The purpose of this dissertation study was to investigate a specific computer-assisted instructional software, Study Hall 101, in fifth-grade science. The study was conducted on an urban, elementary school campus in a northeastern school district in Texas. A mixed-methods approach was utilized in an attempt to understand two teachers’ perceptions about its use in fifth-grade science and evaluate its impact on fifth-grade students’ attitudes toward science. The first inquiry employed a qualitative research design in an attempt to understand teachers’ perceptions towards the use of Study Hall 101. Data collection methods used in this study included interviews, focus groups, and electronic-mail (e-mail) responses to open-ended sentence stems. Four favorable themes emerged from teachers’ responses: (1) students' attitudes toward science, (2) students’ participation in science class discussions, (3) content individualization, and (4) students’ engagement. Teachers’ frustrations also emerged into themes: (1) time constraints, (2) technology glitches, and (3) specific design elements. The second inquiry employed a quantitative research design in an attempt to investigate the impact of Study Hall 101 on seventy fifth-grade students’ attitudes toward science after an eight-week period. The Modified Attitudes Toward Science Inventory (mATSI) was used for data collection and was administered to students on two occasions, before and after treatment. Results indicated no statistically significant change in fifth-grade students’ overall attitudes toward science as a result of its use; however, two statistically significant findings did occur when data were analyzed across attribute variables of gender, ethnicity, and economic status, as well as specific domains within the mATSI. First, the use of Study Hall 101 was associated with males’ and females’ attitudes in opposite ways in regard to one domain of the mATSI: self-concept toward science. Second, students in the control group experienced a decline in another attitude domain of the mATSI: desire to do science. The results of this study contribute to the field of K-12 education as we search for effective educational tools to reach diverse student populations. This study concludes that teachers’ perceptions of this software are favorable and that its use in fifth-grade science should be considered as a tool to engage students in their own learning process.

The purpose of this study is to investigate the factors that are related to students&rsquo / science achievement in TIMSS-R. Basically instructional activities, affective characteristics of students and socioeconomic status (SES) were taken as the variables of the model proposed within the Linear Structural Modeling (LSM) framework. This study examined the TIMSS data for Turkish students with the sample size of 7841 through the analysis of Structural Equation Modeling (SEM). Resulting path diagram showed that the largest relationship existed between science achievement and SES of students. It was also observed that students&rsquo / enjoyment of science did not seem to have a significant contribution on science achievement. In addition, science achievement had a negative relationship with the classroom activities considered as student-centered. On the other hand, the activities considered as teacher-centered had a positive impact on the science achievement scores of the TIMSS tests. It was also observed that science achievement and perception of success/failure in science were highly related with each other. The results were interpreted within the framework of Turkish educational system, and some suggestions for future research studies were proposed.

This exploratory study provides a qualitative and quantitative report on the integration of a specific online information system into the science curriculum using authentic tasks in a class setting. It investigates how they use an online information database and tools to create meaning. An in-depth analysis was done to understand students&amp / #8217 / perceptions about the usability of a web-based learning tool used in science course, properties of a web-based learning tool, the quality of the content, and the structure of web-based instruction. It also aimed to explore the effects of the Web-based learning in a science course on students&amp / #8217 / achievement and attitudes toward science learning. The subjects of this study were 51 &Ouml / zel Bilim Okullari students in secondary school (6th, 7th and 8th grades) classes. It was conducted throughout the academic year of 2004-2005. The Science Achievement Test and attitude scales for science learning were given as pre-tests at the begging of academic year. They were given as post-tests and the students were interviewed in groups of five at the end of the academic year. The total time of using the web site of the course was kept by Web log-system. The quantitative findings of the study indicated that there were significant differences between the pre-tests and post-tests of the science achievement test and attitude scale. In addition, there were a positive relationship between the site usage time and achievement and attitude of the students towards science learning. The qualitative findings of this study showed that the amount of information supplied in the web site of the course, access to the Internet, doing assignments and taking online exams played important roles in students&amp / #8217 / science learning. However, the students did not prefer to use e-mails and chat rooms to collaborate with their fiends. They preferred to communicate face to face with their friends, and they preferred SMS because of ease of use. The results and the discussion set out in this study have some important implications for teachers and instructional designers. The study contributes to an understanding of online learning and provides a basis for empirical study of learners performing real educational tasks. The insights gained in this small-scale study will help teachers construct better online learning environments with regard to pedagogy and technological innovation.

The purpose of this study was to investigate the effect of gender and reasoning ability on the 8th grade students&rsquo / understanding of ecological concepts and attitude toward science. All 8th grade students from public elementary school in Tosya participated in the study. Students&rsquo / understanding, attitude toward science and reasoning ability were also measured by means of the Test of Ecology Concept (TEC), the Attitude Scale toward Science (ASTS) and the Test of Logical Thinking (TOLT) respectively. In order to investigate students&rsquo / understanding deeply, interview was conducted. Results of the TEC and interview show that students have many misconceptions concerning ecosystem, population, community, decomposers, food chain, food web, energy pyramid and energy flow. Students&rsquo / understanding for the first tier (M= 55.8), combination of first two tiers (M= 27) and combination of all three tiers (M= 21.2) were calculated according to TEC results. Multivariate Analysis of Covariance (MANCOVA) conducted to determine the effect of gender on students&rsquo / understanding of ecological concepts and attitude towards science when reasoning ability was controlled. The results indicated that there was significant gender difference in favor of girls with respect to students&rsquo / understanding of ecological concepts and attitude towards science when reasoning ability was controlled (Wilks&rsquo / Lambda=0.97 / p=.00).

This study was conducted to explore the effectiveness of analogy-enhanced instruction accompanied with concept maps over traditionally designed chemistry introduction on understanding of acid-base concept and attitude toward chemistry as a school subject. 81 8th grade students from two classes of a chemistry course taught by the same teacher in Nuh Eskiyapan Primary School in Ankara in 2003-2004 fall semesters were enrolled in the study. There were two groups of students. During the treatment, students in the control group were instructed only with traditionally designed instruction. Students in the experimental group studied with the analogy-enhanced instruction accompanied with concept maps through teacher lecture. Both groups were administered Acid-Base Chemistry Achievement Test and Attitude Scale toward Chemistry as a School Subject as pre-tests and post-tests. Logical Thinking Ability Test was given to both groups at the beginning of the study to determine students&rsquo / logical thinking ability levels. Research data were analyzed by using (SPSS 12.0) ANCOVA and t-test. As a result of the research, it was obviously seen that analogy-enhanced instruction accompanied with concept maps caused a significantly better acquisition of scientific conception related to acid-base and produced significantly higher positive attitudes toward chemistry as a school subject than the traditionally designed chemistry instruction.

在過去幾十年間，科學素養備受國內外學者重視，提升國民的科學素養程度不但被多國政府納入國家重點施政方針，相關調查與具體的教育措施亦成為研究者的關注焦點。大眾媒體向來是一般閱聽眾接觸科學資訊最常見的管道，因此如何讓科學知識能普及於一般民眾，甚至讓非專業人士也能對科學有正面評價並支持科學發展，便成為科學工作者傳遞科學資訊的挑戰。針對民眾科學知識與科學素養的相關研究，近十多年來在國外幾乎不曾間斷。然若回顧台灣本地文獻，大規模的科學素養或科學態度調查則較少出現。為彌補此一研究缺漏，本文擬以全台灣地區的大學在學生為調查對象，透過科學問卷設計，進行全國大學生科學素養與科學態度調查，同時將媒介使用與人口變項納入分析之中，以期了解彼此間的相互關係。 本研究透過隨機抽樣，抽出十一所分別位於台灣北、中、南、東的大專院校，於民國九十八年六月間進行問卷調查與回收，最後共取得1838份有效問卷，以統計軟體SPSS中的t檢定與階層迴歸分析後，研究發現如下：一、在新聞媒介使用上，大學生接觸網路頻率最高，電視次之，報紙與雜誌殿後；二、在科學素養方面，男性、就讀理工組相關科系、念公立大學、在班上成績較佳的學生，有較好的科學素養程度；科學態度與科學素養則無顯著相關；三、除了電視新聞與電視科學內容接觸外，其他種類的媒介使用對科學素養並無顯著影響；四、本研究發現，收看電視的頻率越高，科學素養越低落，且無論新聞或科學節目皆然；五、在控制住所有可能的影響因素後，影響科學素養最有力的變項分別為「公私立大學」、「就讀科系」與「班上成績」，顯示學校教育與過去學習背景是影響台灣地區大學生科學素養程度的最主要因素。 / Over the past decades, a growing number of studies have focused on public scientific literacy and tried to examine it. Public familiarity with basic scientific concepts and principles has been proposed as essential for effective decision-making both in personal daily life and national policy. Quantitative and qualitative studies of the public understanding of science have been conducted in many countries. Those studies have provided valuable insights into to what extent that citizens may have understood important scientific concepts, and furthermore, into the ways in which they seek and use scientific knowledge and how they think about science. There were only few science literacy related studies conducted in Taiwan. Up till now, no representative and population-based study in Taiwan. Therefore, the objectives of this study were to estimate the level of scientific literacy of college students in Taiwan and to explore the relationships between media use, scientific literacy and the attitude toward science. This study conducted a national survey among college students in Taiwan. One thousand eight-hundred and thirty-eight students participating in this study from June 1, 2009 to June 22, 2009. As expected, male, public university students, majoring science and technology, with better academic performance, will have higher levels of scientific literacy. Scientific literacy is negative related to the frequency of watching television, whether news or scientific programs, which suggests TV programs in Taiwan do not provide quality science contents to audiences. After controlling for a range of socio-demographic variables, it is found that public or private university, major, and academic performance have significant effects on college students’ scientific literacy. Findings indicated that educational variables affect the level of scientific literacy of Taiwanese undergraduates the most.

This study intended to explore preservice elementary teachers&rsquo / science knowledge level, attitude toward science teaching and their efficacy beliefs regarding science teaching. In addition, the contribution of science knowledge level and attitudes toward science teaching on Turkish preservice elementary teachers&rsquo / efficacy beliefs was investigated. The present study was conducted at the end of the spring semester of 2003- 2004 academic year with a total number of 750 (n=531 females / n=216 males / and n=3 gender not provided) fourth-year preservice elementary teachers who enrolled at elementary teacher education programs of nine different universities in Turkey. Data were collected utilizing three questionnaires: the Science Teaching Efficacy Belief Instrument (STEBI-B) developed by Riggs and Enochs (1990), Science Achievement Test, and Science Teaching Attitude Scale developed by Thompson and Shrigley (1986). Data of the present study were analyzed utilizing descriptive and inferential statistics. Analysis of the self-efficacy survey indicated that preservice elementary teachers had moderate sense of self-efficacy beliefs regarding science teaching on both Personal Science Teaching Efficacy and Outcome Expectancy dimensions of the STEBI-B. Also, preservice elementary teachers indicated low level of science knowledge and generally positive attitude toward science teaching. Furthermore, science knowledge level and attitude towards science teaching made a statistically significant contribution to the variation in preservice elementary teachers&rsquo / personal science teaching efficacy beliefs and outcome expectancy.

ABSTRACT EFFECTIVENESS OF CONCEPTUAL CHANGE INSTRUCTION ACCOMPANIED WITH DEMONSTRATIONS AND COMPUTER ASSISTED CONCEPT MAPPING ON STUDENTS&rsquo / UNDERSTANDING OF MATTER CONCEPTS Yavuz, Ayse PhD., Department of Secondary Science and Mathematics Education Supervisor: Prof. Dr. &Ouml / mer Geban January 2005, 133 pages The main purpose of this study was to investigate the effectiveness of conceptual change instruction accompanied with demonstration and computer assisted concept mapping on seventh grade students understanding matter concepts. In addition, the effect of instruction on students&rsquo / attitudes toward science as a school subject and the effect of gender difference on understanding matter concepts were investigated. Seventy five, seventh grade students from four classes of a General Science Course taught by the same teacher at &Ouml / zel ENKA Middle School during fall semester of 2003&ndash / 2004 was enrolled in this study. The classes were randomly assigned as conrol group and experimental group. Students in the control group received traditional science instruction including traditional lecture method with discussions and traditionally designed labsheets. Students who were in the experimental group received conceptual change instruction accompanied with demonstration and computer assisted concept mapping. Both groups were administered Matter Concept Test as pre- and post-tests and Attitude Scale toward Science as a School Subject. In addition to these, Science Process Skill Test was used at the beginning of the study to determine students&rsquo / science process skills. T-test, univariate analysis of variance (ANOVA) and analysis of covariance (ANCOVA) were used for testing the hypotheses of the study. The results indicated that conceptual change instruction accompanied with demonstration and computer assisted concept mapping caused a better acquisition of scientific conceptions related to matter concepts and produced more positive attitudes toward science as a school subject than traditionally designed sicence instruction. In addition, science process skill was a strong predictor in understanding matter concepts. On the other hand, no significant effect of gender difference on students&rsquo / understanding of matter concepts and their attitudes toward science as a school subject was found.