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The general purpose of this research is to examine the mediating effect of STEM attitudes between STEM pedagogical content knowledge (CK) and STEM intra-class practice self-efficacy. This research was conducted in a causal design. A total of 345 teacher candidates, 261 females (75.7%) and 84 males (24.3%), were included in the research. The data were collected with the STEM Pedagogical CK Scale (STEM), Attitude Scale for STEM Education (STEMAS), and STEM Intra Class Practice Self-Efficacy Perceptions Scale. Path analysis technique was used in data analysis. In addition, bootstrapping analysis was used to evaluate the significance of the mediating effect of STEM attitudes. At this point, 1000 resamples were made and lower-upper bound confidence intervals were determined. In research results, the mediating effect of STEM Attitudes was found to be significant in the relationship between STEM Pedagogical CK and STEM Intra Class Practice self-efficacy. [ABSTRACT FROM AUTHOR]

The purpose of this study is to examine the associations between the perceptions of primary school teachers about their proficiencies in terms of 21st century skills and their perceptions in relation to managing constructivist learning environments by means of structural equation modeling (SEM). The sample of the study included the classroom teachers from the province of Eskişehir. One hundred eighty-four females and 88 male teacher participated to the study. 21st century skills scale and TCLES were used to derive teacher perceptions regarding their proficiencies in 21st century skills and their use of constructivist approaches in the classrooms. The results revealed that 21st century skills were positively related to teachers' perceptions of the constructivist learning environment. Based on these results, a simple implication could be that when the teachers possess strong perceptions in relation to problem solving, critical thinking, cooperation, communication and creativity, they may appear to provide their students with learning environments that are more open to students' inquiry and investigation and that are thus more conducive to positive student attitudes. [ABSTRACT FROM AUTHOR]

Copyright of Turkish Online Journal of Qualitative Inquiry is the property of Turkish Online Journal of Qualitative Inquiry 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.)

Copyright of Mehmet Akif Ersoy University Journal of Education Faculty is the property of Mehmet Akif Ersoy Universitesi Egitim Fakultesi Dergisi 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.)

Copyright of Electronic Turkish Studies is the property of Electronic Turkish Studies 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.)

Copyright of Electronic Turkish Studies is the property of Electronic Turkish Studies 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.)

This study aims to adapt The Problem Solving Inventory (Heppner & Heppner, 1982) for fifth grade students. Study reports the results of the confirmatory factor analyses (CFA) for the adaptation processes. Turkish version of the Problem Solving Inventory was adapted by Şahin, Şahin and Heppner (1993). Adaptation of the Turkish Problem Solving Inventory study involved the simplification of the factors. Validity and reliability of the adapted inventory was established with 285 subjects randomly selected in elementary schools in Bursa. Confirmatory Factor Analyses was applied to determine the factor structure of the adapted inventory. Results showed that adapted inventory have the same factor structure with the original inventory, however the number of items decreased from 32 to 20. Adaptation of the Turkish Problem Solving Inventory for fifth grade students provides evidence for language compatibility, reliability and validity. [ABSTRACT FROM AUTHOR]

Copyright of Ilkogretim Online is the property of Ilkogretim Online 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.)

Copyright of Education & Science / Egitim ve Bilim is the property of Turkish Education Association 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.)

Copyright of Ilkogretim Online is the property of Ilkogretim Online 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.)

Science is a basic course that improves the individuals in terms of cognitive aspects and increases their creativity. In this course, students acquire the habits of thinking objectively and making right decisions about the phenomena and events by examining their environment with scientific methods. In this process, an effort is spent to make students gain scientific knowledge, cognitive process skills and scientific attitudes. Scientific attitudes have an important role in developing scientific literacy. The purpose of this study is to bring up the results of reliability and validity studies of an instrument which is developed for determining scientific attitudes of fifth grade students. The data were collected from 887 students of randomly selected 14 elementary schools in the city of Eskişehir. As a result of factor analysis, the scale grouped in with three factors accounted for 42,08% of total variance with 28 items. [ABSTRACT FROM AUTHOR]

Attitude, one of the important factors on learning, has a power to effect learning either positive or negative way. Attitude may be considered as physiological structure that has effects in cognitive, affective and behavioral dimensions. Since the beginning, science and technology course, helping improving cognitive aspects and enhancing the creativity of the individuals, has been taken part of elementary school education. The students may gain scientific knowledge, scientific process skills, and attitudes during science learning process. There is a strong relationship between arousing the interest and passion, developing constructive attitudes and improving cognitive competencies of the students. The main purpose of the study is to expose reliability and validity studies for the attitude scale developed for the science and technology course for the fifth grade of elementary schools. In order to demonstrate the reliability and validity of the scale, 849 students are selected randomly in Eskisehir. Based on the results of factor analysis, it has observed that the scale may be composed of 19 items grouped into 3 factors. Thus, the scale having 19 items and 3 factors could provide structural validity. Cronbach Alpha value was found 0.89 and KMO Barlettvalue was found 0.9. Scale's sub factors was named as; enjoyment, learning wish and personel views toward science based on literature. [ABSTRACT FROM AUTHOR]

In this study, the aim is to emphasize how to improve the scientific process skills by the application of constructivist approach adopted in the Teaching Program of the Science and Technology course in fifth grade primary school students. The research was designed as an action research. The research was conducted in a primary school in the fall term of 2007-2008 academic years. The data were collected with video records, semi-structured interviews, Scientific Process Skills Test, researcher and students journals. The qualitative data were analyzed by descriptive analysis and the findings were interpreted according to the research question. The quantitative data were analyzed and interpreted by using 15.0 version of SPSS (Statistical Package for Social Sciences) program. The study results revealed that the action research became effective on improvement of participant students' scientific process skills. [ABSTRACT FROM AUTHOR]