This study aimed at investigating the effect of an extended teacher wait time on student participation in primary school context. The main purpose of the study was to inquire whether primary level students would participate in the lesson more when they are given extended wait time after questions than those lessons in which they received average wait time. Students&rsquo / attitudes towards receiving extended wait time and teachers&rsquo / opinions about and experiences in applying it were also explored. For this purpose, two fifth grade classes at ihsan Dogramaci Foundation Bilkent Primary School participated in the study. Pre-test and post-test results and first part of the teacher and student questionnaires provided the quantitative data of the study. The qualitative data came from the second part of the questionnaires that were given to the teachers and the students. The analysis of the quantitative data indicated that students who received extended wait time participated in the lesson more than the students who received average wait time. Analysis of the results of student questionnaire indicated that the students were aware of the positive outcomes of being allowed extended wait time. The results of the teacher questionnaire showed that although extending wait time strategy and its outcomes are known by the teachers, it is not widely used in the classrooms.

The purpose of this study is to investigate the effectiveness of 5E learning cycle on sixth grade students&rsquo / understanding of cell concepts, their attitude toward science and their scientific epistemological beliefs In this study the data were collected using &lsquo / Epistemological Belief Questionnaire&rsquo / developed by Conley, Pintrich, Vekiri and Harrison (2004), the &lsquo / Cell Concept Test&rsquo / developed by researcher and &lsquo / Science Attitude Questionnaire&rsquo / developed by Geban, Ertepinar, Yilmaz and Sahbaz (1994). The instruments were administered as pre-test &amp / post-test to a total of 160 sixth grade students in four intact classes of the elementary school which located in Izmit district of Kocaeli. Two classes were randomly assigned as control and experimental groups. Experimental groups (n = 80) received 5E learning cycle instruction and control groups (n = 80) received traditional instruction. The data were analyzed using multiple analysis of covariances (MANCOVA). While a statistically significant treatment difference with respect to collective dependent variables / understanding of cell concept and epistemological beliefs was found there was no significant difference on attitude toward science. The results indicated that students in the experimental group who were engaged in learning cycle instruction demonstrated significantly better performance over the control group students who were engaged in traditional instruction in students&rsquo / understanding of cell concepts and epistemological beliefs.

The purpose of the study is to investigate the relative effect of problem-based learning (PBL) and traditionally designed science instruction (TDSI) on students&rsquo / academic achievement and performance skills in the unit of genetics after controlling for students&rsquo / prior knowledge, prior performance skills, reasoning ability, and learning approach. The sample consisted of 192 eight grade students from a public elementary school in Ankara. Four classes instructed by two science teachers were randomly assigned as experimental and control groups. The experimental group students were taught the subject through PBL, while the control group students received the TDSI. Students in experimental group dealt with ill-structured problems based on real-life working in small groups and individually. On the other hand, students in control group received an instruction based on teacher explanations and textbooks. Genetics Achievement Test, Test of Logical Thinking, and Learning Approach Questionnaire were administered as pre-tests to students in both groups to determine their prior knowledge and prior performance skills, reasoning ability, and learning approach, respectively. After the treatment, Genetics Achievement Test was administered again as a post-test to compare the effectiveness of PBL and TDSI on students&rsquo / achievement and performance skills in Genetics. Multivariate Analysis of Covariance (MANCOVA) was used to investigate the effect of problem based learning and traditionally designed science instruction on students&rsquo / academic achievement and performance skills in Genetics when students&rsquo / prior knowledge, prior performance skills, logical thinking abilities and learning approaches are controlled. Results of the study revealed that students in PBL classes had higher mean scores on Genetics Achievement Test developed to measure academic achievement and performance skills in the unit of genetics. Therefore, the PBL students appeared to be better compared to the TDSI students in terms of genetics understanding and at using relevant information in addressing the problem, articulating uncertainties, organizing concepts, and interpreting information.

The purpose of the present study was to investigate the predictive influences of epistemological beliefs, achievement motivation, learning approaches on sixth grade students&rsquo / achievement in classification concepts. The study was carried out in the fall 2006-2007 semester. One thousand forty one 6th grade students from twenty five randomly selected elementary schools in &Ccedil / ankaya district of Ankara participated in this study. In this study Turkish version of the Learning Approach Questionnaire, Epistemological Beliefs Questionnaire, Achievement Motivation Questionnaire and Classification Concept Test were used as measuring instruments to collect relevant data. Multiple Regression Correlation Analyses was computed in order to find out the contribution of students&rsquo / learning approaches, epistemological beliefs and achievement motivation to their achievement in classification concepts. The results revealed that these variables explaining 14% of the variation in students&rsquo / achievement in classification concepts. Stepwise multiple regression analyses was conducted in order to find out which variable best predicted students&rsquo / achievement in classification concepts. Students&rsquo / learning approaches were found to be the best predictor of achievement explaining 12% of the variance. The remaining 2% of variance was explained by epistemological beliefs of the students. Achievement motivation, however did not contribute to students&rsquo / achievement in classification concepts. Results also revealed significant positive correlations between students&rsquo / achievement in classification concepts, their learning goal orientations, epistemological beliefs and learning approaches. Students&rsquo / performance goal orientations, and self efficacy beliefs, however, were not found to be related to their achievement in classification concepts.

The aim of this study was to investigate the effects of using a dynamic geometry environment together with open-ended explorations on sixth grade students&rsquo / performance in polygons and congruency and similarity of polygons. Two groups of sixth grade students were selected for this study: (1) An experimental group composed of 66 students whom 34 were boys and 32 were girls / and (2) a control group composed of 68 students whom 35 were boys and 33 were girls. While the students in the control group received instruction via traditional methods, the students in the experimental group studied the same topics by open-ended explorations in a dynamic geometry environment. Geometry Test (GT) and Computer Attitude Scale (CAS) were used as data collection instruments. All students had taken the GT as pre-test, post-test, and delayed post test. However, CAS was administered only to the experimental group at the end of the instruction. Furthermore, some qualitative data were collected through video-taped classroom observations and interviews with selected students. Pre-test scores showed no statistical difference between control and experimental group students in terms of their performances in polygons and congruency and similarity of polygons before the study. On the other hand, the results of the post and delayed-post tests which are analyzed by independent t test showed that experimental group achieved significantly better than the control group students. In addition, a statistically significant correlation between CAS and GT was observed. Those results were also supported by the qualitative data. In conclusion, the results indicated that dynamic geometry environment together with open-ended explorations significantly improved students&rsquo / performances in polygons and congruency and similarity of polygons.

This study compared the effect of the use of physical manipulative with self-metacognitive questioning versus manipulative without self-metacognitive questioning on the knowledge acquisition in polygons. Participants were 220 sixth grade students. A pretest, treatment and posttest two-group design was used. There were two treatment groups: manipulative with self-metacognitive questioning (MAN+META) and manipulative without self-metacognitive questioning (MAN) Three distinct knowledge tests were designed by the researcher: Declarative, conditional and procedural. Declarative knowledge test consisted of 18 multiple-choice questions. The conditional and procedural knowledge tests consisted of six and ten open-ended questions respectively. Mixed design analysis of variance results revealed that there is a significant effect for time but no group-by-time interaction effect suggesting that both groups responded equally well to treatment in the amount of change in their scores on the two outcome measures: pretests and posttests. A follow up analysis (paired t-test) was conducted to evaluate the impact of time on students&rsquo / pretest and posttest scores. The large effect size indicated that there was a statistically significant increase in scores of all three tests.

This study aims to measure the effect of designed environmental education lectures that is based on general environmental problems on primary school students&rsquo / attitudes toward environment. The participants of this study obtained from a governmental school in Y&uuml / z&uuml / nc&uuml / Yil districts of Ankara and consists of 51 (18 fourth grade and 33 fifth grade) students. In the study that is held in 2006-2007 education year students implemented to environmental education lectures for one month. The lectures included the &ldquo / sustainable development&rdquo / and &ldquo / ecological footprint&rdquo / concept, as well as the general environmental problems, their reasons and recycling as solution for reducing environmental problems, and student-centered teaching methods such as discussion, role playing, cooperative learning and questioning were used during the lectures in addition to the traditional teaching method. The data concerning the effect of the lectures was obtained by the environmental attitude questionnaire implemented to the students before and after the treatment as pre-test and post-test. Independent sample t-test and paired sample t-test were conducted for data analysis and the result of the study indicated that environmental education lectures increased the environmental attitudes of the students.

The purpose of the study was to investigate the relative effect of problem based learning with a non local perspective (PBL1), problem based learning with a local perspective (PBL2) and traditionally designed environmental education (TRD) lectures on elementary school (7th grade) students&rsquo / environmental attitude / specifically by the 3 dimensions as / general environmental awareness, general attitude toward solutions, and awareness of individual responsibility. The sample consisted of 95 7th grade students from a public elementary school in Nigde. Three classes instructed by the same science teacher are randomly assigned as control group and experimental groups. All the groups were taught the topic &ldquo / Why do ecosystems change?&rdquo / for four weeks. On the other hand, the control group was taught through TRD, one of the experimental groups was taught through PBL with a non local perspective, and the other experimental group was taught through PBL with a local perspective. Students in TRD group received an instruction based on teacher explanations and textbooks. On the other hand, the experimental groups dealt with ill- structured real life problems working in small groups. The problem of PBL1 group was selected as &ldquo / the declining environmental conditions of Manyas Lake&rdquo / and the problem of PBL2 group was selected as &ldquo / the declining v environmental conditions of Akkaya Dam in Nigde&rdquo / to create a non local / local difference between the experimental groups. Environmental Attitude Questionnaire (EAQ) was administered to all groups as pre-test to determine the prior environmental attitude. The worksheets, on the other hand, used by experimental groups in their group work were examined to reveal the quality of the process. After the treatment, EAQ was administered to all groups as a post-test to compare the effectiveness of PBL1, PBL2 and TRD on students&rsquo / environmental attitude. Analysis of covariance (ANCOVA) was performed to investigate the effect of traditionally designed EE, Problem Based designed EE, and Problem Based with a local perspective designed EE on students&rsquo / general environmental awareness, awareness of individual responsibility and general attitude toward solutions when students&rsquo / prior general environmental awareness, prior awareness of individual responsibility and prior general attitude toward solutions are controlled. The results of the study revealed that, students in PBL2 group had significantly more positive environmental attitudes in general environmental awareness and general attitude toward solutions dimensions than TRD group and in all three dimensions of the questionnaire than PBL1 group. Moreover, TRD group had significantly more positive attitude than PBL1 group in students&rsquo / awareness of individual responsibility determined after the treatment.

The purposes of the study were to investigate the effects of visual treatment on students&rsquo / opinion in terms of thinking process and students&rsquo / opinion in terms of feelings in the spatial ability activities / to investigate the effects of visual treatment on student&rsquo / s spatial ability, spatial visualization and spatial orientation The study was conducted in Ankara with 21 sixth-grade elementary school students. One group pretest-posttest design was used. Two measuring instruments were utilized: Spatial Ability Test and Spatial Problem Attitude Scale. Spatial Ability Test, which was developed by Ekstrom, consists of paper folding and surface development tests measuring the spatial visualization ability and card rotation together with cube comparison tests measuring the spatial orientation ability. The tests were translated into Turkish by Delialioglu, (1996). Spatial Problem Attitude Scale was developed by researcher. The study employed both quantitative and qualitative research using a mixed method design. The researcher conducted 9 interviews with nine 6th grade students from the same class. The students were asked their opinion about the visual treatment in terms of thinking process and feelings in the spatial ability activities. Additionally, the class was observed during their activity time that continued 10 weeks and five hours per week.In order to analyze the obtained data, Friedman and Wilcoxon tests as well as one-way repeated measures Analysis of Variance were used. To analyze data obtained from interviews, the phenomenographic method was used. The results of the study indicated that there was a statistically significant change in students&rsquo / spatial ability, spatial orientation and spatial visualization scores across three time periods (pre treatment, post treatment and retention). All three scores were significantly different from each other. Test scores were significantly higher immediately after the visual treatment than those before the treatment. The test scores one month later were significantly lower than those immediately after the treatment, but significantly higher than the scores before the treatment. The findings suggest that visual treatment has positive effects on students&rsquo / spatial cognitive process and their attitudes toward spatial ability problems. Selection of the appropriate visual treatment should be based on students&rsquo / needs and their cognitive development level for providing better learning environment

This study examined seventh grade students&rsquo / perceptions about collaborative learning, peer and teacher support, project based learning, technology integration into Science and Technology lesson and forum. The research included the implementation of collaborative project-based learning during 10 weeks. Students as groups created educational web sites on Science and Technology subjects by working co9llaboratively in Information Technologies lessons. This research was an action research case study. The major purpose of the study was to enhance the collaborative skills of students by applying a new practice. Besides this, it was aimed that all students could use computer more comfortably and by discovering and could use their computer skills in other disciplines. Qualitative data were collected through student interviews, observations, web site evaluation rubrics, and forum archives. It was seen that students enjoyed project-based learning and they gained the habit of working together developed with the help of collaborative group work. Moreover, they started to appreciate peer support and learned to respect each other&rsquo / s ideas. According to results, aware of responsibility of both low-achievers and high achievers increased. The feeling of self-confidence they gained when they completed the project helped them to overcome their fear to use computer. Most of the students preferred using computer in their projects or homework from other disciplines.