Teaching and Learning Method for Enhancing 15-16 Years Old Students' Knowledge as One Of Scientific Literacy Aspect in Chemistry: Results Based on Research and Approbation
Daina MOZEIKA & Renata BILBOKAITE
pp. 1-16 | Article Number: ijers.2010.008
Article Views: 37 | Article Download: 22
Knowledge is one of the basic aspects of scientific literacy. For targeted enhancement of scientific literacy it is necessary to diversify the methodical activities. The results of the research indicate on the necessity to enhance the formation of scientific literacy in chemistry lessons by motivating students to think about the nature as unified system. Based on the results of a pedagogic research the new teaching and learning method was developed, called the TETRA- method. The tetrahedral spatial mind model is used for the application of this method which is based on the fact that our environment is dimensional. The actions of the model are oriented to discovery and understand various thematic interconnections which form connected knowledge. The results obtained in the approbation of the method indicate that during chemistry lessons students showed greater interest, concurrently the level of students' knowledge level raises up. The obtained students' knowledge which is based on understanding enhances activation of the students’ cognitive processes. By the developing such students’ competences which are creating scientific literacy is important to show meaning of knowledge in chemistry influence on the environment and society.
Keywords: chemistry, scientific literacy, chemical literacy, knowledge, spatial mind model.
- Van Aalsvoort, J. (2004). Activity theory as a tool to address the problem of chemistry’s lack of relevance in secondary school chemical education. International Journal of Science Education, 26 (13), 1635-1651
- Brown, B. A., Reveles J. M., Kelly, G. J. (2005). Scientific literacy and discursive identity: a theoretical framework for understanding science learning. Science Education, 89 (5), 779 - 802.
- Bybee, J. (1997). Scientific literacy: a German perspective. Kiel, Germany: Institute for Science Education, 167-180.
- DeBoer, G. E. (2000). Scientific literacy: another look at its historical and contemporary meaning and its relationship ti science education reform. Journal of Research in Science Teaching, 37 (6), 582 - 601.
- Fisers, R. (2005). Mâcısim berniem domât. Riga: Raka, total 219 [in Latvian]
- Holbrook, J., Rannikmâe, M. (2007). The nature of science education for enhancing scientific literacy. International journal of Science Education, 29 (11), 1347-1362.
- Holman, J., Hunt A. (2002). What does it mean to be chemically literate? Education in Chemistry. 39,1,12-14.
- Jong, O. (2006). Promoting Students' Interest in Science: New Roles and Strategies for Teachers. 5th IOSTE Eastern and Central Europien Symposium. Europe needs more Scientists. Tartu, 1-10.
- Kelly, G. J. (2007). Scientific literacy, discourse, and knowledge. Proceedings of the Conference ”The LSL Meeting in Uppsala Symposium for the Linnaeus Tercentenary”. Retrieved November 23, 2009:
- http://www-conference.slu.se/lsvmposium/speakers/KellvPO.pdf .
- Mozeika, D., Cedere, D. (2008). Study on influence of students’ interest in natural sciences on the level of knowledge and understanding in chemistry. Proceedings of conference “ATEE Spring University 2008. Teacher of the 21st Century: Quality Education for Quality Teaching”, 258-264. Riga: University of Latvia Press
- Nentwig, P., Demuth, R., Parchmann, I., Ralle, B. (2007). Chemie im Kontext: Situating learning in relevant contexts while systematically developing basic chemical concepts. Journal of Chemical Education, 84 (9), 1439-1444.
- Organisation for Economic Co-operation and Development OECD (2007). PISA 2006: Science Competencies for Tommorow's World Executive Summary. Vol. 1, Analysis, 15-21. Retrieved August 22, 2009, from: http://www.pisa.oecd.org.
- Rannikmâe, M., Holbrook, J. (2009). The meaning of Scientific literacy. International Journal of Environmental & Science Education, 4 (3), 275-288.
- Reveles, J. M., Codova, R., Kelly, G. J. (2004). Science literacy and academic identity formulation. Journal of Research in Science Teaching, 41(10), 1111 - 1144.
- Roberts, D. (2007). Opening Remarks. Promoting Scientific Literacy: Science Education Research in Transaction. Proceedings of the Linnaeus Tercentenary Symposium. Uppsala University, Sweden, 9-18.
- Ryder, J. (2001). Identifying science understanding for functional scientific literacy. Studies in Science Education, 36, 1-44.
- Siemens, G. (2006). Knowing- knowledge. Vancouver, BC, Canada: Lulu Press. Retrieved October 27, 2009, from: www.knowingknowledges.com
The Differences of Career Self-efficacy in the Selection of Careers among Malay Students at International Islamic University Malaysia
pp. 17-30 | Article Number: ijers.2010.009
Article Views: 32 | Article Download: 21
This study was conducted to examine the link between career self-efficacy and career selections of university students. The study was also aimed to find out the differences of career self-efficacy in terms of gender and socio-economic status. The study was restricted to Malay students, and Malay is one of the main races in Malaysia. Participants selected for this study were undergraduate Malay students from different faculties at International Islamic University, Malaysia. The number of samples selected was 200, consisting of 100 males and 100 females. The instrument used in the study was designed by Bentz and Hackett (1981) and was adapted by the researcher to suit the Malaysian context. Data was analyzed using t-test and one-way variance. The result indicates significant differences in career self-efficacy in successfully completing the educational requirements and performing job duties of traditional and non- traditional careers with regard to gender. The result of this study also indicates that female students show higher career-self-efficacy for both traditional and non-traditional careers, compared to male students. The study also shows that students from high economic status reported higher career self-efficacy compared to students from medium and low socio economic- status.
Keywords: Career self-efficacy, Gender, Socio-economic Status, Women’s Career Choices
- Bandura, A. (1995). Self-efficacy in changing societies. New York: Cambridge üniversity Press.
- Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman and Company.
- Bentz, N.E. (2000). Self-efficacy as a basis for career assessment. Journal of Career Assessment 8(3), 205-219.
- Bentz, N.E.& Hackett,G. (1998). Manual for the Occupational Self-efficacy Scale. Ohio State üniversity & Arizona State üniversity.
- Bonett, D.A. (1994). Marital status and sex: Impact on career self-efficacy. Journal of Counselling andDevelopment. 73, 187-194.
- Gati, I., Givon, M.& Osipow, S.H. (1995). Gender differences in career decision making: The
- content and structure of preferences. Journal of Counselling Psychology. 42(2), 204-216.
- George, D. & Mallery, P. (2001) SPSS for Windows Step by Srep: A Simple Guide and References 10.0 Update. 3rd Edition. Boston: Allyn & Bacon.
- Hackett, G. (1995) Self-efficacy in career choice and development. in Bandura, Self-efficacy in changing societies. New York: Cambridge üniversity Press.
- McCracken, R.S. & Weitzman. L.M. (1997). Relationship of personal agency, problem solving appraisal, and traditionality of career choice to women’s attitudes toward multiple role planning. Journal of Counselling Psychology. 2, 149-159.
- O’Brien, V, Martinez-Pons, M & Kopala, M. (1999). Mathematics self-efficacy, ethnic identity, gender, and career interests related to mathematics and science. The Journal of Educational Research. 92(4), 231-238.
- Rainey, L.M. & Borders, L.D. (1997). Influential factors in career orientation and career
- aspiration of early adolescent girls. Journal of Counselling Psychology. 44(2), 160-172.
- Scheye, P.A. & Gilroy, F.D. (1994) College women’s career self-efficacy and educational environments. The Career Development Quarterly(42), 244-251.
- Service Circular 2002.
- Wiersma, W. (1995). Self-efficacy and educational development in Bandura, Self-efficacy in changing societies. New York: Cambridge üniversity Press.
The Effects of Cultural Values on the Quality of Mentoring Relationship
Soheyda Gokturk & Hasan Arslan
pp. 31-42 | Article Number: ijers.2010.010
Article Views: 31 | Article Download: 23
The literature highlights the effects of parties’gender on the satisfaction of mentoring relationship. However, little is known whether or not cultural values associated with sex roles would affect protege’s preference of mentors’gender, and their satisfaction from the mentoring process. To fill this gap, the researchers examined the amount of variance explained by cultural values related to sex roles on these aforementioned variables. The analysis of 155 student teachers of a large size metropolitan university in Turkey yielded that student teacher proteges with masculine value orientations had a tendency to prefer male rather than female teacher mentor. In addition, protege’s perceived level of satisfaction from the mentoring was significantly predicted by the protege’s level of masculine value orientation. Implications were made regarding current protege-mentor pairing practice in teacher education programs in Turkey.
Keywords: Mentoring, teacher education, protege -mentor pairing, masculine value orientation.
- Blake, S.D. (1995). At the crossroads of race and gender: Lessons from the mentoring experiences of professional Black women. Paper presented at the National Academy of Management meeting. Canada: Vancuver, British Columbia.
- Bochner, S., & Hesketh, B. 1994. Power distance, individualism/collectivism, and job-related attitudes in a culturally diverse work group. Journal of Cross-Cultural Psychology, 25 (2): 233-257.
- Bontempo, R., Lobel, S., & Triandis, H. 1990. Compliance and value internalization in Brazil and the U.S. Journal of Cross-Cultural Psychology, 21 (2): 200-213.
- Brimfield, R. and Leonard, R. (1983). The student teaching experince: A time to consolidate one's perceptions. College Student Journal, 17, 401-406.
- Burke, R.J. & McKeen, C.A.1995), Mentoring in the professions-- sex differences; gender identity; women--employment-- psychology aspects; women-- psychology. Journal of Social Behavior & Personality, 11 (5), 91-105.
- Chao, G. T. (1997). Mentoring phases and outcomes. Journal of Vocational Behavior, 51, 15-28.
- Conant, J.B. (1963). The education of American teachers. New York: McGraw-Hill.
- Dorfman, P. W., & Howell, J. P. 1988. Dimensions of national culture and effective leadership patterns: Hofstede
- Earley, P. C. 1994. Self or group? Cultural effects of training on self-efficacy and performance. Administrative Science Quarterly, 39: 89-117.
- Ensher, E. A., & Murphy, S. E. (1997). Effects of race, gender, perceived similarity, mentor relationships. Journal of Vocational Behavior, 50, 460-481.
- Ensher, E. and Murphy, S.E. (1997). Effects of race, gender, perceived similarity, and contact on mentor relationships. Journal of Vocational Behavior.
- Enz, B.J. (1992). Guidelines for selecting mentors and creating an environment for mentoring. In T.Bey & C.Holmes (Eds.), Mentoring: Contemporary principles and issues (p.77). Reston, VA: Association of Teacher Educators.
- Frierson, H.T., Hargrova, B.K., Lewis, N.R. (1994). Black summer students' perceptions related to research mentors race and gender. Journal of College Student Development, 35, 475-480.
- Furano, K., Roaf, P.A., Styles, M.B. and Branch, A.Y. (1993). Big Brothers/Sisters: A study of program practices. Philadelphia,P.A.: Public/Private Ventures.
- Garcia, M. (1992). Mentoring the new graduate at Jet Propulsion Laboratory. Proceedings of the Diversity in Mentoring Conference(162-171). Chicago, IL: Western Michigan University.
- Gehrke, N.J. (1988). Preserving the essence of mentoring as one form of teacher professional development: A study of two mentoring relationships. Journal of Teacher Education, 39(1), 43-45.
- Giebelhaus, C. R. (1999). Leading the way... State initiatives and mentoring. Mid-Western Educational Researcher, 12(4), 10-13.
- Golub, S. and Canty, M. (1982). Sex -Role expectations and the assumption of leadership by college women. The Journal of Social Psychology, 116, 83-90.
- Heilman, M.E. (1984). Information as a deterrent against sex discrimination: Effects of applicant sex and information type of preliminary employment decisions. Organizational Behavior and Human Performance, 33, 1174-86.
- Henning, M. and Jardim, A. (1978). The Managerial Woman, Marion Boyars, London.
- Hofstede, G., (1994) Business Cultures, UNESCO Courier, 47(4), 5-12.
- Hofstede, G., 1980. Culture's consequences: international differences in work-related values. , Sage, Beverly Hills, CA.
- Hofstede, G., 1986. Cultural differences in teaching and learning. International Journal of Intercultural Relations 10, pp. 301-320.
- Hofstede, G., 1991. Cultures and organizations: software of the mind. , McGraw-Hill, London.
- Hofstede, G., 1998. Masculinity/femininity as a dimension of culture. In: Hofstede, G. et al., 1998. Masculinity and femininity: the taboo dimension of national cultures, Sage, Thousand Oaks, CA.
- Hofstede, G., 2000. Masculine and feminine cultures. In: Kazdin, A.E., Editor, , 2000. Encyclopedia of psychology, vol. 5, American Psychological Association, Washington, DC.
- Hofstede, G., 2001. Culture's consequences: comparing values, behaviors, institutions, and organizations across nations (2nd ed.). Sage, Thousand Oaks, CA.
- Hui, C. H., & Villareal, M. J. (1989). Individualism-collectivism and psychological needs. Journal of Cross-CulturalPsychology, 20 (3), 310-323.
- Kram, K. E. (1985). Mentoring at work. Glenview, IL: Scott, Foresman.
- Kram, K.E. (1983?). Phases of the mentor relationship. Academy of Management Journal, 26, 608¬625.
- Lillian, T., Eby, T., L., McManus, E, S., Simon, A., S., & Russell, A., J. (2000). The Protege’s Perspective Regarding Negative Mentoring Experiences: The development of a Taxonomy. Journal of Vocational Behavior 57, 1-21.
- Moorman, R. H., & Blakely, G. L. 1995. Individualism-collectivism as an individual difference predictor of organizational citizenship behavior. Journal of Organizational Behavior, 16, 127¬142.
- Morton,D. and Gordon, J. (1992). Mentoring as a socialization strategy for new employees. Proceedings of the Diversity in Mentoring Conference (pp.262-271). Chicago, IL: Western Michigan University
- Noe, R.A. (1988). Women and mentoring: a review and research agenda. Academy of Management Review, 13,65-78.
- Noe, R.A., (1989). An investigation of the determinants of successful assigned mentoring relationships. Personnel Psychology, 41, 457-479.
- Ragins, B. R., & Sundstrom, E. (1989). Gender and power in organizations: A longitudinal perspec¬tive. Psychological Bulletin, 105, 51-88.
- Ragins, B.R., (1991). Bariers to mentoring: The female managers' dilemma. Human Relations, 42, 1¬22. revisited. Advances in International ComparativeManagement, 3: 127-150.
- Roche, G. R. (1979). Much ado about mentors. HarvardBusiness Review, 59, 1418.
- Silberman, C.E., (1970). Crisis in the classrom. New York: Random House.
- Turban, D.B. and Jones, A.P.(1988). Supervisor-subordinate similarity: Types, effects, and mechanisms. Journal of Applied Psychology, 37, 228-234.
- Vertz, L.L., (1985). Women occupational advacement, and mentoring: an analysis of one public organization. Public Administration Review, 45, 415-23.
- Wagner, J. A.1995. Studies of individualism-collectivism-effects on cooperation in groups. Academy of Management Journal, 38 (1): 152-172.
- Wang, J. (2001). Contexts of mentoring and opportunities for learning to teach: a comparative study of mentoring practice.Teaching and Teacher Education. 17, 51-73.
Religious Education in Slovakia - the new challenges
Viera ZOZULAKOVA & Jan ZOZULAK
pp. 43-56 | Article Number: ijers.2010.011
Article Views: 56 | Article Download: 23
This article discusses the new challenges in RE in Slovakia. Religious Education in Slovakia is confessional and it is compulsory school subject. In 2008 has started the five-year reform of the Slovak educational system, which is expressed in the new State Educational Program. In this program RE is a part of curriculum domain “Human being and values” and the content of RE is fully in the competence of particular Churches and religious societies. The competence-based education and creating of new curriculum bring the RE teachers lots of problems and they face new challenges in the teaching process itself. There is strong effort of Slovak Ministry of Education to transform the traditional teacher-centred education into child- centred education, which should bring more creativity into classrooms. RE is open to new trends in teaching-learning process and using various teaching methods.
Keywords: religious education (RE), challenge, RE teacher, competencies, transformation, educational system.
- ALBERTS, W. (2007): Integrative Religious Education in Europe: A Study-of-Religions Approach. (Religion and Reason 47). Berlin/New York 2007.
- ANASTASIOS (YANNOULATOS), archbishop (2003): Facing the world. Geneva 2003. ISBN 2-8254-1386-0.
- BIESTA, G., ALLAN, J., EDWARDS, R. (2009): Theorising Education: The Laboratory for Educational Theory. In: Research Intelligence. British Educational Research
- Association (BERA), winter 2009/10, Issue 109, p. 18 - 19. ISSN 0 307-9023.
- BREEN, D. (2009): Religious diversity, inter-ethic relations and the Cathollic schol: introducing the responsive approach to single faith schooling. In: British Journal of Religious Education, volume 31, issue 2, March 2009, p.103 - 115.
- DEMETRIOS, archbishop (2004): A call to faith, New York 2004. ISBN 1-58438-029-2.
- FİALA, P., HANUS, J. (2007): Religious education in the Czech Republic. In: Religious Education in Europe. Situations and current trends in schools. ICCS and IKO Publ. House, Oslo 2007, s. 39 - 47.
- GRANDIS, C. (2006): Teaching and Learning in RE using Gardner's Theory of Multiple Inteligences, www.farmingt.om.ac.nk.
- HANESOVA, D. (2006): Nabozenska vychova v Europskej Ünii. Banskâ Bystrica 2006. ISBN 80-8083-304-4.
- HANESOVA, D. (2008): Reliogious education in Slovakia. In: KUYK,E., JENSEN, R.,
- HANESOVA, D.: The educational role of Church-maitained education in Slovakia after 1989. In: Education and Church in Central and Eastern Europe at first glance. University of Debrecen 2008, p. 55 - 71. ISBN 9789634731023, ISSN 9632175859.
- JACKSON, R. (1997): Religious Education: An Interpretive Approach. London 1997.
- JACKSON, R. (2004): Rethinking Religious Education and Plurality: Issues in Diversity and pedagogy. London 2004.
- JACKSON, R. (2008): Teaching about religions in the Public Sphere: European Policy Initiatives and the Interpretive Approach. In: Numen 55/2008, Published by Brill, Leiden 2008, p. 151 - 182.
- JACKSON, R. (2008): The Emergence and Development of the Interpretive Approach. In: Lived Religion Conceptual, Empirical and Practical-Theological Approaches Esseys in Honor of Hans-Gunter Heimrock. Leiden - Boston 2008, p. 309 - 322.
- KARAMOUZIS, P (2009).: Religions, Education and democracy the necessity of inter-religious education in the modern public schol system. In: Politics and Religion - Politologie des religions, No. 1/2009, vol. III, p. 111 - 125. ISSN 1820-659X (online).
- KOLÂR, Z., SIKULOVÂ, R. (2007): Vyucovânl jako dialog. Praha 2007.
- KREJCOVA. V. (2005): Aktuâlnî temata vychovy a vzdelâvânı ve skole. Texty pro studijnî disciplînu Teorie vychovy. Hradec Krâlove, 2005.
- KUZMYK, V. (2009): Jednota Cirkvi zpohl’adu ekleziologie svateho Irineja Lyonskeho. In: Pravoslâvny teologicky zbornik XXXIV/19. Presov 2009, p. 239 - 241. ISBN 978-80¬8068-998-8.
- KUZYSIN, B. (2008): Viera - dimenzia poznania. In: Nipsis 6, roc. III/2008, c. 2, PU Presov, p. 17 - 22.
- LANKSHEAR, D., MANNA, E., L., SCHREINER, P. (eds) (2007): Religious Education in Europe. Situations and current trends in schools. ICCS and IKO Publ. House, Oslo 2007, s. 173 - 177.
- SCHIHALEJEV, O. (2009): Dialogue in religious education lessons - possibilities and hindrances in the Estonian context. In: British Journal of Religious Education, volume 31, issue 3, Sept. 2009, p. 277 - 288.
- SCHREİNER, P. (2000): Religious education in Europe. Munster: Comenius Institute 2000.
- SAK, S. (2009): Obnova katechizâcie a krest’anskej vychovy v sekulârnej spolocnosti. In: Nipsis 8, roc. IV/2009, c. 2, PU Presov, p. 40 - 47. ISSN 1337-0111.
- TOMKA, M (2008).: Balancing between religion and education in modernity. In: Education and Church in Central and Eastern Europe at first glance. University of Debrecen 2008, p. 16 - 21. ISBN 9789634731023, ISSN 9632175859.
- TROYNA, B., HATCHER, R. (1992): Racism in children's lives: A study of mainly-White primary schools, Routlege London 1992. ISBN 0-415-06085-0.
- VRAME, A., C. (2006): An Overview of Orthodox Christian Religious Education. In: International Handbooks of Religion and Education. Volume 1, Springer, Netherlands 2006. ISBN 1874-0049 /print), 1874-0057 (online).
- ZOZULAK, J. (2001): Katechetickeposlanie Cirkvi. Presov 2001. ISBN 80-8068-058-2.
- ZOZUEAKOVÂ, V. (2009): Didaktika pravoslâvnej nâbozenskej vychovy ako skolskeho predmetu. Presov 2009. ISBN 978-80-555-0016-4.
- The official webpages and EU resources: Slovak Ministry of Education: www.minedu.sk
- Slovak Ministry of Culture: www.culture.gov.sk
- 1720/2005 Recommendation of the European Union, entitled „Education and religion“ (art. 7) In: http: //www.europarl.europa. eu/comparl/libe/elsj /charter/art 14/default_en .htm,
- Council of Europe. Draft Recommendations on the Religious Dimension of Intercultural Education: Principles, Objectives and Teaching Approaches. Strasbourg: Council of Europe 2007.
Competence of Playing and Teaching the Piano of Music Teaching Undergraduate Students: The Piano and Piano Teaching Lesson
pp. 57-70 | Article Number: ijers.2010.012
Article Views: 37 | Article Download: 24
On the institutions training music teachers, the level of piano teaching affects the competence of music teachers working at elementary schools and high schools. Therefore, during the undergraduate education, a music teacher candidate should show interest on piano lesson as much as he or she shows interest on main instrument lesson. Meanwhile, besides the piano lessons, he or she should show interest at same level and work on lessons related to the piano like ‘Musical Hearing Reading and Writing’, “Harmony, Counterpoint, Accompaniment”, “Playing Accompaniment”, “Musical Styles”, “Turkish Music Poly Vocalization”, “Composing Educational Music”, “The piano and Piano Teaching”. For this reason, “The piano and Piano Teaching” lesson became an important stage for the piano education on music teaching from the stand point of earned information and abilities, resources regarding the piano literature, piano education and works containing various methods and techniques.
Keywords: Music education, the piano, piano education.
- Çimen, G. (1995). Piyano Başlangıç Metotlarına Genel Bakış. Mavi Nota Müzik ve Sanat Dergisi. Trabzon: Selva Yayıncılık
- Ercan, N. (2008). Piyano Eğitiminde İlke ve Yöntemler. Birinci Basım. Ankara: Sözkesen Matbaası. Fenmen, M. (1947). Piyanistin Kitabı. Ankara: Akba Kitapevi
- MEB, (2006). İlköğretim Müzik Dersi Öğretim Programı. Milli Eğitim Bakanlığı, Ankara: Türkiye
- Sönmezöz, F. (2006). Müzik Öğretmeni yetiştiren Kurumlardaki Eşlik Öğretiminin Müzik Öğretmenlerinin Görüşleri Doğrultusunda Değerlendirilmesi. Yayınlanmamış doktora tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara: Türkiye
- Şenel, N. (1983). Müzik Öğretim Yöntemleri. Yayınlanmamış Ders Notları. İstanbul: Marmara Üniversitesi
- YÖK, (2006). Müzik Öğretmenliği Lisans Programı. Yüksek Öğretim Kurulu, Ankara: Türkiye
- Zuckmayer, E. (1970). Piyano Öğretimi Hakkında. Yayınlanmamış Ders Notu. Ankara: Gazi Üniversitesi
Time Dependent Changes in the Opinions of First Grade Students Regarding Their Preschool and Primary School Teachers
Adile Gülşah SARANLI, Gelengül HAKTANIR, Duygu ÇALIKOĞLU & Pelin ERDEM
pp. 71-91 | Article Number: ijers.2010.013
Article Views: 47 | Article Download: 23
The goal of this research is to investigate how opinions of first grade students, coming from different types of preschools and attending different primary schools, change from the beginning to the end of one school year about their preschool and primary school teachers. In this context, we used a qualitative case study method, with a sample of 27 first grade students in order to observe changes in the opinions of students and subsequently analyze important differences between these school types. Our sample includes three different categories of first grade students:
9 students graduated from the kindergarten of a Ministry of National Education Primary School (MONEPS) and continuing with the same primary school, 9 students graduated from the kindergarten of a Private Primary School (PPS) and continuing with the same primary school and finally 9 students graduated from an Independent Preschool Administered by the Ministry of National Education (IPAMONE) and continuing with the Ministry of National Education Primary School. For each student, relevant data was collected through interviews with semi-structured questionnaires, conducted twice at the beginning and at the end of a seven month period within the 2008-2009 academic year twice. Following these interviews, any differences or similarities between the answers of students coming from different types of schools are investigated. As an additional outcome of this study, changes in the opinions of each student between the two associated interviews were identified. The results of first interviews show that students in all types of schools liked doing reading and writing exercises with their teachers. However, during their second interviews, they favored studying and examinations instead. Nearly all of the students remembered their preschool experiences and mentioned that they missed play activities and the close relationship they had established with their preschool teachers during that period.
Keywords: preschool, primary school, teacher
- Arı, M. (Ed.). (1995). Anakucağından anaokuluna, anaokulundan ilkokula. İstanbul: Yapa Yayınları.
- Time Dependent Changes in the Opinions of First Grade Students Regarding Their Preschool and Primary School Teachers
- Bilgili, F. & Yurtal, F. (2009). İlköğretim birinci sınıflara uygulanan eğitim-öğretime hazırlık çalışmalarının değerlendirilmesi. Milli Eğitim, 181, 277-288.
- Brizuela, B. M. & Garcia-Sellers, M. J. (1999). School adaptation: A triangular process. American Educational Research Journal 36(2), 345-370.
- Burst, D., Hart, C., Charlesworth, R. & De Wolf, M. (1993). Developmental appropriateness of kindergarten programs and academic outcomes in first grade. Journal of Research in Childhood Education, 8(1), 23-31.
- Chow, Y. H. (1993). Kindergarten and primary school teacher's expectations of school readiness skills in young children. In S. Opper (Ed.), Early childhood education in Hong Kong. Hong Kong: University of Hong Kong Press.
- Chun, W. N. (2003). A study of children’s difficulties in transition to school in Hong Kong. Early ChildDevelopment and Care, 173(1), 83-96.
- Dağlıoğlu, E. (2007). Okul öncesi öğretmeninin özellikleri ve okul öncesine öğretmen yetiştirme. In G. Haktanır (Ed.), Okul Öncesi Eğitime Giriş. Ankara: Anı Yayıncılık.
- Donelan-McCall, N. & Dunn, J. (1997). School work, teachers and peers: The world of first grade. International Journal of Behavioral Development, , 21(1), 155-178.
- Dunst, C. J., Trivette, C. M. & Cornwell, J. (1989). Family needs social support and self-efficacy during a child’s transition to school. Early Education and Development, 1(1), 7-18.
- Einarsdottir, J., Perry, B. & Dockett, S. (2008). Transition to school practices: Comparisons from Iceland and Australia. Early Years, 28(1), 47-60.
- Kagan, S. L. ve Neville, P. R. (1996). Combining endogenious and exogenious factors in the shift years: The transition to school. In A. J. Sameroff & M. M. Haith (Eds.), Thefve to seven year shift: The age of reason and responsibility. Chicago: The University of Chicago Press.
- Karasar, N. (2003). Bilimsel araştırma yöntemi. Ankara: Nobel Yayın Dağıtım.
- Lappalainen, S. (2008). School as 'survival game': Representations of school in transition from preschool to primary school. Ethnography and Education, 3(2), 115-127.
- Mağden, D. & Tuğrul, B. (1997). Okul öncesi eğitimi alan çocukların öğretmenlerini algılayışlarının incelenmesi "Çocuk gözüyle öğretmeni”. Paper presented at the I. Ulusal Çocuk Gelişimi Kongresi, Ankara.
- Margetts, K. (2002). Transition to school complexity and diversity. European Early Childhood Education Research Journal, 10(2), 103-114.
- Miles, M. B. & Huberman, A. M. (1994). An expanded sourcebook: Qualitative data analysis. Thousand Oaks, California: Sage Publications.
- Miller, A. L., Gouley, K. K., Shields, A., Dickstein, S., Seifer, R., Magee, K. D. & Fox, C. (2003). Brief functional screening for transition difficulties prior to enrollment predicts socio- emotional competence and school adjustment in Head Start preschoolers. Early Child Development and Care, 173(6), 681-698.
- NICHD. (2002). The relation of global first-grade classroom environment to structural classroom features and teacher and student behaviors. The Elementary School Journal, 102(5), 367-387.
- Oktay, A. (2006). Okul öncesi eğitimden ilköğretime geçiş projesi. Paper presented at the Avrupa Birliği Sürecinde Okul Öncesi Eğitimin Geleceği Sempozyumu, Kıbrıs.
- Pedersen, E., Faucher, T. A. & Eaton, W. W. (1978). New perspectives on effects of 1st grade teachers on children’s subsequent adult status. Harvard Educational Review, 48, 1-31.
- Perry, K. R. & Weinstein, R. S. (1998). The social context of early schooling and children's school adjustment. Educational Psychologist, 33(4), 177-194.
- Pianta, R. C., Cox, M. J., Taylor, L. & Early, D. (1999). Kindergarten teachers’ practices related to the transition to school: Result of a national survey. The Elementary School Journal, 100, 71-76.
- Sarp, N. (1995). Öğretmenlerin ilkokula başlayan çocuklarda gözledikleri sorunlar ve bu sorunlara yaklaşımları. Kriz Dergisi, 3(1-2), 129-132.
- Stipek, D., Feiler, R., Byler, P., Ryan, R., Milburn, S. & Salmon, J. (1998). Good beginnings: What difference does the program make in preparing young children for school? Journal of Applied Developmental Psychology, 19(1), 41-66.
- Yeo, L. S. & Clarke, C. (2006). Adjustment to the first year in school: A Singapore perspective. European Early ChildhoodEducation Research Journal, 14(2), 55-68.
- Yıldırım, A. & Şimşek, H. (2003). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayınevi.
- Zembat, R. (2005). Okul öncesi eğitimde nitelik. In A. Oktay & Ö. P. Unutkan (Eds.), Okul öncesi eğitimde güncel konular. Ankara: Anı Yayıncılık.
Primary and Secondary School Differences in Thinking about Learning Science
Adile Hugh Gash & Thomas McCloughlin
pp. 92-102 | Article Number: ijers.2010.014
Article Views: 40 | Article Download: 21
Samples of teachers and pupils (primary & secondary) in five countries (Czech Republic, Cyprus, France, Ireland, & Slovenia) completed questionnaires concerning dimensions of their thinking about learning science that reflect aspects of the constructivist approach. The dimensions concerned the actual experience of (1) teachers’ and (2) pupils’ and (3) teachers’ desired experience in relation to (1) personal relevance/ learning about the world; (2) uncertainty/ learning about science; (3) critical voice/ learning to speak out; (4) shared control/ learning to learn; and (5) student negotiation/ learning to communicate. There were significant differences between countries in each of these three data sets. Results are discussed in terms of the convergences and divergences between primary and secondary data in each country in each of these three domains for the five variables. The issue is whether science teaching is represented as about memorising or about investigating.
Keywords: Constructivist teaching, teachers’ perceptions, pupils’ perceptions, National differences
- Bauersfeld, H. (1988) Interaction, construction, and knowledge: Alternative perspectives for mathematics education. In D. A. Grouws & T. J. Cooney (Eds.), Perspectives on research on effective mathematics teaching. (Vol. 1, pp27-46) Reston, Virginia: NCTM and Lawrence Erlbaum Associates
- Duschl, R.A., & Duncan, R.G. (2009) Beyond the fringe: Building and evaluating scientific knowledge systems. In S. Tobias & T.M. Duffy (Eds.), Constructivist Instruction: Success or Failure. (Pp. 311-332). Routledge: London.
- European Commission: Directorate-General for Research (2005) Europeans, science and technology. Special Eurobarometer 224 / Wave 63.1 - TNS Opinion & Social. European Commission, Europe needs more scientists. 2004, Directorate-General for Research: Brussels. p. 1-215.
- Group interuniversitaire projet Sophia : Chypre, France, Irlande, Republique tcheque, Slovenie (2009) (Sophie Robert, Hugh Gash, Thomas McCloughlin, Barbara Bajd, Dusan Krnel, Zdenka Chocholouskova, Michaela Dolenska, &
- Nicos Valanides.) (2009) Formation des enseignants : un exemple de recherche-action. Review Internationale D'Education, Sevres, No 51 septembre, 47-58.
- Kirschner P. A., Sweller J. & Clark R. E. (2006) Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 4 (2): 75-86.
- Linn, M. C., Davis, E. A., & Bell, P. (Eds.). (2004). Internet environments for science education. Mahwah, NJ: Lawrence Erlbaum Associates.
- Linn, M. C., Davis, E. A., & Eylon, B.S. (2004). The scaffolded knowledge integration framework for instruction. In M. C. Linn, E. A. Davis & P. Bell (Eds.), Internet environments for science education (pp. 47-72). Mahwah, NJ: Lawrence Erlbaum Associates.
- Linn, M.C., Lee, H.S., Tinker, R., Husic, F. & Chiu , J.L. (2006) Inquiry Learning: Teaching and Assessing Knowledge integration in Science. Science 313 (5790) pp. 1049 - 1050.
- OECD (2006) Evolution of Student Interest in Science and Technology Studies - Policy Report; Global Science Forum.
- O’Hare, D. (2002) Report of task force on the physical sciences. Dublin: Department of Education and Science.
- National Council for Curriculum and Assessment (Ireland). Retreived March 12 2010 from http: //www.ncca.ie
- Rocard,M., Csermely, P., Jorde, D., Lenzen, D., Walberg-Henrikson, H., & Hemmo, V. (2007) Science education now: a renewedpedagogy for the future of Europe. Directorate-General for Research: Science, Economy and Society, European Commission.
- Royal Irish Academy (2009) Making the best of third level science. (2009) Royal Irish Academy. Retreived January 30, 2010, from http://www.ria.ie
- Taylor, P.C., & Fraser, B.J. (1991). Development of an instrument for assessing constructivist learning environments. Paper presented at the annual meeting of the American Educational Research, 27(4), 293-302.
- Taylor, P.C., Fraser, B.J., & White, L.R. (1994) The revised CLES: a questionnaire for educators interested in the constructivist reform of school science and mathematics. Paper presented at the annual meeting of the American Educational Research Association, Atlanta, Georgia (April).
- Taylor, P.C., Dawson, V., & Fraser, B.J. (1995) A constructivist perspective on monitoring classroom learning environments under transformation. Paper presented at the annual meeting of the National Association for Research on Science Teaching, San Francisco, California (April).
- Taylor, P., Fisher, D., & Fraser, B. (1996) A questionnaire for monitoring social constructivist reform in university teaching. Internet paper, last accessed 4th December 2006, URL: http://www.herdsa.org.au/confs/1996/taylorp.html
- Thyssen, M. (2008) EPP-ED Group. Lisbon Strategy: Partnership for growth and jobs should be incorporated in Berlin Declaration. [Press Release] 2007 [cited 2008 17 OCT 08]; Available from:http://www.epp-
- ed.eu/Press/showPR.asp?PRControlDocTypeID= 1 &PRControlID=5728&PRContentID= 1019 3 &PRContentLg=en
- Tobin, K. (1990) Social constructivist perspectives on the reform of science education. Australian Science Teachers Journal. 36 (4) pp29-35.
- Tobias, S., & Duffy, T. M. (2009) ConstructivistInstruction: Success or Failure. Routledge: London.
- N. Valanides. (Ed.) (2009) Sophia (128958-CP-1-2006-FR-Comenius-C21-Sophia) Teacher : Professional Development.Cyprus: University of Cyprus.
The Examination of the Attitudes of Students Enrolled from the 3rd to 8th Year towards Mathematics
Oben KANBOLAT, Mehmet BEKDEMİR & Fatih BAŞ
pp. 103-121 | Article Number: ijers.2010.015
Article Views: 44 | Article Download: 23
This study was carried out in order to determine how students’ attitudes towards mathematics changed according to their school and grade levels, and to examine which factors affected students’ attitudes from the views of students and teachers. This study was conducted with 698 primary third to eighth grade students, 367 of whom were male and 331 of whom were female and 6 mathematics teachers studying in those schools. Data of the study were collected by means of two instruments, Mathematics Attitudes Scale (MAS) and semi-structured interview. Obtained data were analyzed both statistically and descriptively. At the end of the study, it was observed that there is a meaningful difference in students’ attitudes towards mathematics according to schools. In addition, it was observed that attitudes of students enrolled to primary schools which consist of 3rd, 4th and 5th grades are meaningfully more positive than the attitudes of students enrolled to secondary schools consisting of 6th, 7th and 8th grades. In spite of this, it was found that there has not occurred a meaningful difference among 3rd, 4th and 5th grade students’ attitudes and 6th, 7th and 8th grade students’ attitudes in the same way. Finally, according to students and teachers factors affecting attitudes towards mathematics are teacher, friend, individual characteristics, family, mathematics issues, achievement and perception of mathematics difficulty and its importance.
Keywords: Attitudes towards mathematics, mathematics education, mathematics achievement.
- Aiken, L. R. (1970). Attitudes towards mathematics. Review of Educational Research, 40(4), 551-596.
- Akdemir, Ö. (2006). İlköğretim öğrencilerinin matematik dersine yönelik tutumları ve başarı güdüsü. Yayınlanmamış yüksek lisans tezi, Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü, İzmir.
- Akgün, L. (2002). Matematiğe karşı olumlu tutum geliştirme faktörleri. Yayımlanmamış yüksek lisans tezi, Atatürk Üniversitesi Fen Bilimleri Enstitüsü, Erzurum.
- Akman, B. (2002). Okul öncesi dönemde matematik. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 23, 244-248.
- Aksu, M. (1985). Ortaöğretim kuramlarında matematik öğretimi ve sorunları. Ankara: T.E.D.Yayınevi Öğretim Dizisi, No:3,Yorum-Basın Ltd. Şti.
- Aktümen, M. ve Kaçar, A. (2008). Bilgisayar cebir sistemlerinin matematiğe yönelik tutuma etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35, 13-26.
- Alkan, H., Bukova Güzel, E. ve Elçi, A. N. (2004, Temmuz). Öğrencilerin matematiğe yönelik tutumlarında matematik öğretmenlerinin üstlendiği rollerin belirlenmesi. XIII. Ulusal Eğitim Bilimleri Kurultayı, İnönü Üniversitesi, Eğitim Fakültesi, Malatya.
- Altun, M. (1995). İlkokul 3., 4. ve 5. sınıf öğrencilerinin problem çözme davranışları üzerine bir çalışma. Yayımlanmamış doktora tezi. Hacettepe Üniversitesi, Ankara.
- Aydın, B. (2003). Bilgi toplumu oluşumunda bireylerin yetiştirilmesi ve matematik öğretimi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 2(14), 183-190.
- Baki, A. (2006). Kuramdan uygulamaya matematik eğitimi. Trabzon: Derya Kitabevi.
- Baroody, A. J. (1987). Children's mathematical thinking; A developmental framework for preschool, primary, and special education teachers. New York: Teachers College, Columbia University.
- Başar, M., Ünal, M. ve Yalçın, M. (2002, Eylül). İlköğretim kademesiyle başlayan matematik
- korkusunun nedenleri. V.Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, ODTU, Ankara, Türkiye.
- Baykul, Y. (1990). İlkokul Beşinci Sınıftan Lise ve Dengi Okulların Son Sınıflarına Kadar Matematik ve Fen Derslerine Karşı Tutumda Görülen Değişmeler ve Öğrenci Yerleştirme Sınavındaki Başarı ile İlişkili Olduğu Düşünülen Bazı Faktörler. Ankara: ÖSYM Yayınları.
- Bekdemir, M. (2007). İlköğretim matematik öğretmen adaylarındaki matematik kaygısının nedenleri ve azaltılması için önerileri (Erzincan Eğitim Fakültesi Örneği). Erzincan Eğitim Fakültesi Dergisi, 9(2), 131-144.
- Bindak, R. (2005). İlköğretim öğrencileri için Matematik Kaygı Ölçeği. F. Ü. Fen ve Mühendislik Bilimleri Dergisi, 17 (2), 442-448.
- Bloom, B. J. (1998). İnsan Nitelikleri ve Okulda Öğrenme. (D. A. Özçelik, Çev.). İstanbul: Milli Eğitim Basımevi.
- Bogdan, R. C., & Biklen, S. K. (1992). Qualitative research for education. Boston: Allyn and Bacon.
- Bulut, S., Yetkin, İ. E. ve Sazak, S. (2002). Matematik öğretmen adaylarının olasılık başarısı, olasılık ve matematiğe yönelik tutumlarının cinsiyete göre incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 22, 21-28.
- Cai,J., Mayer.J.C. & Wong.N. (1997). Parental Roles in Student’s Learning of Mathematics. Annual Meeting of American Educational Research Association.2-21. Retrieved October 19, 2009, from http://www.eric. ed.gov/ERICWebPortal/recordDetail?accno=ED412087.
- Dane, A., Doğar, Ç. & Balkı, N. (2004). İlköğretim 7. sınıf matematik ders kitaplarının değerlendirilmesi. Erzincan Eğitim Fakültesi Dergisi, 6(2), 1-18.
- Dursun, Ş. Ve Dede, Y. (2004). Öğrencilerin matematikte başarısını etkileyen faktörler. Matematik öğretmenlerinin görüşleri bakımından. GÜ, Gazi Eğitim Fakültesi Dergisi, 24(2), 217-230.
- Ekizoğlu, N. ve Tezer, M. (2007). The relationship between the attitudes towards mathematics
- and the success marks of primary school students. Cypriot Journal of Educational Sciences, 1(2), 43¬57.
- Ersoy Y. (2003) Teknoloji destekli matematik eğitimi-1: Gelişmeler, politikalar ve stratejiler. İlköğretim-Online 2 (1), 18-27.
- Gür, H. & Seyhan, G. (2006). İlköğretim 7. sınıf öğrencilerinin matematik öğretiminde aktif öğrenmenin öğrenci başarısı üzerine etkisi. BAÜFen Bilimleri Enstitüsü Dergisi, 8(1), 17-27.
- Güven, Y. (2001). İlköğretimde (4-5) öğrencilerinin matematik dersi ile ilgili olarak görüşlerine ve kendini yeterli görme düzeyine ilişkin bir ön çalişma. S.D.Ü. Burdur Üniversitesi Eğitim Fakültesi Dergisi, 2(2), 102-112.
- Harman, A. ve Akın, M. F. (2006). Eğitim fakültesi öğrencilerinin matematik dersinin öğretim şekli üzerine bir değerlendirme. Elektronik Sosyal Bilimler Dergisi, 5(18), 124-130.
- Kabaca, T. & Erdoğan, Y. (2007). Fen bilimleri, bilgisayar ve matematik eğitimi alanlarindaki tez çalişmalarinin istatistiksel açidan incelenmesi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 2(22), 54-63.
- Kaban, İ. (2006). MEB 2004 eğitim programı çerçevesinde ilköğretim I. kademede okutulan matematik kitaplarında yapılan değişikliklerin matematiğe karşı olumlu tutum geliştirmeye katkısı üzerine. Yayınlanmamış yüksek lisans tezi, Selçuk Üniversitesi Fen Bilimleri Enstitüsü, Konya.
- Kandemir, M. (2007). Sınıf öğretmeni adaylarının temel matematik dersine ilşkin tutumları ve kavram öğrenim düzeyleri. Erzincan Eöitim Fakültesi Dergisi, 9(2), 13-32.
- Kennedy, L. M. & Tipps, S. (1991). Guiding children ’s learning of mathematics. Belmont, California: Wadsworth Publishing Company.
- Koca Özgün, S. A. & Şen, A.İ. (2006). Orta öğretim öğrencilerinin matematik ve fen derslerine yönelik tuutmlarının nedenleri. Eurasian Journal of Educational Research, 23, 137-147.
- McMillan, J. H., & Schumacher, S. (2006). Research in education: Evidence-based inquiry. London: Pearson (Sixth Edition).
- MEB, (2005). İlköğretim okulu matematik dersi 6-8 sınıflar öğretim programı, Talim Terbiye Kurulu Başkanlığ: Ankara.
- Melancon, J. G., Thompson, B. & Becnel, S. (1993). How elementary school student think about mathematics. Annual Meeting of the Southwest Educational Research Association, 2-18.
- Moralı, S., Köroğlu, H. ve Çelik, A. (2004). Buca eğitim fakültesi matematik öğretmen adaylarının soyut matematik dersine yönelik tutumları ve rastlanan kavram yanılgıları. GÜ, Gazi Eğitim Fakültesi Dergisi 24(1),161-175.
- Nazlıçiçek, N., & Erktin, E. (2002). İlköğretim matematik öğretmenleri için kısaltılmış matematik tutum ölçeği. V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi Bildiriler Kitabı, 860-865.
- Peker, M.& Mirasyedioğlu, Ş. (2007). Pre-service elementary school teachers’ learning styles and attitudes towards mathematics. Eurasia Journal of Mathematics, Science & Technology Education, 4(1), 21-26.
- Reyes, L. H. (1984). Affective Variables and Mathematics Education. The Elementary School Journal, 84(5), 558-581.
- Samuelsson, J. & Granström, K. (2007). Important prerequisites for students’ mathematical achievement. Journal of Theory andPractice in Education, 3(2), 150-170.
- Serin, O. (2004, Temmuz). Öğretmen adaylarının problem çözme becerisi ve fene yönelik tutum ile başarıları arasındaki ilişki. XIII. Ulusal Eğitim Bilimleri Kurultayı, İnönü Üniversitesi, Eğitim Fakültesi, Malatya.
- Taşdemir, C. (2009). İlköğretim ikinci kademe öğrencilerinin matematik dersine karşı tutumları: Bitlis ili örneği. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 12, 89-96.
- Telese, J.A. (1997, January). Hispanic Students’ Attitudes Toward Mathematics And Their Classroom. Annual Meeting of the Southwest Educational Research Association. 2-37. Retrieved June 19, 2009, from http://www.eric.ed.gov/ERICWebPortal/recordDetail?accno=ED407256.
- Turanlı, N., Keçeli, V. ve Türker, N. K. (2007). Ortaöğretim ikinci sınıf öğrencilerinin karmaşık sayılara yönelik tutumları ile karmaşık sayılar konusundaki kavram yanılgıları ve ortak hataları. BAÜFBEDergisi, 9(2), 135-149.
- Umay, A. (1996). Matematik eğitimi ve ölçülmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 12(1), 145-149.
- Ünlü, E. (2007). İlköğretim okullarındaki üçüncü, dördüncü ve beşinci sınıf öğrencilerinin matematik dersine yönelik tutum ve ilgilerinin belirlenmesi. Dumlupınar Üniversitesi Sosyal Bilimle Dergisi, 19, 129-148.
- Weissglass, J. (2002). Inequity in mathematics education: Questions for educators. The Mathematics Educator, 12(2), 34-39.
- Yenilmez, K ve Kakmacı, Ö. (2008). İlköğretim yedinci sınıf öğrencilerinin matematikteki hazırbulunuşluk düzeyleri. Kastamonu Eğitim Dergisi, 16(2), 529-542.
- Yenilmez, K. & Can, S. (2006) Matematik öğretimi dersine yönelik görüşler. Ondokuz Mayıs Üniversitesi. Eğitim Fakültesi Dergisi, 22, 47-59.
- Yenilmez, K. ve Özabacı, N. Ş. (2003). Yatılı öğretmen okulu öğrencilerinin matematik ile ilgili tutumları ve matematik kaygı düzeyleri arasındaki ilikşi üzerine bir çalışma. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 2(14), 132-146.
- Yıldırım, K. (2006). Çoklu zeka kuramı destekli kubaşık öğrenme yönteminin ilköğretim 4. sınıf öğrencilerinin matematik dersindeki erişilerine etkisi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 7(2), 301-315.
- Yıldız, S. (2006). Üniversite sınavına hazırlanan dershane öğrencilerinin matematik dersine karşı tutumları. Yayınlanmamış yüksek lisans tezi, Hacettepe Üniversitesi Fen Bilimleri Enstitüsü, Ankara.