Yazar "Köksal M.S." seçeneğine göre listele

Listeleniyor 1 - 6 / 6
  • Küçük Resim Yok
    Öğe
    Adaptation study of motivation toward science learning questionnaire for academically advanced science students
    (2012) Köksal M.S.
    In this study, the purpose is to adapt Motivation toward science learning questionnaire for academically advanced science students. The survey method was used for the study and examination of reliability and validity of the scores on the instrumentas conducted after the data collection. The study as conducted on 75 advanced science students. The principle component analysisith varimax rotationas used at the beginning of the study. Then, considering high communalities and loading of the majority of the items on one factor, confirmatory factor analysisith maximum likelihood method on one-factor solutionas conducted. The results of the study showed that the adapted instrument was valid and reliable to use for the measurements of motivation toward science learning in the context of advanced science classrooms.
  • Küçük Resim Yok
    Öğe
    Comparison of middle school gifted students with their peers in terms of intellectual risk taking levels regarding learning science
    (Ankara University, 2017) Akdağ E.M.; Köksal M.S.
    The purpose of this study is to compare intellectual risk taking levels of middle school gifted students in learning science with their peers’ levels of intellectual risk taking; the peers have not been involved in any diagnosis procedure. The gifted participants in the study involved the students taking 130 or more point from WISC-R application. In total 350 participants were included in the study, 248 of them were the peers of gifted students while 102 were gifted middle school students. All of the participants were 6th, 7th or 8th grade students. As the data collection tools, “intellectual risk taking scale” and “personal information form” were used. In data analysis, t test for independent groups was applied. The results of the analysis revealed that there was no statistically significant difference between intellectual risk taking levels of middle school gifted students and their peers. © 2017, Ankara University. All rights reserved.
  • Küçük Resim Yok
    Öğe
  • Küçük Resim Yok
    Öğe
    Investigating the Relationship of Gifted Students' Perceptions Regarding Science Learning Environment and Motivation for Science Learning with their Intellectual Risk Taking and Science Achievement
    (International Council of Associations for Science Education (ICASE), 2022) Akdag E.; Köksal M.S.
    The purpose of this research was to examine relationship between the eighth-grade gifted students' perceptions of science learning environment constructive learning environment perception (CLEP) and their motivations motivation to learn science (MLS) to learn science with their intellectual risk-taking (IRT) and science achievement (SA). For this purpose, the predictive research method was chosen. The sample consisted of 133 8th grade gifted students in Science and Art Centers in nine provinces of Turkey. The data collection instruments involved "IRT Scale," "Motivational Strategies for Learning Questionnaire," "Constructivist Learning Environment Scale," and "SA Test." In the research, path analysis was used to determine causal relationships between these variables. As a result of the analyzes, it was determined that CLEP predicted IRT and SA, MLS significantly predicted IRT in learning science and SA and IRT in learning science predicted SA. The findings were discussed by considering their importance for teaching and learning science in gifted education context. © 2022 Journal of Open Humanities Data. All rights reserved.
  • Küçük Resim Yok
    Öğe
    Teaching processes and methods suggested by science teachers for overcoming alternative conceptions about genetics
    (Adam Marszalek Publishing House, 2014) Akkaya G.; Köksal M.S.
    The purpose of this study was to describe processes and methods suggested by science teachers for changing alternative conceptions about genetics. The study focused on a group of 17 (8 male and 9 female) science teachers who were graduate level students or completed a graduate program. Hence, the group was the case of this study. Qualitative data of the study was collected by detailed lesson plans prepared by the participants for overcoming two alternative conceptions about genetics (chromosome is an organelle and DNA is found as a whole set in the body) and follow-up interviews. The data was analyzed by descriptive analysis. The findings showed that the case group of this study represented fragmented processes to overcome the alternative conceptions. At the same time, they did not provide methods or processes in line with conceptual change models. These findings mean that science and technology teachers who have completed a graduate program or are currently graduate students of science education are not able toplan coherent teaching on alternative conceptions or are not aware of conceptual change processes and methods. © by Wydawnictwo Adam Marsza?ek Toru? 2014.
  • Küçük Resim Yok
    Öğe
    Understandings of advanced students on nature of science and their motivational status to learn nature of science: A Turkish case
    (E-flow PDF Range Management Society of India, 2014) Köksal M.S.; Şahin C.T.
    In this study, the purpose is to describe advanced students' motivational status to learn Nature of Science (NOS) and their understandings on NOS by using Ranking Questionnaire for "interest" and "importance" and modified version of Views on Nature of Science Questionnaire. The results indicated that the participants did not see NOS as an important subject compared to mathematics, science and social science subjects. Moreover, the participants were more interested in mathematics and science subjects than in NOS subject. The results on NOS understandings also showed that the participants were transitional in terms of "evidence and observation based science" and "subjectivity" while they had informed understandings on "place of imagination and creativity in science". They were also naïve in terms of "existence of one method in science", "no hierarchy between theory and law", "tentativeness" and "difference between observation and inference". The results explained an important motivational problem to implement any NOS teaching methods to change misunderstandings.