M. Yasar Ozden

Comparison of Hypermedia Learning and Traditional Instruction on Knowledge Acquisition and Retention

Abstract A comparison was made of hypermedia learning environments and traditional instruction in terms of contribution to declarative, procedural, and conditional knowledge acquisition and retention in a specific subject area through a pretest-posttest control-group design. Thirty-nine 9th-grade biology students were assigned to experimental (hypermedia learning environment) and control (traditional instruction) groups through a matched-pair technique. Both groups were given pre-, post-, and retention tests. Posttest results indicated no significant difference between control and experimental groups in acquisition of declarative, conditional, and procedural knowledge. However, retention test results showed that the experimental group retained all three types of knowledge significantly better than did the control group.

Developing a technological pedagogical content knowledge (TPACK) assessment for preservice teachers learning to teach English as a foreign language

This paper reports the development and validation process of a self-assessment survey that examines technological pedagogical content knowledge (TPACK) among preservice teachers learning to teach English as a foreign language (EFL). The survey, called TPACK-EFL, aims to provide an assessment tool for preservice foreign language teachers that addresses subject-specific pedagogies and technologies. Using mixed methods approach, survey items were generated first using qualitative methods (e.g. expert interviews and document analysis). The content validity of the items was established through expert and preservice teacher reviews. The survey was then validated through two rounds of exploratory factor analysis (EFA), the first with 174 preservice EFL teachers and the second with 204 preservice EFL teachers. The results of the first round indicated a five-factor structure: technological knowledge (TK), content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK) and a fifth factor that combined TCK, TPK, and TPACK items. After revising the survey, the second round of EFA results showed a seven-factor structure that was consistent with the TPACK framework. The final TPACK-EFL survey included a total of 39 items: 9 TK, 5 CK, 6 PK, 5 PCK, 3 TCK, 7 TPK, and 4 TPACK. The results offer survey developers and teacher educators insight into establishing clear boundaries between the TPACK constructs. In particular, subject-specific strategies were used to generate clear and distinct items within the TCK and TPK constructs. Implications for developing other subject-specific TPACK surveys and using the TPACK-EFL survey in other countries are discussed.

Bacterial utilization of purified Temik

Abstract A bacterial consortium isolated from soil samples with a history of Temik application was tested for its ability to utilize Temik, purified Temik, and analytical-grade aldicarb as the sole sources of carbon and energy. Five bacterial isolates were obtained in pure form, one of which was very effective in utilizing 0.005–0.1% (w.v) aldicarb within a duration of from two to six days. Both the bacterial consortium and the single bacterial isolates yielded an unidentified metabolic byproduct of aldicarb in the growth media.

Collaborative project-based learning: an integrative science and technological education project

Abstract Background: Blending collaborative learning and project-based learning (PBL) based on Wolff (2003) design categories, students interacted in a learning environment where they developed their technology integration practices as well as their technological and collaborative skills. Purpose: The study aims to understand how seventh grade students perceive a collaborative web-based science project in light of Wolff’s design categories. The goal of the project is to develop their technological and collaborative skills, to educate them about technology integration practices, and to provide an optimum collaborative, PBL experience. Sample: Seventh grade students aged 12–14 (n = 15) were selected from a rural K–12 school in Turkey through purposeful sampling. Design and methods: The current study applied proactive action research since it focused on utilizing a new way to enhance students’ technological and collaborative skills and to demonstrate technology integration into science coursework. Data were collected qualitatively through interviews, observation forms, forum archives, and website evaluation rubrics. Results: The results found virtual spaces such as online tutorials, forums, and collaborative and communicative tools to be beneficial for collaborative PBL. The study supported Wolff’s design features for a collaborative PBL environment, applying features appropriate for a rural K–12 school setting and creating a digitally-enriched environment. As the forum could not be used as effectively as expected because of school limitations, more flexible spaces independent of time and space were needed. Conclusions: This study’s interdisciplinary, collaborative PBL was efficient in enhancing students’ advanced technological and collaborative skills, as well as exposing them to practices for integrating technology into science. The study applied design features for a collaborative PBL environment with certain revisions.

Fen ve Teknoloji Öğretmenlerinin Alternatif Ölçme ve Değerlendirme Yöntemlerine Yönelik İhtiyaç Analizi

The purpose of this study is to find out science and technology teachers’ perceptions about their knowledge about constructivist approach and alternative assessment and evaluation, technology use in education and their preferences about delivery of in-service trainings. 21 science and technology teachers were selected purposefully in this study. To understand their perceptions, semi-structured interviews as a qualitative method were used (Merriam, 1998). Study findings showed that both experienced and inexperienced teachers had troubles in preparation and application of alternative assessment methods. Moreover, study revealed that science and technology teachers are familiar with computers and internet applications. Lastly, science and technology teachers emphasized advantages of online training over face-to-face training such as accessibility, flexibility, and being up-to-date. There was no expression about disadvantages of online training. Most of the participants giving feedback about face-to-face training marked disadvantages of it as incompetent trainers, shallow content and lectures without practice. It is concluded that teachers needs trainings about alternative assessment and evaluation methods and they see the online in-service training method be more beneficial compared to face-to-face training method.