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• MakaleAçık Erişim2022Scopus SJRQ2/r/bayburt/12056
  PRE-SERVICE SCIENCE AND COMPUTER TEACHERS’ VIEWS ON TEACHING PRACTICE COURSES

  Bulut, Ayhan; Kaban, Abdullatif; Bilen, Ömer

  The Teaching Practice course taught in Education Faculties gives pre-service teachers real experience before starting the profession. This study aims to examine the teaching practice courses in the undergraduate programs of education faculties by the views of pre-service science and computer teachers. 50 4th grade students, 25 from the science education department and 25 from the computer and instructional technology education department, participated in the study. Within the scope of the study, the data were collected through online interviews of approximately 30 minutes with the participants, and content analysis was made. According to the findings, pre-service teachers believe that teaching practice courses are insufficient to ensure active participation in lessons in terms of learning gains and content and that they lack a flexible structure that allows them to participate in classes at various grade levels. They also stated that the teaching practice course includes result-oriented measurement and evaluation activities. However, they underlined that the semesters and credits allocated to undergraduate teaching practice courses are insufficient. Furthermore, throughout the process, pre-service teachers reported some communication and coordination issues in the teaching practice course. They suggested that every university with an education faculty should open practice schools that include all levels of compulsory education to overcome the challenges encountered during the process.

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• MakaleYalnız künye2008/r/bayburt/14039
  Investigation of effectiveness of demonstrationsimulation based instruction in teaching energy conservation at 7th grade

  Aggul, Fatma; Yalcin, Mehmet; Acikyildiz, Metin; Sonmez, Erdal

  This study aimed to explore the effect of teaching through demonstrationsimulation on students' achievement of energy conservation in comparison with traditional teaching. The sample consisted of fifty nine 7th grade students from a state primary school in Turkey. In the study, non-equivalent groups pretest-posttest design was used and the data was collected through an achievement test developed by the researchers, Energy Conservation Test. The conservation of energy concept was taught using a demonstration and a simulation in the experimental group and traditional instruction method in the control group. Data collected by the test was statistically assessed applying the analysis of covariance. To explore obviously the class atmosphere in experimental group, it was utilized from the teacher's observation notes and student interviews. The statistical comparison showed that there was a significant difference between groups with respect to students' scores of the test. Moreover, the analysis of the qualitative data indicated that such a class atmosphere supported the constructive and meaningful learning.

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