Examining the Effects of Turkish Education Reform on Students' TIMSS 2007 Science Achievements

Autor/inn/en	Atar, Hakan Yavuz; Atar, Burcu
Titel	Examining the Effects of Turkish Education Reform on Students' TIMSS 2007 Science Achievements
Quelle	In: Educational Sciences: Theory and Practice, 12 (2012) 4, S.2632-2636 (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1303-0485
Schlagwörter	Science Achievement; Educational Change; Science Instruction; Program Effectiveness; Achievement Gains; Achievement Rating; Predictor Variables; Foreign Countries; Student Surveys; Grade 8; Hierarchical Linear Modeling; Outcome Measures; Turkey; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Bildungsreform; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Achievement gain; Leistungssteigerung; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Prädiktor; Ausland; Schülerbefragung; School year 08; 8. Schuljahr; Schuljahr 08; Türkei
Abstract	The purpose of this study is to examine the effects of some of the changes such as student centered learning (i.e. inquiry science instruction), outfitting classrooms with latest technology and computers that the reform movement has brought about on students' TIMSS 2007 science achievements. Two-staged stratified sampling was used in the selection process, in which schools and classes were sampled in the first and second stage, respectively. TIMSS 2007 study were administered to students, teachers and principles in 145 classes in 145 schools. On average, 28 students from each school participated in the study. The results of the hierarchical linear modeling (HLM) analyses indicate that while computer access positively influence students' science achievements, inquiry science instruction negatively influences students' science achievements. Furthermore, it has been found that students' science achievements increase in parallel to an increase in the socio-economic status (SES) of the families, teacher experience and students' self-confidence in learning science. Finally, the effects of inquiry science instruction, self confidence in learning science and gender on TIMSS science achievement have been found to significantly vary among schools. (As Provided).
Anmerkungen	Educational Consultancy, Ltd (EDAM). Kisikli Mh. Alemdag Cd. Yan Yol Sk., SBK Is Merkezi No:5 Kat:1, Uskudar-Istanbul, 34692 Turkey. Tel: +90-216-481-30-23; Fax: +90-216-481-31-36; e-mail: editor@edam.com.tr; Web site: http://www.edam.com.tr/estp.asp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10