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RISS 인기검색어
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- 저자 : Inel-Ekici, Didem (검색결과 2 건)
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Inel-Ekici, Didem,Ekici, Murat 서울대학교 교육연구소 2022 Asia Pacific Education Review Vol.23 No.3
This exploratory study investigated higher education student experiences on the effects and limitations of mobile inquiry-based and inquiry-based science learning applications. A total of 80 pre-service science and elementary school teachers from a public university in Turkey were recruited in the study using availability sampling. Participants were randomly assigned to one of two groups; one group participated in face-to-face inquiry-based learning (IBL) and the other participated in mobile inquiry-based learning (m-IBL). Data were collected using semi-structured interviews after 6 weeks of inquiry. Three main categories arose from the data analysis: the effects of m-IBL and IBL applications, problems encountered in the applications, and attitudes toward the application process. It was found that both IBL and m-IBL activities contributed to the meaningful learning of the science subjects, an understanding of scientific research, and the development of thinking skills, such as scientific process skills and problem-solving.
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Didem Inel Ekici 서울대학교 교육연구소 2018 Asia Pacific Education Review Vol.19 No.1
This explanatory research uses a mixed method design to investigate the effect of using an online community of practice within teaching practices on science and math pre-service teachers’ teaching self-efficacy beliefs. 102 science and math pre-service teachers participated in the research. “Teaching Self-Efficacy Belief Scale” and “The Questionnaire on Opinions about Using Online Communities of Practice within Teaching Practices” were the data collection tools of the study. Results showed that online communities of practice affected pre-service teachers’ teaching self-efficacy beliefs significantly and positively. Qualitative data of the research also supported this positive change. Science and math pre-service teachers mentioned several benefits of online communities of practice, such as sharing, recognizing common problems, freely expressing themselves, making comparison, realizing their shortcomings, and benefiting from the experiences of others. However, research findings also showed that online communities of practice have some limitations such as the lack of expressions of sincerity, the need for internet access, the need for additional time, and anxiety when it comes to criticism.
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