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- 저자 : Haluk Özmen (검색결과 2 건)
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Haluk ÖZMEN 서울대학교 교육연구소 2007 Asia Pacific Education Review Vol.8 No.3
This study investigated the effectiveness of conceptual change texts in remediating high school students’ alternative conceptions concerning chemical equilibrium. A quasi-experimental design was used in this study. The subjects for this study consisted of a total 78 tenth-grade students, 38 of them in the experimental group and 40 of them in the control group. A questionnaire, the Alternative Conceptions about Chemical Equilibrium Test (ACCET), was developed and administered to students as a pretest and posttest. While the experimental group received a conceptual change text instruction, the control group received a traditional style instruction. The results of the study indicated that the students in the experimental group showed significantly greater levels of achievement than the students in the control group. Moreover, in both groups the percentages of students’ alternative conceptions decreased in the however the experimental group did better than the control group.
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Investigating the impact of TPACK development course on pre-service science teachers’ performances
İdris Aktaş,Haluk Özmen 서울대학교 교육연구소 2020 Asia Pacific Education Review Vol.21 No.4
The aim of this study is to investigate the Technology Pedagogy and Content Knowledge (TPACK) development of pre-service science teachers (PSTs) who participated in a TPACK Development Course (TPACK-DC) that consisted of three stages: a training course, lesson plans involving the application of micro-teaching, and school application. This study was carried out with six PSTs selected according to the appropriate sampling method. Semi-structured interviews, lesson plan reports, and video recordings of lesson presentations were used to follow the development of PSTs. At the end of the study, it was found that TPACK-DC contributed to the association of PSTs' Technological Knowledge (TK), Pedagogical Knowledge (PK), and Content Knowledge (CK), which eliminated deficiencies in these areas of knowledge, as well as in the understanding of TPACK. The TPACK-DC also promoted the use of information and communication technology (ICT) tools by PSTs. It helped to develop the knowledge required to choose suitable teaching methods using technology to teach the related subject matter, teaching said content correctly, applying skills to promote active participation by students, proper classroom management, and applying appropriate guidance while teaching science subjects with ICT tools.
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