Yazar "Oztas, Fulya" seçeneğine göre listele

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    Biology teacher candidates' alternative conceptions about the human respiration and source of metabolic energy
    (SILA SCIENCE, 2012) Oztas, Fulya; Oztas, Haydar
    The researches have been shown that students acquire a large majority of misconceptions before and during school years. It has been claimed that these are usually developed by students to explain their physiological and biological surroundings. Moreover the development of misconceptions usually involves logical thinking in alternative beliefs system and can interfere with learning. For this, purpose of this study was identifying students' misconceptions about respiration and source of metabolic energy. If any misconception detected how a learning method could be applied in order to improve their learning skills. In order to detect the students' misconception about breath in this study a questionnaire was constructed based on literature. Totally six open-ended questions have been designated to test students' conceptions about respiration and source of alive metabolic energy. This questionnaire has been applied to 3rd class biology teacher candidates. The results are shown that students have conflicting, and often incorrect ideas about respiration and the source of energy usage in metabolism. It has been shown that students' initial ideas about respiration and the source of energy used in metabolism are deep-rooted and difficult to change.
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    Biology teacher candidates' misconceptions about surface tension, adhesion and cohesion
    (SILA SCIENCE, 2011) Oztas, Fulya; Bozkurt, Ersin
    The diagnosis of student's misconceptions and the identification of the reasons for these misconceptions are prerequisite for conceptual changes. Water surface tension, cohesion and adhesion are the basic subjects of secondary school curriculums. Grasping these concepts is key to understanding more important life processes with regard to water, particularly water and mineral uptake of plants. Also these terms are closely related to key concepts in physics and chemistry such as energy usage, and cohesion and adhesion of molecules. This study aimed to identify students' misconceptions about surface tension, cohesion and adhesion and their role in water and mineral uptake in plants with a questionnaire featuring open ended questions that demanded short answers. As a result, it has been seen that many teacher candidates hold misconceptions about water surface tension, cohesion and adhesion, and their chemical, physical and biological properties and functions.
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    Differences between Students in STS and Non-STS Classrooms Regarding Creativity
    (EDITURA LUMEN, IASI, 2015) Hacieminoglu, Esme; Ali, Mohamed Moustafa; Yager, Robert E.; Oztas, Fulya; Oztas, Haydar
    The purpose of this study is to determine the features of creativity which K-12 students display in STS (Science-Technology-Society) classrooms vs. those found in non-STS classrooms of interest, too, is how students in STS and Control classrooms differ in terms of questions posed and collected from interviews with students concerning creativity. A pre-test post-test experimental design was used in this study. The sample consisted of 463 K-12 students enrolled in STS classes and 386 K-12 students in non-STS classes. Videotapes and notes from direct observations were reviewed in terms of eight features of creativity. Interviews of a random sample of students revealed major differences of student views concerning creativity in STS and Non-STS classrooms. Interviews with a sample of students regarding creativity features were more highly developed in students who experienced science in STS classrooms.
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    The effects of educational gains of vocational school of health students on their environmental attitudes
    (SILA SCIENCE, 2010) Oztas, Fulya
    This study was carried out in order to investigate the environmental attitudes of filial year students in Vocational School of Health Services, which trains intermediate staff for health institutes. The primary aim of the study was to determine whether the environmental education they previously received from the family or school changed in any way after receiving vocational training in the Vocational School of Health Services. In the study, an attitude questionnaire on environment was applied to the first and filial year Students in the vocational school and the question whether students' environmental attitudes changed in any way after the vocational training they received in Vocational School of Health Services was investigated. The results reveal that the final year students are more sensitive to environment in comparison with the first year students (P < 0. 01), which might be interpreted as the positive change of environmental attitudes caused by the vocational training received at this school.
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    The Effects of Professors' Pedagogical Content Knowledge on Elementary Teacher Candidates' Attitude and Achievement Regarding Biology
    (KAMLA-RAJ ENTERPRISES, 2013) Usak, Muhammet; Ulker, Riza; Oztas, Fulya; Terzi, Irfan
    The focus of this study was to investigate whether professors' pedagogical content knowledge has an impact on Elementary Education [ELE] teacher candidates' achievement and attitude regarding Biology course. The subjects of the present study consisted of 60 first grade ELE teacher candidates in two classes and two professors (2 males) teaching Biology in these classes. ELE teacher candidates were required to draw human body and complete the scale of attitude toward life science. On the other hand, individual interview was conducted with two professors. The results showed that ELE teacher candidates who enrolled in professor-A's (who has a student-centered approach) class had or at least tended to have more positive attitudes toward Biology than those who enrolled in professor-B's (who has a teacher-centered approach) class. ELE teacher candidates who attend professor-A class had higher achievement in the Biology course than those who attend professor-B class. The study also examined whether attitudes are associated with achievement measured by participants' drawing of human bodily function by utilizing multiple linear regression, but showed no significant effect of attitude toward life science on achievement regarding Biology.
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    How do biology teacher candidates perceive global climatic change?
    (SILA SCIENCE, 2011) Oztas, Fulya; Kalipci, Erkan; Bozkurt, Ersin
    In general there is an individually and socially sensitivity against the environmental issues and this sensitivity is gradually increasing. Especially the global warming and greenhouse gases are the important issues of the agenda. In the high school educational content these subjects are included in the syllabus programs and effect of global warming and greenhouse gas is widely dealt with in the visual and written media. However the comprehension of the subject which presents a complex structure due that includes physical, chemical and biological events and the explanation of the phenomenon related to atmosphere by the students and public opinion leads to problems. It is known that energy usage and the emission over normal of CO2 greenhouse gases to atmosphere depending to this usage leads to global warming. The aim of this study has been determined as researching of how is perceived by the Biology teacher candidates from the different levels the global warming and the measures which may be taken against this. According to the results of this study which has been made by using 5 point likert scale; even that it has not been observed any statistical difference between the related opinions of the possible results of global warming of Biology teacher candidates, differences have been observed between the students groups from different levels regarding the measures which can be taken against global warming. Accordingly it has been observed that 3(rd) class students (Group 3) are more sensitive than other student groups regarding the measures which may be taken in connection with the prevention of the global warming due to the positive effect of environment and ecology courses attended by them.
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    How do high school students know diffusion and osmosis? High school students' difficulties in understanding diffusion & osmosis
    (ELSEVIER SCIENCE BV, 2014) Oztas, Fulya
    The previous researches results seem to suggest that some aspects of learning of diffusion and osmosis concepts such as membranes, kinetic energy of matter, and elements of the particulate and random nature of matter could lead to misconceptions. The concept of diffusion is very common in science instruction, and understanding the concept is an important precursor to instruction in life science and physical science. The learning of concentration and tonicity processes of diffusion and osmosis, life forces influence on diffusion and osmosis, and random nature of matter were difficult learning for students. It appears that misconceptions may play a larger role students learn diffusion and osmosis concepts. What could be take place the active role of the student learning without misconceptions of diffusion and osmosis. It is possible suggest, students should actively engaged in constructing knowledge. During each phase of the learning, students should actively manipulating materials, recording data, or analyzing results. Students should encourage to discuss findings in groups and with the class. The teacher acts as a facilitator via making connections between concepts. Students may debate and argue a relationship between concepts and their contents this may provides paying their attention experiences with the concepts. Because of its importance of diffusion and osmosis, it may be beneficial to investigate misconceptions of high school students. The purpose of this study was to investigate students' understanding about scientifically acceptable content knowledge by exploring the relationship between knowledge of diffusion and osmosis and a student's confidence in their content knowledge following instruction. (C) 2013 The Authors. Published by Elsevier Ltd.
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    Successes with Reversing the Negative Student Attitudes Developed in Typical Biology Classes for 8th and 10th Grade Students
    (EURASIA, 2016) Hacieminoglu, Esme; Ali, Mohamed Moustafa; Oztas, Fulya; Yager, Robert E.
    The purpose of this study is to compare changes in attitudes of students about their study of biology in the classes thought by five biology teachers who experienced an Iowa Chautauqua workshop with and two non-Chautauqua teachers who had no experience with any professional development program. The results indicated that there are significant differences in student attitudes in favor with students of the five biology teachers who experienced of a full year of experiences an Iowa Chautauqua workshop.