The use of problem-solvıng technıques to develop semıotıc procedural knowledge models about magnetısm and theır role ın learnıng for prospectıve scıence teachers
Yükleniyor...
Tarih
2016
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Aksaray Üniversitesi
Erişim Hakkı
Attribution-NonCommercial-NoDerivs 3.0 United States
info:eu-repo/semantics/openAccess
info:eu-repo/semantics/openAccess
Özet
This study identifies prospective science teachers’ knowledge and achievement levels in terms of the variables affecting their problem-solving techniques. The aim is to develop a semiotic procedural knowledge model that will enable them to better understand complex subjects, such as magnetism. The model was established by generalizing the nodes from a semiotic model developed for multiple questions. Assessment and control mechanisms for learning systems were used in the model to maximize the production quality and efficiency of the prospective science teachers’ functional behaviors. The data for this study were collected through four measurement tools. The data were analyzed using VDOIHI scoring, and the knowledge and achievement levels were identified. The development of the semiotic procedural knowledge model was based on these knowledge and achievement levels. Results suggest that semiotic models are needed for improving the knowledge processes of prospective science teachers.
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Açıklama
Anahtar Kelimeler
Procedural Knowledge, Knowledge Level, Achievement Level, Semiotic Model, Semiotic Procedural Knowledge Level
Kaynak
Ihlara Eğitim Araştırmaları Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
1
Sayı
1
