Evaluation of 4006 TUBITAK Science Fairs in Terms of Science Teachers
top of page
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
crossref
doi
open access

Published: 10 August 2022

Evaluation of 4006 TUBITAK Science Fairs in Terms of Science Teachers

Kader Birinci Konur, Ayşegül Yazici

Recep Tayyip Erdogan University (Turkey), Levent College, RİZE (Turkey)

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
pdf download

Download Full-Text Pdf

doi

10.31014/aior.1993.05.03.537

Pages: 180-194

Keywords: 4006 TUBITAK Science Fairs, Science Education, Teacher Opinions

Abstract

In recent years, the organizations of the science fairs at schools have been emphasized on. Science fairs are important since students' perceptions, attitudes, and achievements towards sciences are affected positively by the science fairs. It is important to carry out studies for science fairs and follow up this process in this context. This study aims to evaluate the effectiveness of the 4006 coded TUBITAK science fairs and the problems experienced by sciences teachers during the preparation and implementation stages of the fair. For this purpose, the study was carried out within the framework of the Phenomonographic approach, which is one of the qualitative research methods. The study group consists of 20 sciences teachers who participated in the support program of TUBITAK science fairs coded 4006 in the 2018-2019 academic year in Istanbul. In the study, a semi-structured interview form was used as a data collection tool. When the interview form was examined; It was determined that the majority of the teachers participating in the study demonstrated positive thoughts towards 4006 TUBITAK science fairs. Teachers stated that students who participated in science fairs developed skills such as imagination, active participation, self-confidence, socialization, work awareness, and responsibility.

References

  1. Aladag, S. (2005). The Effect of Project-Based Learning Approach on Students' Academic Achievement and Attitudes in Primary Education Mathematics Teaching. [Master Thesis]. Gazi University, Institute of Educational Sciences, Ankara, 167 p.

  2. Anagun, S.S. (2008). Developing science literacy through constructivist learning in primary school fifth grade students: an action research. Anadolu University Institute of Educational Sciences, Eskisehir.

  3. Atalmış, E.H., Selçuk, G., & Ataç, A. (2018). Opinions of managers, executives and students on TÜBİTAK 4006 projects. Ahi Evran University Journal of Kirsehir Education Faculty, 19(3), 1999-2020.

  4. Ayas, A., Çepni, S., &A kdeniz, A.R. (1993).Development of the Turkish secondary science curriculum. Science Education, 77(4), 433-440.

  5. Bunderson, E.D., & Anderson, T. (1996). Preservice elementary teachers’ attitudes toward their past experience with science fairs. School Science and Mathematics, 96(7), 371-377.

  6. Czerniak, C.M., & Lumpe, A.T. (1996).Predictors of science fair participation using the theory of planned behavior. School Science and Mathematics, 96(7), 355- 361.

  7. Çepni, S. (2007). Introduction to research and project work.Trabzon: Celepler Printing.

  8. Çepni, S. (2012). Introduction to research and project work. Enhanced Edition, Ankara.

  9. Ceken, R. (2012). Content analysis of primary education level student projects in terms of extra-curricular information about biology. Necatibey Education Faculty Electronic Journal of Science and Mathematics Education, 6(1), 55-66.

  10. Çiftçi, S. (2006). The Effect of Project-Based Learning on Students' Academic Risk-Taking Levels, Problem Solving Skills, Achievement, Persistence and Attitudes in Social Studies Teaching. [Doctoral Thesis], Selcuk University Institute of Social Sciences.

  11. Çil, A. (2005). Analysis of Project Based Learning in Chemistry Education and Suggestions. [Doctoral Thesis], Hacettepe University, Ankara, 153 p.

  12. Dilseker, Z. (2008). The Effect of Using Project-Based Learning Method in Science and Technology Lesson on Primary School 5th Grade Students' Attitudes Towards Science and Technology Lesson, Course Success and Elimination of Misconceptions. [Doctoral Thesis], DEU Institute of Educational Sciences, 75 p.

  13. Durdukoca, Ş.F., Yardimciel, E., Beşeren, H., & Özbek, S. (2017). Perception scale of pre-service teachers' competencies in choosing teaching techniques. Electronic Journal of Social Sciences, 16(61), 397-411.

  14. Gultekin, M. (2007). The effect of project-based learning on learning products in fifth grade science lesson. Primary Education Online, 6(1), 93-112.

  15. Imer, N. (2008). Investigation of the Effect of Project-Based Learning Approach on Students' Academic Achievement and Attitudes in Primary Science and Technology Teaching. [Master Thesis]. Gazi University, Ankara, 250 p., 142.

  16. Khan, S.H. (2014). Phenomenography: a qualitative research methodology in Bangladesh. International Journal of New Trends in Education and Their Implications, 5(2), 34-43.

  17. Karacalli, S. (2011). The Effect of Project Based Learning Method on Academic Achievement, Attitude and Permanence in Primary School 4th Grade Science and Technology Lesson. [Doctoral Thesis], Mehmet Akif Ersoy University Institute of Social Sciences, 162 p.

  18. Karadeniz, O., & Ata, B. (2013). Student views on the use of the project fair in the social studies course. Adıyaman University Journal of Social Sciences Institute, 14, 375-410.

  19. Keser, K.S. (2008). The Effect of Project Based Learning Approach on Success, Attitude and Permanent Learning in Science Lesson. [Unpublished Master Thesis], Eskişehir Osmangazi Institute of Educational Sciences, Eskişehir, 171 p.

  20. Korkmaz, H. (2002). The Effect of Project-Based Learning on Creative Thinking, Problem Solving and Academic Risk-Taking Levels in Science Education. [Doctoral Thesis], H.U. Social Sciences Institute, 256 p.,139.

  21. Korkmaz, H., & Kaptan, F. (2002). The effect of project-based learning approach in science education on academic achievement, academic self-concept and study time of primary school students. Hacettepe University Faculty of Education Journal, 22(1), 91-97.

  22. Meydan, A. (2017). The contribution of scientific project competitions upon high school students’ acquiring a scientific viewpoint (Geography Lesson Case). Journal of Education and Learning, 6(2), 294-394.

  23. Meyer D.K. (1997).Challenge in a mathematics classroom: students’ motivation and strategies in project based learning. The Elemantary School Journal, 97(5), 501-521.

  24. Ozcan, R. (2007). The Effect of Project-Based Learning Approach on Students' Academic Achievement, Attitudes, and Views in Algae Biotechnology. [Master Thesis], Gazi University, Ankara, 98 p.

  25. Özdener, N., & Özçoban, T. (2004). The effect of project-based learning model on student achievement according to multiple intelligence theory in computer education. Educational Sciences in Theory and Practice, 4(1), 147-170.

  26. Özel, M., & Akyol, C. (2016). The problems encountered in preparing the projects in this are my work, their causes, and solutions. Gazi University Journal of Gazi Education Faculty, 36(1), 141-173.

  27. Perry, P.J. (1995).Getting started in science fairs: From planning to judging. Blue Ridge Summit, PA: TAB Books.

  28. Richardson, J.T.E. (1999). the concepts and methods of phenomenographic research. Review of Educational Research, 69(1), 53-82.

  29. Saracaloğlu, A.S., Akamca, G.O., & Yesildere, S. (2006). The place of project-based learning in primary education. Turkish Journal of Educational Sciences, 4(3), 241-260.

  30. Seloni, R.S. (2005). Elimination of Misconceptions in Science and Technology Teaching with Project Based Learning. Marmara University Institute of Educational Sciences, [Master Thesis], 159 p.

  31. Tan, M., & Temiz, B.K. (2003). The place and importance of scientific process skills in science teaching. Pamukkale University Faculty of Education Journal, 1(13), 89-101.

  32. Toprak, E. (2007). The Effect of Project-Based Learning Method on the Academic Achievement of Primary 5th Grade Students in Science and Technology Lesson. [Master Thesis], Marmara University Institute of Educational Sciences, 116 p., 55.

  33. Ünver, A.O., Arabacıoğlu, S., & Okulu, H.Z. (2015). Teachers’ thoughts about the guidance process of “this is my work project competition”. Journal of Muğla Sıtkı Koçman University Faculty of Education, 2(2), 12-35.

  34. Wolk, S. (1994).Project-based learning: Pursuits with a purpose. Educational Leadership, 52(3), 42-45.

  35. Yurtluk, M. (2003). The Effect of Project-Based Learning Approach on Mathematics Lesson Learning Process and Student Attitudes. [Master Thesis Ankara: Hacettepe University Institute of Social Sciences, 103 p.

  36. Yıldırım, A., & Şimşek, H. (2012). Qualitative research methods in the social sciences. Seçkin Publishing House, Ankara.

  37. Yildirim, H.I., & Sensoy, O. (2016). The effect of science festivals on 6th-grade students' attitudes towards science lesson. Turkish Journal of Educational Sciences, 14(1), 23-40.

  38. Zeren-Özer, D., Güngör, S.N., & Özkan, M. (2015). A study on evaluation of the biology projects submitted to the TUBITAK secondary education research projects contest from the Bursa region. Asia-Pacific Forum on Science Learning and Teaching, 16(1), 1-25.

bottom of page