[PDF] Top 20 Year: 2014 Volume: 2 Number: 2

... the volume of a cube by measuring its sides with a ruler, measured the mass of the cube with a balance, and then divided the mass by the ...the volume when the amount of lead was increased from 70 to 100 ... See full document

... In the current study, researchers translated Rice (2003) Paranormal Belief Questions in Turkish and applied factor analysis limiting 2 factors as classical paranormal and religious paranormal beliefs. Factor ... See full document

... To sum up, there is a high variance in scientific explanations in the philosophy of science literature and it seems difficult to provide teachers and students with one universal and generally accepted model of scientific ... See full document

... The most repeated code coming from pre-service teachers’ answers is for “more practical sessions” (49 people, 80% ). Description of other codes and their descriptive statistics are consistency between instructional ... See full document

... When Table 5 has been analyzed, it is obvious that a large number of the students (75%) have stated the lessons taught with concept cartoons provide them to integrate science topics into daily life. These students ... See full document

... Table 2 provides the information about the difference in average science achievements between students taught by teachers using worksheets as a basis and not as a basis (as seen in the column of WB in Model ... See full document

... CF: y = -2x –2. I knew from the graph that CF had a negative slope and a negative y-intercepts (y-intercept is below the x-axis). Y= -2x –2 is the only y =mx +b that fits this description. Bernice’s ... See full document

... Fortunately, there is a growing body of research focused on high-achieving Black males (Berry, 2003; Jett, 2009; Nobles, 2010; Stinson, 2004). This research body challenges the dominant narrative in mathematics education ... See full document

... Educational systems throughout the world serve students from diverse populations. Often students from minority populations (i.e. racial, ethnic, linguistic, cultural, economic) face unique challenges when learning in ... See full document

... of 2 [types 4 in white area of new function menu]- but then when I try 4 times x lets’ see what that does - equals [she now has entered and plotted the function 4x , then moves cursor over to the new graph as she ... See full document

... the number of videos watched or exercises completed, and others offer aggregated summaries by class or by student across a number of ...and number of lessons the student needs to reach an adequate ... See full document

... On the other hand, Niess et al.—the Association of Mathematics Teacher Educators (AMTE) Technology and Mathematics Education Committee—(2009) created a set of mathematics teacher TPACK standards that encouraged educators ... See full document

... concepts such as positive and negative ions are presented as results of mathematical operations. As the researchers, we think that these connections should be made clear to students in order them to comprehend that ... See full document

... tangible 2) beauty/pristine 3) challenge 4) divine/spiritual 5) grandeur, 6) novel/different/surreal 7) senses 8) solitude/peacefulness, and 9) experiencing wildlife participants provide a context for their awe ... See full document

... The emerging e-learning technology and instructional design have broken the limit of time and space for learning to occur. E-learning has affected learning situations in the K-12 level. Today’s classrooms are equipped ... See full document

... Science concept test consists of 49 questions in total, 4 questions related to precipitation and water cycle concepts, 12 questions related to heat and temperature concepts[r] ... See full document

... In Germany, the national biology education standards (KMK 2004) specify that learners are expected to be able to form hypotheses, plan experiments and analyze data. These competences are theoretically grounded in the ... See full document

... the number of metaphors and categories that overlapped and did not overlap were ...the number of overlapping items (metaphors) / (the number of overlapping + not overlapping ones)) developed by Miles ... See full document

... The customized application was prepared by the design team to meet specific design requirements for the activity (Sollervall, Gil, Milrad, Peng, Petersson, Salavati and Yau, 2011). The two iconic markers on the display – ... See full document

... CRA-SI instruction was demonstrated to be successful in teaching skills such as solving problems with fractions, integers, and algebra concepts at the secondary level for [r] ... See full document