Zobrazeno 1 - 5
of 5
pro vyhledávání: '"Eda Erdas Kartal"'
Autor:
Eda Erdas Kartal, William W. Cobern, Nihal Dogan, Serhat Irez, Gultekin Cakmakci, Yalcin Yalaki
Publikováno v:
International Journal of STEM Education, Vol 5, Iss 1, Pp 1-10 (2018)
Abstract Background This study describes how teachers’ nature of science (NOS) views changed throughout an innovative Continuing Professional Development (CPD) program that provided sustained support throughout the process in a collaborative and re
Externí odkaz:
https://doaj.org/article/2485e5e9655447d1bbe033baca3ac72d
Autor:
Serhat Irez, Cigdem Han-Tosunoglu, Nihal Dogan, Gultekin Cakmakci, Yalcin Yalaki, Eda Erdas-Kartal
Publikováno v:
Science Education International, Vol 29, Iss 4, Pp 274-283 (2018)
Many scholars and science curricula from around the world describe socioscientific issues (SSIs) as meaningful contexts for teaching about the nature of science (NOS). These calls are guided by the assumption that science teachers are able to identif
Externí odkaz:
https://doaj.org/article/58c74c94d76244a4b903ac01bf69ff37
Autor:
Eda ERDAS-KARTAL, Ezgi ADA
Publikováno v:
Journal of Education in Science Environment and Health. 8:114-128
This study is a case study that investigates the perceptions of preschool children about the causes, consequences, and solutions to environmental problems. A total of 41 children participated in the study. The data were obtained by using the draw and
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::6462ed7e2eb5b74a88974891bda974fa
https://doi.org/10.55549/jeseh.1112017
https://doi.org/10.55549/jeseh.1112017
Autor:
Günkut Mesci, Eda Erdas-Kartal
Publikováno v:
Educational Policy Analysis and Strategic Research. 16:272-298
The aim of the study is to improve students’ nature of science understandings while integrating nature of science aspects into appropriate science-technology-engineering-mathematics (STEM) activities. In this study, four STEM-based contextualized n
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3d7ff285a0041028875900a40d932800
https://doi.org/10.29329/epasr.2021.373.14
https://doi.org/10.29329/epasr.2021.373.14
Autor:
Nihal Dogan, Yalcin Yalaki, Eda Erdas-Kartal, Cigdem Han-Tosunoglu, Gultekin Cakmakci, Serhat Irez
Publikováno v:
Science Education International, Vol 29, Iss 4, Pp 274-283 (2018)
Many scholars and science curricula from around the world describe socioscientific issues (SSIs) as meaningful contexts for teaching about the nature of science (NOS). These calls are guided by the assumption that science teachers are able to identif
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::a586faa0b6d409a0e06e1cf11e0e0cf3
http://www.icaseonline.net/journal/index.php/sei/article/view/66
http://www.icaseonline.net/journal/index.php/sei/article/view/66