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Umdu Topsakal, Unsal
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Education

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Analysis of Turkish Science Education Curricula's Learning Outcomes According to Science Process Skills Ozkan, Gulbin; Umdu Topsakal, Unsal
Mimbar Sekolah Dasar Vol 8, No 3 (2021)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v8i3.35746

Abstract

This study aims at analyzing the learning outcomes of the 2018 science education curricula in Turkey according to science process skills. Learning outcomes are statements that describe what a learner will know, understand, and/or be able to do after completing a learning process. Learning outcomes were evaluated using document analysis which is a qualitative research method. There were 269 learning outcomes analyzed from the curricula . The science learning outcomes in the curricula which are prepared by the Turkey Ministry of National Education, were examined, starting from fourth-grade to eighth-grade levels. The results show that the least common science process skills are “measuring” and “hypothesizing” dimensions, while the most common are “data interpreting” and “inferring” dimensions. The highest science learning outcomes are at the seventh-grade level, and the least science learning outcomes are at the fifth-grade level. As the grade level increases, it is seen that more learning outcomes represent higher-level skills. The number of basic science process skills of the fourth-grade level learning outcomes is higher than the number of integrated science process skills, and the number of integrated science process skills is high in learning outcomes at all other grade levels.
Use of Web 2.0 Tools in Science Education: Examining Primary School Students' Perceptions on Self-Regulation Efe, Hacer; Gül, Rabia; Umdu Topsakal, Ünsal
Mimbar Sekolah Dasar Vol 9, No 3 (2022)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v9i3.44962

Abstract

The aim of this research is to examine the effects of Web 2.0 tools used in online education on the self-regulation perceptions of primary school fifth-grade students. For this purpose, the Sun, Earth and Moon units we processed online using Web 2.0 tools. The study was implemented in a public primary school over six weeks. The sample of the study consisted of 12 students (seven female and five male students) in the 10-11 age group. The mixed research method was used in the study. The "Perceived Self-Regulation Scale" developed by Arslan Gelişli (2015) was used as a quantitative data for collecting information, and the "Semi-structured Telephone Interview on Self-regulation Perceptions" was used as a qualitative data collection tool. The quantitative data were analyzed using the SPSS program, and the qualitative data were analyzed using the content analysis method. The results of the study revealed that online education supported by Web 2.0 tools within the scope of the Sun, Earth, and Moon units had a positive effect on students' self-regulation perceptions.
Co-Authors Efe, Hacer Gül, Rabia Ozkan, Gulbin