Engin Baysen

Misconceptions of Czech and Turkish University Students in Providing Citations

Writing research reports is found to be challenging for students. One of the most encountered problem concerning student projects is providing citations. The present study is aimed at revealing citation misconceptions of Czech (n = 130) and Turkish (n = 250) university students. Students have misconceptions concerning providing citations. Thus it is not possible to attribute students’ plagiarism action only to intentional behaviour but unintentional as well. Students are more vulnerable to plagiarise in some plagiarism types while less in others. Cultural differences influence plagiarism types and degree of plagiarism risks.

Bilgi ve Belge Yönetimi Bölümü Öğrencilerinin Bilgi Arama Süreci Deneyimleri: Kavram Yanılgıları (Department of Information and Records Management Students Information Search Process Experiences: Misconceptions)

The aim of this work is to understand the personal experiences of Department of Information and Records Management (IRM) students engaged in information search processes, to determine whether there are misconceptions about the processes, and if so to find out which misconceptions exist. The research is based on the model of Kuhlthaus six-staged Information Search Process (BAS). The data were obtained using a semi-structured interview technique with 13 Ankara University IRM students using purposeful sampling. The data were analysed using the content analysis method. It was determined that the students had misconceptions related to the BAS’s stages of “topic selection”, “information collection”, “search closure”, alongside “determination of research methods” and “research paper” which were classified into the “others” category. This evidence indicates that misconceptions can prevent students from performing effectively and efficiently in their information search processes. The results of this research should make an important contribution to library staff, trainers and information retrieval system designers.

Misconceptions Regarding Providing Citations: To Neglect Means to Take Risk for Future Scientific Research

Academic integrity is one of the fundamental values of being honest. The present study is aimed at finding out citation understandings of Czech (n = 283) and Turkish (n = 182) secondary and high school students (13–20-year old). Except for a few students, secondary and high school students have misconceptions concerning providing citations. Students are unintentionally vulnerable to plagiarize while reporting. The study showed that only secondary and high school education is not enough for implementing honesty regarding citation and we will face a significant risk for future scientific research, unless we treat, educate and inform our secondary and high school students properly and continuously about honesty in research and plagiarism.

Teacher Candidates’ Understandings and Progress of Constructivism in Science Teaching

ABSTRACT Evaluations of any understandings, programs or tendencies in educational applications occasionally enable to check its improvement. Through a Science Teaching course included in a teacher training program, the authors utilized phenomenography to enlighten the teacher candidates’ (TCs) understanding of constructivism in science teaching, which was captured in three categories: Non-constructivist, Semi-constructivist and, Constructivist. There is a hierarchical relationship between these categories. The aspects were grouped as general and science-specific. Additionally, it was investigated whether the Science Teaching course was aimed to make the teacher candidates understand constructivism and gain the skills in utilizing constructivist understandings in teaching science related subjects. A significant transformation from the non-constructivist to the constructivist approach and from the semi-constructivist to the constructivist approach was achieved. It is asserted that the model encapsulates a successful method of maintaining constructivist understanding.

Lise Öğrencilerinin İntihal İle İlgili Kavram Yanılgılarının Giderilmesinde Uluslararası Bakalorya Programı’nın Etkisi

Writing research and project assignments based on scientific ethical principles becomes challenging for high school students when they have lack of research and writing experiences. Plagiarism is the most encountered problem for students while writing their research assignments. Students can act to plagiarize not only consciously but unconsciously in cases of misconceptions. The main aim of the present study is to find the success of the IB program which includes targets of enhancing academic honesty and related skills in deleting plagiarism related misconceptions. The research is carried out including 114 students who participate in IB program and those 225 students who did not participate in an IB program. Data is collected via 3 Likert type test which was constructed by the researchers. SPSS program was utilized for data analysis. Frequencies and percentages for each test item was calculated and discussed. Adding Chi-square statistical analysis was used to reveal and discuss the significant differences, if so, between the two groups of students regarding each test item. The IB program was found to be successful in specific plagiarism types, but must be improved for more significant results.

Bilgi Dünyası ve İntihal

Intihal giderek egitimcilerin, kutuphanecilerin ve yayincilarin ortak sorunu haline donusmektedir. Tabi bu sorun akademik durustluge ve bilim etigine onem veren ve ozen gosteren arastirmaci ve yazarlarin da sorunu olmayi surdurmektedir. Bu editoryal yazida, konuya ozellikle egitim yonunden yaklasmayi uygun gorduk. Cunku, bu onemli sorunla basa cikmanin temelinde, ogrencilikten itibaren bireylere akademik etik degerlerin kazandirilmasinda, bilimsel ve akademik durustlugun davranisa donusturulmesine yonelik egitim anlayisi yatmaktadir. Ayrica, intihalin cozumunde egitimcilerin, kutuphanecilerin ve yayincilarin ortak cabasini da onemli gormekteyiz. Bu baglamda bu yazida, ozellikle bu uc paydastan yayincilik boyutunda yer alan Bilgi Dunyasi’nin intihal konusuna verdigi onemin ve yaklasiminin altini cizecegiz.

Object Disappearance Rules and Its Applications/Misconceptions

Abstract This study aims to examine early childhood teacher candidates’ rules governing the object disappearancephenomenon, including the three dimensions involved in disappearance considering teacher candidates’ reasoning.The objective is to find if any relationship can be established between teacher candidates’ theoretical disappearancerules and actual disappearance rule applications and misconceptions. Both theoretical construction(s) and a varietyof applications concerning selected astronomy-related phenomena were considered as part of the study. Thesurvey research design was utilized. Two hundred Turkish early childhood teacher candidates participated in thestudy. Teacher candidates demonstrated a tendency to explain the disappearance phenomenon utilizing fewerdimensions but their explanations were functional. They erroneously utilized scientific rules to interpret phenomena, incorrectly matching rules to the appropriate phenomenon because they lacked the necessary scientific knowledgeconcerning that phenomenon, thus creating misconceptions. Misconceptions were sustained by disappearancerules forming an integrated firm mental construction.

Spaced Formula Learning

Abstract Spaced learning was applied to solve a very challenging aspect of the traditional approach in learningscientific formulas. Learning formulas, starting from their memorization to their application and the attitudes towardthem, was asserted to be achieved using the spaced learning approach. A sequential, explanatory, mixed methodsresearch design was implemented to see the effects of massed and spaced learning on learning formulas in three intactgroups of early childhood teacher candidates. Lessons were designed to resemble the teaching carried out in mosttraditional physics classrooms and convince physics teachers that there is an approach to solve the problems theyencounter in formula learning. Although teacher candidates think positively about repetition, and while massedlearning was found to be boring, massed learning is also more efficient in achieving positive attitudes towards formulasand results in greater retention than spaced learning. Discussions concerning the results were subsequently held.