Journal of Computer and Education Research

1-20

Authors: Çavuş ŞAHİN, Serdar ARCAGÖK

Teachers, like all individuals, have to follow the developments in their field to increase their professional competencies and transfer the received knowledge to application area. The sources which offer the current knowledge from education field to use of teachers are educational researches. In this context, approaches of teachers intended for educational research are thought as important, and determining these approaches is consisted of the purpose of this study. The study; in a survey model, is a descriptive research. Sample of the study is composed of 206 elementary school teachers from Çanakkale. The questionnaire developed by Borg (2009) was used as a measurement instrument. In data analysis, descriptive statistics such as frequency, percentage, etc. were used and assessed distributions according to different characteristics of teachers. Following educational research (f=116; %56,30) and doing research (f=107; %51,90) by teachers are in ‘Sometimes’ level. By teachers, “thinking as good for professional development” and “enjoying with doing research” as causes of doing research, and “lacking of time” and “doing research is not my main task” as causes of not doing research are indicated. Besides, “researchers should be objective” and “educational researches should give new ideas for use of teachers” are the most important features of educational research according to teachers. Fourth (f=113; %54,9) and second scenarios (f=108; %52,4) among ten research scenarios are marked mostly as “Definitely Research”. Additionally, teachers have expectations like their work intensity should be arranged to provide time for doing research and they should be supported for participating to conferences related their educational field. As a result, teachers’ approaches towards educational research are positive but their following research and doing research incidences are not in desired level that can be said.

38-64

Authors: Çiğdem ŞAHİN, Elif BÜLBÜL, Ümmü Gülsüm DURUKAN

The effect of conceptual change texts on removing alternative concept related to various science concepts and teaching science are proved in the literature. Also it is known that students have various alternative concepts about celestial bodies. But the effect of conceptual change texts has not been known on removing alternative conceptions about celestial bodies at the level of the elementary school students. The purpose of this study is to determine the effect of conceptual change texts on removing students’ alternative conceptions about celestial bodies. The sample comprised of 22 elementary 7th grade students who studied at boarding area elementary school, 2012-2013 academic years. Pre-experimental research design was used in this study. A questionnaire with 12 concept cartoons was used to collect data. In this study, the instructional material based on 5E model was enriched with conceptual change texts and used to sample of study. The test of concept cartoons were applied to pre-test before teaching with conceptual change texts and post-test after teaching with conceptual change texts. Collecting pre and post tests’ data were analyzed with dependent t-test. The results showed that the teaching with conceptual change texts has differentiated the conceptual structures in a desired way and removed the most of the students’ alternative conceptions about celestial bodies. In line with these results, are suggested that teachers should be informed about the use of conceptual change texts in the teaching process and teaching materials supplemented with the conceptual change texts should be used in the different science subjects.

90-112

Authors: Tüba KÜÇÜK DOĞAROĞLU

There are a lot of studies that Attention Deficit and Hyperactivity Disorder investigated in the literature. Some of these studies consist of graduate thesis, but there isn’t a study that a detailed examination of the thesis. Therefore graduated thesis and dissertations that researched in 2000 - 2011 were analyzed in this study. A total of 12 thesis were reached in the study. These thesis were examined for aim, method, participation, tools of data collections and findings. The study's findings as master's and doctoral thesis is divided into two parts. Doctoral thesis has been divided into three main headings. The first of these; studies conducted with children with ADHD, secondly, teachers and families of children with ADHD studies conducted; finally, the comparative examination of children with and without ADHD are studies. All of studies can be done adaptations of in inclusive environments has been discussed.