How did a science camp affect children's conceptions of science?

Basit Öğe Kaydı
dc.authorid0000-0002-4192-0028
dc.contributor.authorMetin, Duygu
dc.contributor.authorLeblebicioğlu, Gülşen
dc.date.accessioned2021-06-23T18:56:46Z
dc.date.available2021-06-23T18:56:46Z
dc.date.issued2011
dc.departmentBAİBÜ, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimien_US
dc.description.abstractScience explores nature and the most authentic way of introducing science is creating learning environments in the nature and let children make their own discoveries in the nature as real scientists. Science camps would be an opportunity for this kind of science education. This study introduces a science camp and reports findings regarding its effectiveness on children's conception of science. The science camp was conducted at a holiday village which was located near a forest and lasted ten days between July, 4-13, 2008. The participants were 24 children (11 girls and 13 boys) who were at 6th and 7th grades. The science camp team mainly consisted of elementary science educators and the children interacted with them throughout the science camp. First three days of the science camp program was aimed at developing background for inquiry and collaboration skills. In the following days, the students conducted guided-inquiry in small groups on a research question that they asked about the nature. Then, each group prepared a poster and presented it to their families on the last day of the science camp. Explicit NOS activities were also done throughout the science camp program. VNOS D was applied as pre- and post-test in order to determine the effectiveness of the science camp in introducing science and its specific aspects. Only data from two questions of the VNOS D which were about science and its distinguishing features from other areas were reported in this paper to investigate children's ideas about science in general. The results showed that science camp program improved children's conceptions of science to a more scientific perspective. They learned more about scientific processes such as data, measuring, and interpreting. Some of them progressed more and provided more detailed expressions while defining science. Most of them had already perceived both the process and product of science, but their understanding of the process of science was detailed at the end of the science camp.en_US
dc.identifier.issn1609-4913
dc.identifier.issue1en_US
dc.identifier.scopus2-s2.0-80052100162en_US
dc.identifier.scopusqualityQ4en_US
dc.identifier.urihttps://hdl.handle.net/20.500.12491/5069
dc.identifier.urihttps://www.scopus.com/inward/record.uri?eid=2-s2.0-80052100162&partnerID=40&md5=d1e79a3c6595f440e0e40bceefe1393f
dc.identifier.volume12en_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorLeblebicioğlu, Gülşen
dc.institutionauthorMetin, Duygu
dc.language.isoenen_US
dc.relation.ispartofAsia-Pacific Forum on Science Learning and Teachingen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectConception of Scienceen_US
dc.subjectGuided-inquiryen_US
dc.subjectNature of Scienceen_US
dc.subjectScience Campen_US
dc.titleHow did a science camp affect children's conceptions of science?en_US
dc.typeArticleen_US

Dosyalar

Orijinal paket
Listeleniyor 1 - 1 / 1
Küçük Resim Yok
İsim:
duygu-metin.pdf
Boyut:
450 KB
Biçim:
Adobe Portable Document Format
Açıklama:
Tam metin/ Full text
İndir

Koleksiyon

Scopus İndeksli Yayınlar Koleksiyonu
Matematik ve Fen Bilimleri Eğitimi Koleksiyonu