English
| dc.contributor.author | Balim, AG | |
| dc.contributor.author | Turkoguz, S | |
| dc.contributor.author | Ormanci, U | |
| dc.contributor.author | Kacar, S | |
| dc.contributor.author | Evrekli, E | |
| dc.contributor.author | Ozcan, E | |
| dc.date.accessioned | 2024-07-18T11:56:40Z | |
| dc.date.available | 2024-07-18T11:56:40Z | |
| dc.description.abstract | SCI METHODICAL CTR-SCI EDUCOLOGICA | |
| dc.identifier.uri | http://akademikarsiv.cbu.edu.tr:4000/handle/123456789/6850 | |
| dc.language.iso | Article | |
| dc.publisher | 1648-3898 | |
| dc.subject | This study aimed to examine the views of science and technology teachers towards concept cartoons integrated to problem-based learning. In this context, teachers' views were compared before and after the experimental treatment of a project. Data was gathered through qualitative research methods. Participants of this study were science and technology teachers from 9 elementary schools in the city of Izmir in the 2011-2012 academic year. In the first step of the study, a 30-hour workshop including theoretical subjects, applications and experimental treatments about concept cartoons was presented to teachers. Then semi-structured interviews were conducted with teachers. Following this workshop, teachers were requested to apply all these applications and experimental treatments. After the experimental applications, semi-structured interviews were conducted again with the same teachers. According to the findings, teachers indicated that problem-based learning modules to improve students' critical thinking, inquiry learning skills and help them relate their knowledge to daily life. | |
| dc.title | English | |
| dc.type | SCIENCE |