efficacy beliefs was insignificant while the indirect relation through their technology competencies and experiences was significant. The results also indicated there were significant direct effects of preservice teachers’ attitudes towards technology use, technology competencies, and experiences on their TPACK self efficacy beliefs. 相似文献
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The physics questions submitted to an ‘ask a scientist’ website were classified with respect to field of interest in physics,
type of requested information in the question (factual, explanatory, etc.), and motivation for asking the question (applicative
or non--applicative). In addition, differences in the number of females’ and males’ questions in these classifications were
determined. Analysis of 995 physics questions submitted to the website indicated that modern physics questions (30.7%) were
the most frequent while vibrations and wave motion questions (3.3%) were the least frequent. More than half of the questions
(57.8%) were submitted to request factual information. Motivation to ask a question was inferred from the question, and was
generally not related to direct and/or personal application. There were obvious differences in the number of questions asked
by females and males: 84.7% of questions were asked by males while 15.3% were asked by females. However, significant gender
differences were not observed in field of interest in physics, type of information requested in the question, and motivation
for asking the question. 相似文献
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Yezdan Boz Sevda Yerdelen-Damar Nurdane Aydemir Murat Aydemir 《Research in Science & Technological Education》2016,34(3):307-324
Background: Investigating factors contributing to chemistry achievement is important since it enables us to make more concrete instructional decisions related to improving students? chemistry achievement.Purpose: This study aimed to investigate how students? perceptions of learning environment, self-efficacy and gender are related to chemistry achievement.Sample: Three hundred fifty six high school students with the age range of 14 and 19 from three different schools in the same district were the participants.Design and methods: A structural equation model was designed and tested. Constructivist learning environment survey, self-efficacy scale were the instruments of the study. Information about students? gender and their chemistry grades belonging to the previous semester were also collected.Results: The model testing showed that chemistry self-efficacy beliefs, students? perceptions of constructivist learning environment (through chemistry-self efficacy) and gender were significantly related to chemistry achievement. Moreover, the findings showed that students? chemistry self-efficacy beliefs mediated the relation of students? learning environment perceptions to their chemistry achievement.Conclusions: The present study has some educational implications for teachers, teacher educators and curriculum developers. First of all, self-efficacy was found to have an effect on students? achievement. Therefore, teachers should consider students? self-efficacy beliefs and devise their instruction accordingly. Another implication of this study is the necessity of considering gender differences in designing teachers? instruction. 相似文献
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Research in Science Education - This study investigated the effect of the metacognitive instruction in which students’ epistemic cognitions were explicitly addressed, on tenth-grade... 相似文献
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