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Öğe The effect of teaching ecosystems unit through multiple intelligence activities on environmental literacy(Nova Science Publishers, Inc., 2019) Efe H.A.; Efe R.The theory of multiple intelligence (MI) has increasingly gained popularity among researchers and practitioners looking for alternative ways to promote student-centred learning environments that cater to individual learning differences. The aim of this study is to investigate the effects of multiple intelligence practices on secondary school students' environmental literacy levels. The research was conducted for seven weeks in a state secondary school in the Silvan district of Diyarbakir Province during the spring term of the 2016-2017 academic year. A total of 75 (control: 37, experiment: 38) 10th grade students participated in the study. The study revealed that the learning environment enriched by multiple intelligence activities significantly improved the participants' environmental literacy levels. © 2019 Nova Science Publishers, Inc.Öğe The effects of discovery learning supported with learning boxes on students' academic achievement, competences for learning science and science attitude(Nova Science Publishers, Inc., 2020) Efe H.A.; Bakir N.; Efe R.Learning through discovery is seen as an effective tool to enable higher level learning by enabling students to move away from being audience and act more independently and actively within the classroom. The aim this study was to investigate the effects of learning boxes on the 5th grade students' academic achievement and retention in the science classes. In order to realize this aim, a quantitative research method including an experimental design was used. Students in the experimental group were taught through learning boxes during "let's solve our body puzzle" unit of the 5th grade science classes, while students in the control group were taught the same unit through the teaching activities framed in the national curriculum. The participants involved 48 (Experiment: 24, Control: 24) students attending a state secondary school in Diyarbakir-Çinar district during the fall semester of 2016-2017 academic year. The study revealed that students taught through discovery learning supported with learning boxes scored significantly higher in academic achievement in comparison with the participants in the control group after the 10 weeks of the experimental learning process. The post-test results showed a statistically significant difference between the male and the female participant students in experimental group. Developing tools used in science teaching in the form of learning boxes and integrating them into constructivist approaches is among suggestions of the research. © 2020 Nova Science Publishers, Inc.Öğe Evaluating the effect of computer simulations on secondary biology instruction: An application of Bloom's taxonomy(Academic Journals, 2011) Efe H.A.; Efe R.The purpose of this study was to examine the effects of computer simulations designed to assist 9th grade students in learning the "cell unit". Bloom taxonomy was utilised for the design of the study and the interpretation of its findings. Participants were 91 (Male =55, Female=36) year nine students studying at Fatih Secondary School in Diyarbakir, Turkey. The control and experimental groups were selected at random. Students in the control group were taught using traditional teacher centred methods, where as students in experimental group were taught with the assistance of relevant computer simulations. An achievement test consisting of five questions in each of Bloom's six domains (that is, knowledge, comprehension, application, analysis, synthesis and evaluation) was given to both the control and experimental groups as a pre- and post- test. The data were analysed using SPSS 15.0 package program (t-test and ANOVA). Finding suggest that students who had access to the computer simulations scored higher on the post- tests. © 2011 Academic Journals.Öğe Prospective teachers' perceptions of teaching practice experience in school placements(2011) Maskan A.; Efe R.The purpose of this study is to examine the experiences of prospective teachers' first contact with the teaching profession during their practising school attachments. The participants of the study were 101 prospective secondary school teachers at Dicle University in Turkey. The data were collected by using both questionnaire and interview research tools. The frequency, percentage, average and factor analysis techniques have been used for the analysis of quantitative data. The findings revealed that the main problems faced by prospective teachers are students' unwanted behaviours, difficulties in class management, and being treated indifferently by the school administrators and mentors. This situation affects the approaches and motivations of the prospective teachers, and increases the tendency to prefer another occupation than teaching after such practicing period. The prospective teachers believed that university teacher education courses are too theoretical and disconnected from the real world of the classrooms. The findings also show that the tutors, mentors, coordinators and school administrators need training for a healthy cooperation and better teacher education.Öğe Science student teachers and educational technology: Experience, intentions, and value(International Forum of Educational Technology and Society,National Taiwan Normal University, 2011) Efe R.The primary purpose of this study is to examine science student teachers' experience with educational technology, their intentions for their own use, their intentions for their students' use, and their beliefs in the value of educational technology in science instruction. Four-hundred-forty-eight science student teachers of different disciplines and levels participated in the study. A questionnaire was used as the data collection instrument. The data were analysed using correlations (Pearson), t-tests, and one-way ANOVA. Findings revealed differences amongst science student teachers from different subjects. Correlations were also found amongst science student teachers based on their educational technology experience, their intention to use educational technology, their intention to have their students use educational technology, and their belief in the value of educational technology for learning science. Science student teachers who were more experienced with educational technology had greater intentions of using the technology, were more likely to have theirs students use it, and believed more in its value. © International Forum of Educational Technology & Society (IFETS).Öğe Science student teachers' preferences for ways of learning: Differences and similarities(2011) Efe R.; Gonen S.; Maskan A.K.; Hevedanli M.Knowing an individual's learning style is considered important because it can help educators to prepare and develop learning environments in which the individual can enhance his/her learning. In this study, Biology, Physics, Chemistry and Primary science student teachers' learning styles were investigated. The participants were 387 student teachers in a teacher education course during the 2009/2010 academic year at Dicle University in Turkey. The questionnaire developed by Honey and Mumford (1992) was used as the data collection instrument. The data was analysed through SPSS 15.0 version by using t- test, correlations and ANOVA. The analysis of the data revealed that the majority of the participant student teachers strongly preferred learning styles described in the reflector, theorist and pragmatist sub-dimensions. The study found statistically significant differences among subject groups (Biology, Physics, Chemistry and Primary science) only in the pragmatist sub-dimension. Gender differences were found in the reflector and theorist sub- dimensions. Learning styles should be included in teacher education programmes in order to help student teachers to gain a better understanding of different learning preferences displayed by pupils. © 2011 Academic Journals.Öğe Student teachers' attitudes toward the teaching profession(Nova Science Publishers, Inc., 2012) Efe R.; Oral B.; Efe H.A.Attitudes are considered important predictors of behaviours. It is, therefore, essential to understand student teachers' attitudes and the factors influencing them in order to provide opportunities for desired behaviours in the classroom. This study investigated science student teachers' attitudes toward the teaching profession. The participants were 1645 (742 male, 903 female) student teachers of all years who were enrolled in a teacher education course in the education faculty during the 2010-2011 academic year at Dicle University in Turkey. Questionnaires were used to assess student teachers' attitudes toward the teaching profession. The analysis of the data revealed that female student teachers had more positive attitudes toward the teaching profession than male student teachers. Student teachers from the social sciences (e.g. languages, art, history, geography) showed more positive attitudes towards teaching than those whose majors were in the sciences (e.g. biology, chemistry, physics and math). Also, student teachers who had chosen to pursue a teaching degree as their first preference after the university entrance exam had more positive attitudes toward teaching than student teachers for whom a teaching degree was not a have high priority. Student teachers' year of study and their socio-economic background did not have any effects on their attitudes toward teaching. © 2012 Nova Science Publishers, Inc. All rights reserved.Öğe Using student group leaders to motivate students in co-operative learning methods in crowded classrooms(2011) Efe R.; Efe H.A.This study examines the effects of employing student group leaders on the motivation of group members during co-operative learning activities in a secondary school classroom in Turkey. The study was carried out in a period of eight weeks in biology classes during which "living things" and "ecology" topics were taught to a class of 45 students (Year 9, 14 to 15 years old) by using Jigsaw and STAD (Student Teams Achievement Divisions). Students were divided into groups of four and a student in each group was assigned as the group leader. Data were collected through interviews with group leaders and group members and through video recordings of one group continuously for eight weeks. The study revealed that student group leaders' influenced the motivation of the group members in different ways. These were called reward, relationship, role-model, emotion and learning- oriented motivational strategies. © 2011 Academic Journals.
