Science and Mathematics Teachers' Experiences ...

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Feb 1, 2008 - Norman G. LEDERMAN .... Osborne & Cosgrove 1983; Bar & Travis 1991; Chang. 1999 ...... “Norman Osborn (Green Goblin)” from Spiderman.
 

February 2008 Volume 4, Number 1

  Editor Hüseyin BAG Pamukkale Universitesi, TURKEY

Associate Editors Mehmet Fatih TASAR Annette GOUGH Gazi Universitesi, RMIT University, TURKEY AUSTRALIA

Editorial Board Members Fouad ABD-EL-KHALICK University of Illinois at UrbanaChampaign, USA Maria Pilar Jiménez ALEIXANDRE Universidade de Santiago de Compostela, SPAIN Mahmoud AL-HAMZA IHST, Russian Academy of Sciences, RUSSIAN FEDERATION Esra AKGUL Yeditepe Universitesi, TURKEY Mehmet BAHAR Abant Izzet Baysal Universitesi, TURKEY Nicolas BALACHEFF Directeur de recherche au CNRS Directeur du laboratoire Leibniz, FRANCE Fazlullah Khan BANGASH University of Peshawar, PAKISTAN Madhumita BHATTACHARYA Massey University, NEW ZEALAND Nélio BIZZO Universidade de São Paulo, BRAZIL Saouma BOUJAOUDE American University of Beirut, LEBANON Ozlem CEZIKTURK-KIPEL Bogaziçi Universitesi, TURKEY Chun-Yen CHANG National Taiwan Normal University, TAIWAN Constantinos CHRISTOU University of Cyprus, CYPRUS (SOUTHERN) Vera CÍZKOVÁ Charles University, CZECH REPUBLIC Hana CTRNACTOVA Charles University, CZECH REPUBLIC Yüksel DEDE Cumhuriyet Universitesi, TURKEY Colleen T. DOWNS University of KwaZulu-Natal, SOUTH AFRICA Ed DUBINSKY Kent State University, USA Billie EILAM University of Haifa, ISRAEL Ingo EILKS University of Bremen, GERMANY

Lyn ENGLISH Queensland University of Technology, AUSTRALIA Sibel ERDURAN University of Bristol, UNITED KINGDOM Olle ESKILSSON Kristianstad University, SWEDEN Barry FRASER Curtin University of Technology, AUSTRALIA Sandra FRID Curtin University of Technology, AUSTRALIA Peter GATES The University of Nottingham, UNITED KINGDOM Anjum HALAI Aga Khan University, PAKISTAN Paul HART University of Regina, CANADA Marjorie HENNINGSEN American University of Beirut, LEBANON Kian-Sam HONG Universiti Malaysia Sarawak, MALAYSIA Charles HUTCHISON The University of North Carolina at Charlotte, USA Noraini IDRIS University of Malaya, MALAYSIA Gürol IRZIK Bogaziçi Universitesi, TURKEY Ryszard M. JANIUK Maria Curie Sklodowska University, POLAND Murad JURDAK American University of Beirut, LEBANON Gert KADUNZ University of Klagenfurt, AUSTRIA Nikos KASTANIS Aristotle University of Thessaloniki, GREECE Vincentas LAMANAUSKAS University of Siauliai, LITHUANIA Jari LAVONEN Unıversity Of Helsinki, FINLAND Norman G. LEDERMAN Illinois Institute of Technology, USA

Shiqi LI East China Normal University, CHINA Radhi MHIRI Université Tunis El Manar, TUNIS Seref MIRASYEDIOGLU Baskent Universitesi, TURKEY Mansoor NIAZ Universidad de Oriente, VENEZUELA Rolf V. OLSEN University of Oslo, NORWAY Kamisah OSMAN Universiti Kebangsaan Malaysia, MALAYSIA Aadu OTT Göteborgs University, SWEDEN Paul PACE University of Malta, MALTA Irit PELED University of Haifa, ISRAEL Miia RANNIKMÄE University of Tartu, ESTONIA Ildar S. SAFUANOV Pedagogical Institute of Naberezhnye Chelny, RUSSIAN FEDERATION Elwira SAMONEK-MICIUK Maria Curie Sklodowska University, POLAND Rohaida Mohd. SAAT University of Malaya, MALAYSIA Lee SIEW-ENG University of Malaya, MALAYSIA Uladzimir SLABIN Vitsyebsk State University, BELARUS Borislav V. TOSHEV University of Sofia, BULGARIA Chin-Chung TSAI National Chiao Tung University, TAIWAN Nicos VALANIDES University of Cyprus, CYPRUS (SOUTHERN) Oleksiy YEVDOKIMOV Kharkov State Pedagogical University, UKRAINE Khoon YOONG WONG Nanyang Technological University, SINGAPORE Nurit ZEHAVI Weizmann Instituite of Science, ISRAEL

www.ejmste.com The Eurasia Journal of Mathematics, Science and Technology Education (EJMSTE) is an academic journal devoted to the publication and dissemination of research and position articles on all aspects of mathematics, science and technology education. All articles are reviewed by the members of the editorial board which consists of internationally respected science and mathematics educators, researchers, and practitioners. Submissions: EJMSTE has a fully e-mail based review system. Please send your manuscripts as an MS_Word attachment to the editors at the following e-mail addresses: [email protected] or [email protected] Eurasia Journal of Mathematics, Science and Technology Education (EJMSTE) is a quarterly journal published online four times annually in February, May, August, and November. EJMSTE is indexed and/or abstracted in Cabell’s Directory Index, EBSCO, EdNA Online Database, Education Research Index, Higher Education Teaching and Learning Journals, Higher Education Research Data Collection, Index Copernicus, JournalSeek, MathDi, PsycInfo, SCOPUS, TOC Premier Database, and Ulrich’s Periodicals Directory. Publication of any material submitted by authors does not necessarily mean that the journal, publisher, editors, or any of the editorial board members endorse or suggest the content. Publishing decisions are based and given only on scholarly evaluations. Apart from that, decisions and responsibility for adopting or using partly or in whole any of the methods, ideas or the like presented in EJMSTE pages solely depends on the readers’ own judgment.

CONTENTS 1: EDITORIAL Mehmet Fatih Taşar

Research Articles 3-9: Learning Science through the PDEODE Teaching Strategy: Helping Students Make Sense of Everyday Situations Bayram Coştu 11-20: Reform-Based Science Teaching: Teachers’ Instructional Practices and Conceptions Moshe Barak and Larisa Shakhman 21-26: Pre-Service Elementary School Teachers’ Learning Styles and Attitudes towards Mathematics Murat Peker and Seref Mirasyedioglu 27-30: The Effects of Mathematics Anxiety on Matriculation Students as Related to Motivation and Achievement Effandi Zakaria and Norazah Mohd Nordin 31-43: Science and Mathematics Teachers’ Experiences, Needs, and Expectations Regarding Professional Development Kathryn Chval, Sandra Abell, Enrique Pareja, Kusalin Musikul, and Gerard Ritzka 45-54: The Effect of the Teaching Practice on Pre-service Elementary Teachers’ Science Teaching Efficacy and Classroom Management Beliefs Hülya Yilmaz and Pinar Huyugüzel Çavas 55-61: Turkish Primary Students’ Perceptions about Scientist and What Factors Affecting the Image of the Scientists Hakan Türkmen 63-69: Correlations Among Jamaican 12th-Graders’ Five Variables and Performance in Genetics Deen-Paul Bloomfield and Kola Soyibo

Conversation/Interview 71-79: A Conversation with Sandra Abell: Science Teacher Learning Patricia Friedrichsen

Book Reviews 81-84: SUSTAINABLE COMMUNITIES, SUSTAINABLE Published by: MOMENT Kazim Karabekir Cad. Murat Çarsisi 39/103 Altindag - Iskitler Ankara - TURKEY © 2005-2007 by Moment. All rights reversed. Apart from individual use, no part of this publication may be reproduced or stored in any form or by any means without prior written permission from the publisher. E-ISSN 1305 - 8223

ENVIRONMENTS: THE CONTRIBUTION OF SCIENCE AND TECHNOLOGY EDUCATION, Edited by David B. Zandvlet and

Darrell L. Fisher Reviewers: Mehmet Erdoğan

   

 

Eurasia Journal of Mathematics, Science & Technology Education, 2008, 4(1), 1

EDITORIAL M. Fatih Taşar, Associate Editor Gazi Üniversitesi, Ankara, TURKEY Dear members of EURASIA family, On behalf of the editors of EURASIA I would like to express my deepest gratitute to our readers, authors, and reviewers. Thanks to their great efforts we are able to publish our fourth volume. In this issue there are 8 papers and a conversation/interview between Sandra Abell and Patricia Friedrichsen of University of Missouri-Columbia on science teacher learning. I strongly believe that when in time this genre of writing develops in EURASIA (and perhaps also elsewhere) together with the audio recordings they will prove to be a great source of information for future researchers. It can also be forseen that these documents can become a good resource for graduate education in our field. I am also happy to inform you that as an Endeavour Executive Awardee I will be travelling to Australia to spend four months at RMIT University. Professor Annette Gough has kind ly offered to be my host during my scholarly work there. I am sure it will be a most benefial time period for my work. I will engage in activities for understanding the school system, teacher education, teacher development and curricula in the state of Victoria. ”’”

Copyright © 2008 by Moment E-ISSN: 1305-8223

   

 

Eurasia Journal of Mathematics, Science & Technology Education, 2008, 4(1), 3-9

Learning Science through the PDEODE Teaching Strategy: Helping Students Make Sense of Everyday Situations Bayram Coştu Karadeniz Technical University, Trabzon, TURKEY Received 13 May 2007; accepted 24 October 2007

The aim of this study was to investigate effectiveness of PDEODE (Predict-DiscussExplain-Observe-Discuss-Explain) teaching strategy in helping students make sense of everyday situations. For this, condensation concept was chosen among many science concepts since it is related to many everyday-life events. Forty-eight eleventh graders students were involved in this study. In order to assess students’ application of their knowledge to problem solving in everyday situations, a test including two everyday problems were presented to them as pre- and post-test. As an intervention phase, two PDEODE tasks were utilized to teach condensation. The test scores were analyzed both qualitative and quantitative methods. Statistical analysis using paired t-test of student test scores point to statistically significant differences in tests and total scores (p.05). A one-way between groups analysis of variance was conducted to explore the different types of secondary schools on pre-service elementary teachers’ self efficacy and classroom management beliefs. There was no significant difference between the mean scores of preservice elementary teachers who graduated from different types of secondary schools with regard to their science teaching efficacy and classroom management beliefs (p>.05) (Table 3). A paired-samples t-test was conducted to evaluate the impact of the teaching practice on self efficacy and classroom management beliefs of pre-service elementary teachers. As seen in Table 4, mean scores on STEBI-B for PSTE subscale changed from 46.16 to 46.31, indicating an increase of 0.15. There was no statistically significant difference between the pre-test (before teaching practice) and post-test (after teaching practice) means on the PSTE sub-scale. Mean scores on STEBIB for STOE changed from 32,80 to 32,39, indicating a

decrease of 0.41. There was no statistically significant difference between pre-test and post-test means of STOE (p>.05). However, there was a statistically significant difference in ABCC scores of the each subscales before teaching practice to after teaching practice (p