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The Significance of Science Centers in Science Education Livre de Lyon Academic Works of Livre de Lyon Educational Sciences 2020 THE SIGNIFICANCE OF SCIENCE CENTERS IN SCIENCE EDUCATION Gülden Gürsoy Adiyaman University, [email protected] Follow this and additional works at: https://academicworks.livredelyon.com/edu_sci Part of the Education Commons Recommended Citation Gürsoy, Gülden, "THE SIGNIFICANCE OF SCIENCE CENTERS IN SCIENCE EDUCATION" (2020). Educational Sciences. 30. https://academicworks.livredelyon.com/edu_sci/30 This Book is brought to you for free and open access by Livre de Lyon, an international publisher specializing in academic books and journals. Browse more titles on Academic Works of Livre de Lyon, hosted on Digital Commons, an Elsevier platform. For more information, please contact [email protected]. ACADEMIC STUDIES IN EDUCATIONAL SCIENCES Editor Prof. Dr. Hulya GUR Lyon 2020 Editor • Prof. Dr. Hulya GUR 0000-0001-8479-8811 Cover Design • Aruull Raja First Published • December 2020, Lyon ISBN: 978-2-38236-041-5 © copyright All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by an means, electronic, mechanical, photocopying, recording, or otherwise, without the publisher’s permission. The chapters in this book have been checked for plagiarism by Publisher • Livre de Lyon Address • 37 rue marietton, 69009, Lyon France website • http://www.livredelyon.com e-mail • [email protected] PREFACE This book provides a detailed and up-to-date overview of works in education, science and mathematics education. This book is informative for especially educators, reseachers, academics, postgraduate students, preservive teachers, teachers and school leaders own development. It gives suggestions to educators, reseachers, academics, postgraduate students, preservive teachers, teachers, school leadersand policy makers and so on... The book presents educational articles on various aspects, all of them centred on the area of Area of Education and Pandemia. The book consists of eleven chapters and 173+-page work.Thus, first paper – “Opinions of the High School Students Regarding the Flipped Classroom Practice…”. The next work is “The Content Analysis of Studies on Individual Differences in Education In Turkey From 2000 to 2020”. After that, the paper entitled “Effectiveness of Remote Training with Covid- 19 Pandemic Source”, Another study “Investigatıon Of Awareness of Parents in the Pandemic Process and the Perspectives Related to Science and Education In This Process”, and other namely: “Multiple Intelligence Theory and Effective Learning in Visual Arts Education” , “The Relationship Between the Views of The Preservice Mathematics Teachers on Proof and Their Multiple Intelligence…”, “The Significance of Science Centers in Science Education…”, “The Effect of Positivist And Post-Positivist Paradigms on The Change of Validity Conceptualization”, “A Psychological Perspective on Organizational Loneliness…” and “Studies on Cognitive Load Theory in Turkey: A Literature Survey”. December, 2020 Prof. Dr. Hulya GUR Balikesir University I II CONTENTS PREFACE...………………………………………………………….....I REFEREES………………………………………………………….. V Chapter I M. Ramazanoğlu OPINIONS OF THE HIGH SCHOOL STUDENTS REGARDING THE FLIPPED CLASSROOM PRACTICE………………….…......................................1 Chapter II D. Demirbulak & S. Kambur & A. Ergin THE CONTENT ANALYSIS OF STUDIES ON INDIVIDUAL DIFFERENCES IN EDUCATION IN TURKEY FROM 2000 TO 2020.................................................................21 Chapter III Y. Çelen EFFECTIVENESS OF REMOTE TRAINING WITH COVID-19 PANDEMIC SOURCE…………...…............................41 Chapter IV G. Gürkan INVESTIGATION OF AWARENESS OF PARENTS IN THE PANDEMIC PROCESS AND THE PERSPECTIVES RELATED TO SCIENCE AND EDUCATION IN THIS PROCESS ……………………………..........................55 Chapter V M. Inceagac MULTIPLE INTELLIGENCE THEORY AND EFFECTIVE LEARNING IN VISUAL ARTS EDUCATION...........71 Chapter VI M. Doruk THE RELATIONSHIP BETWEEN THE VIEWS OF THE PRE- SERVICE MATHEMATICS TEACHERS ON PROOF AND THEIR MULTIPLE INTELLIGENCE………...79 Chapter VII G. Gürsoy THE SIGNIFICANCE OF SCIENCE CENTERS IN SCIENCE EDUCATION……………………………………….....95 Chapter VIII S. Çüm & E. K. Demir THE EFFECT OF POSITIVIST AND POST-POSITIVIST PARADIGMS ON THE CHANGE OF VALIDITY CONCEPTUALIZATION ………..............................119 Chapter IX A. N. Dicle A PSYCHOLOGICAL PERSPECTIVE ON ORGANIZATIONAL LONELINESS……………….129 Chapter X E. Ozdemir EXPECTATIONS AND FACTS FROM PROBLEM SOLVING IN MATHEMATICS: AN APPLICATION EXAMPLE…………………………………………...145 Chapter XI A.Yılmaz Virlan & D. Demirbulak STUDIES ON COGNITIVE LOAD THEORY IN TURKEY: A LITERATURE SURVEY…..………………………...173 Chapter XII R. Benlikaya NANOSCIENCE EDUCATION…..……………………….....191 IV REFEREES Prof. Dr. Hakan Uşaklı, Sinop Üniversitesi University, Turkey Prof. Dr. Hülya Gür, Balıkesir University, Turkey Assoc. Prof. Dr. Derya Orhan Göksün, Adıyaman University, Turkey Assoc. Prof. Dr. Hüseyin Çakır, Gazi University, Turkey Assoc. Prof. Dr. Soner Yıldırım, Prizren University, Kosovo Asst. Prof. Dr. Mevhibe Kobak Demir, Balıkesir University, Turkey Asst. Prof. Dr. Başak Barak, Anadolu University, Turkey Asst. Prof. Dr. Münevver Muyo Yıldırım, Prizren University, Kosova Asst. Prof. Dr. Suphi Önder Bütüner, Bozok University, Turkey Dr. Mehmet Şahin Solak, Siirt University, Turkey VI CHAPTER VII THE SIGNIFICANCE OF SCIENCE CENTERS IN SCIENCE EDUCATION Gülden Gürsoy1 1(Dr.), Adıyaman University, email: [email protected] 0000-0002-4886-7645 1. INTRODUCTION The national and international analysis of the science course curricula would demonstrate that they mainly aim to train science literate individuals. Thus, students are expected to approach problems as a scientist using their scientific process skills and reach solutions to these problems (NRC, 2009; Türkmen, 2010). In this context, out-of-school learning environments that provide significant opportunities such as acquisition of expert knowledge, scientific inferences through on-site observations, and gaining experience by doing/living, which lead to a serious learning potential (Kelly, 2000; Rivkin, 2000; Türkmen, 2010). Technological societies who live in the current urban environments have distanced themselves from traditional farming experiences and their opportunity to explore the nature has decreased when compared to their farmer ancestors. To provide this opportunity, out-of-school learning environments such as natural history museums and science centers were developed during the last two centuries and played a key role in science education. 1.1. Out-of-School Environments in Science Education “Training Science Literate Individuals' vision, which was the foundation of Science Curricula developed and implemented after 2000, and the fact that the curricula required the use of non-formal education environments increased the interest of both teachers and researchers in out- of-school learning environments (The Ministry of National Education (MONE), 2006; 2013; 2018; Sarıoğlan & Küçüközer, 2017; Yurtkulu, Akkuş & Şimşek, 2017). Çiçek and Saraç (2017) reported that activities in out-of-school learning environments allow the application of science subjects, contribute to the training of science literate individuals, and have the potential to create a learning environment suitable for personal differences based on the views of science teachers. Several studies argued that out-of-school learning environments offer one-to-one interaction opportunities in real-life and the application of the basic conceptual principles and generalizations included in science curricula, stimulate the main sources of learning such as curiosity and motivation, and lay the ground for permanent and meaningful learning (Ramey-Gassert, 1997; Salmi, 1993). These environments also contribute significantly to the development of higher-order thinking skills, skills to cooperate towards common goals, and career awareness among students (Kuh, 1995; Pascarella & Terenzini, 1991; Strauss & Terenzini, 2007; Westfall, 1999). Thus, out-of-school learning activities provide opportunities to acquire cognitive (memory, comprehension, analysis and synthesis) and affective (curiosity, excitement, attitude and motivation) skills, self-confidence, socialization, awareness of individual traits, and development of scientific process skills (Braund & Reiss, 2006; Öztürk & Başbay, 2017; Rickinson, Dillon, Teamey et al.2004). The review of the domestic literature revealed that the number of studies on the contribution of out-of-school learning activities to the comprehension of scientific concepts at school and association of these concepts with daily life events (Balkan-Kıyıcı & Atabek-Yiğit 2010; Ertaş, Şen & Parmaksızoğlu, 2011; Şahin & Yazgan 2013; Tatar & Bağrıyanık, 2012), scientific process skills (Erten & Taşçı, 2016; Öztürk, 2017), student views on socio-scientific and environmental issues (Akçadağ- Karakaya & Çobanoğlu, 2018; Yavuz-Topaloğlu & Balkan-Kıyıcı, 2017; 2018), and affective factors such as interest, curiosity, attitude and motivation (Ateş, Ural & Başbay, 2011; Bozdoğan & Yalçın, 2006; Göloğlu-Demir & Yılmaz, 2018; Kelly, 2000; Öztürk, 2017; Sontay, Tutar & Karamustafaoğlu, 2016) has increased in recent years. Similarly, in a content analysis conducted by Saraç (2017), the studies conducted in Turkey between 2007 and 2016 on out-of-school learning environments were reviewed and it was concluded that the studies conducted in recent years have increased
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