Yazar "Kiray, S. Ahmet" seçeneğine göre listele

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    The effectiveness of an integrated science and mathematics programme: Science-centred mathematics-assisted integration
    (SILA SCIENCE, 2012) Kiray, S. Ahmet; Kaptan, Fitnat
    Recently, the interest in ensuring integration between science and mathematics has been increasing. Taking this interest into consideration, this paper investigates whether or not a programme integrating particular attainments of science and technology, and mathematics classes in Turkey is effective. The study was performed in the educational term of 2007-2008 with 8th grade students (aged 14 and 15) of a middle school in Ankara. The workgroup in the study consisted of 90 students in total from three classrooms; two of them were the experiment group (30+30 students) and one was the control group (30 students). The mixed method was utilized in the study. The quantitative data obtained from the measurements performed with the test developed were compared using variance analysis (one-way ANOVA) and convariance analysis (ANCOVA). These findings were discussed by integrating the opinions of the teachers and the students and the qualitative findings obtained from the researcher's log. The outcomes of the study indicated that the programme, called by the researchers "Science-centred mathematics-assisted integration", increases the achievement of the students, if applied properly. Nonetheless, the outcomes also indicated that the teachers' lack of content knowledge and basic skills in science and mathematics has an adverse effect on the achievement of the students. It is believed that the outcomes of the study will make a contribution to the institutions educating sciences and mathematics teachers and to the institutions providing teacher with in-service training.
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    A new model for the integration of science and mathematics: The balance model
    (SILA SCIENCE, 2012) Kiray, S. Ahmet
    The aim of this study is to develop an integrated scientific and mathematical model that is suited to the background of Turkish teachers. The dimensions of the model are given and compared to the models which have been previously developed and the findings of earlier studies on the topic. The model is called the balance, reflecting the significance of balance in the process of integration. The balance model includes five dimensions: content, skills, the teaching-learning process, affective characteristics, measurement and assessment. The goal of the balance model is to keep the content/standards the same as their original values.
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    Science Student Teachers' Ideas about the 'Gene' Concept
    (ELSEVIER SCIENCE BV, 2011) Dikmenli, Musa; Cardak, Osman; Kiray, S. Ahmet
    The purpose of this study is to investigate science student teachers' ideas about the 'gene' concept. This study focuses on the following questions: What kind of descriptions do science student teachers ascribe to gene? What categories can be derived from these descriptions in terms of common features? A total of 140 participating students, who were studying to become primary science teachers at the Ahmet Kelesoglu Faculty of Education of Selcuk University in Turkey, participated in this study. To reveal participating students' ideas about the 'gene' concept they were asked to respond two open questions: (1) What is a gene in your opinion? (2) The participating students were asked to complete a free word association test. In the test, the term 'gene' was presented as a stimulus word. Data obtained from the questions were analyzed and the frequencies of the responses were classified in different categories. The results are compared with related literature and recommendations are provided.