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West Ashley Library
10 a.m. – 7 p.m.
Phone: (843) 766-6635
Wando Mount Pleasant Library
9 a.m. – 8 p.m.
Phone: (843) 805-6888
Village Library
9 a.m. - 6 p.m.
Phone: (843) 884-9741
St. Paul's/Hollywood Library
9 a.m. – 8 p.m.
Phone: (843) 889-3300
Otranto Road Library
9 a.m. – 8 p.m.
Phone: (843) 572-4094
Mt. Pleasant Library
9 a.m. – 8 p.m.
Phone: (843) 849-6161
McClellanville Library
9 a.m. - 6 p.m.
Phone: (843) 887-3699
John's Island Library
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Phone: (843) 559-1945
Hurd/St. Andrews Library
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Phone: (843) 766-2546
Folly Beach Library
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Miss Jane's Building (Edisto Library Temporary Location)
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Edgar Allan Poe/Sullivan's Island Library
Closed for renovations
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Dorchester Road Library
9 a.m. – 8 p.m.
Phone: (843) 552-6466
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Phone: (843) 722-7550
Baxter-Patrick James Island
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Main Library
9 a.m. – 8 p.m.
Phone: (843) 805-6930
Bees Ferry West Ashley Library
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Fen Bilimleri Dersinde Uygulanan Çeşitli Öğretim Yöntemlerinin Öğrencilerin Bilimsel Süreç Becerilerine Etkisi: Bir Meta-Analiz Çalışması. (Turkish)
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- Author(s): GÜMÜŞ, Beyhan; EROĞLU, Eylem
- Source:
Journal of Education for Life / Yaşadıkça Eğitim Dergisi; 2023, Vol. 37 Issue 3, p828-843, 16p - Source:
- Additional Information
- Alternate Title: The Effect of Various Teaching Methods in Science Class on Students' Science Process Skills: A Meta-Analysis Study. (English)
- Abstract: In this study, it was aimed to reveal the effects of various teaching methods in science classes on students' science process skills by using the Meta-Analysis method. After reviewing the literature, inclusion criteria were determined. Among the studies examining the effects of various practices carried out in the science classes between 2005 and 2022 on the science process skills of students, nationally published postgraduate theses were examined. Studies in which the participants were between 4th grade to 8th grade were included in the analysis. As a result of the analysis made in this research, which included 79 studies, the overall effect size of the studies on the effect of various teaching methods in science class on students' science process skills was found to be 0.972. This value is a very strong effect size according to the Cohen criteria and shows that various teaching methods applied in science classes are more effective than traditional learning approaches in science education. However, the findings showed that there was no publication bias among the studies included in the analysis. [ABSTRACT FROM AUTHOR]
- Abstract: Bu çalışmada Meta-Analiz yöntemi kullanılarak Fen Bilimleri dersinde uygulanan çeşitli öğretim yöntemlerinin öğrencilerin bilimsel süreç becerilerine etkisinin ortaya çıkarılması amaçlanmıştır. Literatür incelendikten sonra dâhil edilme kriterleri belirlenmiştir. 2005-2022 yılları arasında Fen Bilimleri dersinde uygulanan çeşitli uygulamaların öğrencilerin Bilimsel süreç becerilerine olan etkisini inceleyen çalışmalardan ulusal düzeyde yayınlanan lisansüstü tezler incelenmiştir. İlkokul 4.sınıf ile tüm ortaokul düzeyindeki çalışmalar analize dahil edilmiştir. 79 çalışmanın dâhil edildiği bu araştırmada yapılan analiz sonucunda Fen Bilimleri dersinde uygulanan çeşitli öğretim yöntemlerinin öğrencilerin bilimsel süreç becerilerine etkisine ilişkin yapılan çalışmaların genel etki büyüklüğü 0,972 olarak bulunmuştur. Bu değerler Cohen kriterlerine göre oldukça güçlü bir etki büyüklüğüdür ve Fen Bilimleri dersinde uygulanan çeşitli öğretim yöntemlerinin, fen eğitiminde geleneksel öğrenme yaklaşımlarına göre daha etkili olduğunu göstermektedir. Bununla birlikte elde edilen bulgular, analize dâhil edilen çalışmalar arasında bir yayın yanlılığı olmadığını göstermektedir. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Journal of Education for Life / Yaşadıkça Eğitim Dergisi is the property of Istanbul Kultur Universitesi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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