Araştırma Makalesi
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Determining the Cognitive Structures of Geography Teacher Candidates Related to Energy Resources

Yıl 2018, Cilt: 8 Sayı: 2, 350 - 370, 31.08.2018

Baştürk Kaya Caner Aladağ

Öz



























This
study aims to determine the cognitive structures of the geography teacher
candidates studying at the 4th grade of the department of teaching geography
related to the energy resources using Word Association Test (WAT).  The universe of the study is the last grade
students of the geography teaching department at 2016-2017 academic year and
the sample of the study constitutes 36 last grade students studying in a
geography teaching department at a university. It played an effective role in
selecting the sample if students took lessons about energy resources. In the
research, words such as fossil fuels, nuclear energy, wind energy, geothermal
energy and solar energy were chosen as key concepts. A survey model was used
to identify the current situation of the study. The analysis of the data was
carried out by using the frequency count, which is one of the descriptive
analysis techniques. Each of the key concepts was written on a different
paper and they were written 10 times as one is written under the other.
Before the study was carried out, the word association test was introduced to
the students and some sample works were carried out. Then it is required from
teacher candidates to write the words that these key concepts evoke in their
minds within 30 seconds. A frequency table was created by evaluating the
obtained data. Concept words were examined in detail and concept networks
were formed in the direction of the cut-off points. The relevant sample
sentences of the teacher candidates were examined and classified according to
their characteristics.


Anahtar Kelimeler

Cognitive Structure Word Association Test Energy Sources Geography Teacher Candidates Turkey

Kaynakça

  • Akova, İ. (2016). Enerji kullanımındaki değişmeler. Ankara: Nobel Academic Publishing.
  • Bahar, M. & Özatlı, S. (2003). Kelime iletişim testi yöntemi ile lise 1. Sınıf öğrencilerinin canlıların temel bileşenleri konusundaki bilişsel yapılarının araştırılması. Balıkesir Üniversitesi Fen Bilimleri Enstitüsü Dergisi, 5, 75-85.
  • Bahar, M. (2003). Misconceptions in biology education and conceptual change strategies. Educational Sciences: Theory & Practice, 3(1), 55-64.
  • Bahar, M., Nartgün, Z., Durmuş, S. & Bıçak, B. (2010). Ölçme ve değerlendirme teknikleri. Ankara: PEGEM A Publishing.
  • Cebesoy, Ü. B., Karışan, D. (2017), Investigation of preservice science teachers’ knowledge, teaching efficacy perceptionsand attitude towards renewable energy sources. YYÜ. Eğitim Fakültesi Dergisi, 14(1), 1377-1415.
  • Chow, G.C. (2008). China's energy and environmental problems and policies. Asia-Pacific Journal of Accounting & Economics, 15(1), 57-70.
  • Geçit, Y. & Yangın, S. (2012). The cognitive understandings of student teachers about hydroelectric plants. Pegem Journal of Education andInsruction, 2(4), 29-39.
  • Güneş, T., Alat, K. & Gözüm, A.İ.C. (2013). Renewable energy sources attitude scale for science teachers: Validity and reliability study. Journal of Educational Sciences Research, 3(2), 269-289.
  • Işıklı, M., Taşdere, A. & Göz, N.L. (2011). Investigation teacher candidates’ cognitive structure about principles of Ataturk through word association test. Uşak University, Journal of Social Science, 7, 50-72.
  • Karabulut, Y. (2003). Türkiye enerji kaynakları. Ankara: Hilmi Usta Typography.
  • Karasar, N. (2016). Bilimsel Araştırma Yöntemi: Kavramlar İlkeler Teknikler. Ankara: Nobel Academic Publishing.
  • Köseoğlu, F. & Bayır, E. (2011), Examining cognitive structures of chemistry teacher candidates about gravimetric analysis through word association test method. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 1(1), 107-125.
  • Kowasch, M. (2017). Resource exploitation and consumption in the frame of education for sustainable development in german geography textbooks. Review of International Geographical Education Online, 7(1), 48-79.
  • Malatyalı, E. & Yılmaz, K. (2010). The importance of concepts in the constructivist learning process: an examination of concepts from pedagogical angle. The Journal of International Social Research, 3(14), 320-332.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An Expanded Sourcebook (2nd ed.). Thousand Oaks, California: Sage.
  • Nielsen, ML & Ingwersen, P. (1999). The word association methodology - a gateway to work-task based retrieval. Final Mira Conference, 17-27, Available online at: http://www.bcs.org/upload/pdf/ewic_mi99-paper6.pdf.
  • Peppard, J. (2007). Exploring The Relationship between word-association and learners’ lexical development. Available online at: http://www.bhamlive1. bham.ac.uk/ Documents/college-artslaw/cels/essays/lexis/PeppardMod2.pdf.
  • Planinc, T. R. (2011). Future prospects for geographical education in Slovenia. Review of International Geographical Education Online (RIGEO), 1(1), 41-59.
  • Polat, G. (2013). Determination of the cognitive structures of year secondary school students through word association test techniques. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education (EFMED), 7(1) 97-120.
  • Preece, P. F. W. (1976). Mapping cognitive structure: a comparison of methods. Journal of Educational Psychology, 68(1), 1-8.
  • Saraç, E. & Bedir, H. (2014). Primary school teachers related to perceptions of renewable energy sources on the qualitative research. KHO Scientific Journal, 24(1), 19-45.
  • Şenyuva, E. & Bodur, G. (2016). Views of university students regarding nuclear plants and their levels of environmental literacy. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 17(1), 19-37.
  • Spiteri, Louise F. (2002). Word association testing and thesaurus construction: Defining inter-term relationships. In advancing knowledge: expanding horizons for information science. Proceedings of the 30th Annual Conference of the Canadian Association for Information Science, 30 May-01 June 2002, retrieved from: https://cpb-us-e1.wpmucdn.com/blogs.ntu.edu.sg/dist/ 8/644/files/2014/ 06/Vol14_I2_Spiteri_final.pdf.
  • Tobin, R. G., Crissman, S., Doubler, S., Gallagher, H., Goldstein, G., Lacy, S., Rogers, C.B., Schwartz, J., & Wagoner, P. (2012). Teaching teachers about energy: Lessons from an inquiry-based workshop for k-8 teachers. Journal of Science Education and Technology, 21(5), 631-639.
  • Töman, U. & Çimer, S. O. (2013). An investigation into the conceptions of energy resources and energy storage at different educational levels. Dicle Üniversitesi, Ziya Gökalp Eğitim Fakültesi Dergisi, 21, 47-68.
  • Tsai, C.C. & Huang, C. M. (2002). Exploring students’ cognitive structures in learning science: a review of relevant methods. Journal of Biological Education. 36(4), 163-169.
  • Turan, İ. (2002). Teaching terms and the concepts in high school geography lessons. G.Ü. Gazi Eğitim Fakültesi Dergisi, 22(2), 67-84.
  • Vance, K., Miller, K. & Hand, B. (1995). Two examples of using constructivist approaches to teach ecology at the middle school level. The American Biology Teacher. 37(4), 244-249.
  • White, R. & Gunstone, R. (1992). Probing understanding. New York: Falmer Press.
  • Yıldırım, A. & Şimşek, H. (2016). Qualitative research methods in social sciences. Ankara: Seçkin Yayınevi.
  • Yılmaz, V., Çelik, H.E. & Arslan, M.S.T. (2010). Effects of attitude towards energy variety and recycling on environmental behaviors. Journal of Social Science, 20(2), 323-342.

Yıl 2018, Cilt: 8 Sayı: 2, 350 - 370, 31.08.2018

Baştürk Kaya Caner Aladağ

Öz

Kaynakça

  • Akova, İ. (2016). Enerji kullanımındaki değişmeler. Ankara: Nobel Academic Publishing.
  • Bahar, M. & Özatlı, S. (2003). Kelime iletişim testi yöntemi ile lise 1. Sınıf öğrencilerinin canlıların temel bileşenleri konusundaki bilişsel yapılarının araştırılması. Balıkesir Üniversitesi Fen Bilimleri Enstitüsü Dergisi, 5, 75-85.
  • Bahar, M. (2003). Misconceptions in biology education and conceptual change strategies. Educational Sciences: Theory & Practice, 3(1), 55-64.
  • Bahar, M., Nartgün, Z., Durmuş, S. & Bıçak, B. (2010). Ölçme ve değerlendirme teknikleri. Ankara: PEGEM A Publishing.
  • Cebesoy, Ü. B., Karışan, D. (2017), Investigation of preservice science teachers’ knowledge, teaching efficacy perceptionsand attitude towards renewable energy sources. YYÜ. Eğitim Fakültesi Dergisi, 14(1), 1377-1415.
  • Chow, G.C. (2008). China's energy and environmental problems and policies. Asia-Pacific Journal of Accounting & Economics, 15(1), 57-70.
  • Geçit, Y. & Yangın, S. (2012). The cognitive understandings of student teachers about hydroelectric plants. Pegem Journal of Education andInsruction, 2(4), 29-39.
  • Güneş, T., Alat, K. & Gözüm, A.İ.C. (2013). Renewable energy sources attitude scale for science teachers: Validity and reliability study. Journal of Educational Sciences Research, 3(2), 269-289.
  • Işıklı, M., Taşdere, A. & Göz, N.L. (2011). Investigation teacher candidates’ cognitive structure about principles of Ataturk through word association test. Uşak University, Journal of Social Science, 7, 50-72.
  • Karabulut, Y. (2003). Türkiye enerji kaynakları. Ankara: Hilmi Usta Typography.
  • Karasar, N. (2016). Bilimsel Araştırma Yöntemi: Kavramlar İlkeler Teknikler. Ankara: Nobel Academic Publishing.
  • Köseoğlu, F. & Bayır, E. (2011), Examining cognitive structures of chemistry teacher candidates about gravimetric analysis through word association test method. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 1(1), 107-125.
  • Kowasch, M. (2017). Resource exploitation and consumption in the frame of education for sustainable development in german geography textbooks. Review of International Geographical Education Online, 7(1), 48-79.
  • Malatyalı, E. & Yılmaz, K. (2010). The importance of concepts in the constructivist learning process: an examination of concepts from pedagogical angle. The Journal of International Social Research, 3(14), 320-332.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An Expanded Sourcebook (2nd ed.). Thousand Oaks, California: Sage.
  • Nielsen, ML & Ingwersen, P. (1999). The word association methodology - a gateway to work-task based retrieval. Final Mira Conference, 17-27, Available online at: http://www.bcs.org/upload/pdf/ewic_mi99-paper6.pdf.
  • Peppard, J. (2007). Exploring The Relationship between word-association and learners’ lexical development. Available online at: http://www.bhamlive1. bham.ac.uk/ Documents/college-artslaw/cels/essays/lexis/PeppardMod2.pdf.
  • Planinc, T. R. (2011). Future prospects for geographical education in Slovenia. Review of International Geographical Education Online (RIGEO), 1(1), 41-59.
  • Polat, G. (2013). Determination of the cognitive structures of year secondary school students through word association test techniques. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education (EFMED), 7(1) 97-120.
  • Preece, P. F. W. (1976). Mapping cognitive structure: a comparison of methods. Journal of Educational Psychology, 68(1), 1-8.
  • Saraç, E. & Bedir, H. (2014). Primary school teachers related to perceptions of renewable energy sources on the qualitative research. KHO Scientific Journal, 24(1), 19-45.
  • Şenyuva, E. & Bodur, G. (2016). Views of university students regarding nuclear plants and their levels of environmental literacy. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 17(1), 19-37.
  • Spiteri, Louise F. (2002). Word association testing and thesaurus construction: Defining inter-term relationships. In advancing knowledge: expanding horizons for information science. Proceedings of the 30th Annual Conference of the Canadian Association for Information Science, 30 May-01 June 2002, retrieved from: https://cpb-us-e1.wpmucdn.com/blogs.ntu.edu.sg/dist/ 8/644/files/2014/ 06/Vol14_I2_Spiteri_final.pdf.
  • Tobin, R. G., Crissman, S., Doubler, S., Gallagher, H., Goldstein, G., Lacy, S., Rogers, C.B., Schwartz, J., & Wagoner, P. (2012). Teaching teachers about energy: Lessons from an inquiry-based workshop for k-8 teachers. Journal of Science Education and Technology, 21(5), 631-639.
  • Töman, U. & Çimer, S. O. (2013). An investigation into the conceptions of energy resources and energy storage at different educational levels. Dicle Üniversitesi, Ziya Gökalp Eğitim Fakültesi Dergisi, 21, 47-68.
  • Tsai, C.C. & Huang, C. M. (2002). Exploring students’ cognitive structures in learning science: a review of relevant methods. Journal of Biological Education. 36(4), 163-169.
  • Turan, İ. (2002). Teaching terms and the concepts in high school geography lessons. G.Ü. Gazi Eğitim Fakültesi Dergisi, 22(2), 67-84.
  • Vance, K., Miller, K. & Hand, B. (1995). Two examples of using constructivist approaches to teach ecology at the middle school level. The American Biology Teacher. 37(4), 244-249.
  • White, R. & Gunstone, R. (1992). Probing understanding. New York: Falmer Press.
  • Yıldırım, A. & Şimşek, H. (2016). Qualitative research methods in social sciences. Ankara: Seçkin Yayınevi.
  • Yılmaz, V., Çelik, H.E. & Arslan, M.S.T. (2010). Effects of attitude towards energy variety and recycling on environmental behaviors. Journal of Social Science, 20(2), 323-342.
Toplam 31 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Baştürk Kaya Bu kişi benim

Caner Aladağ

Yayımlanma Tarihi 31 Ağustos 2018
Gönderilme Tarihi 30 Mayıs 2018
Kabul Tarihi 6 Ağustos 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 8 Sayı: 2

Kaynak Göster

APA Kaya, B., & Aladağ, C. (2018). Determining the Cognitive Structures of Geography Teacher Candidates Related to Energy Resources. Review of International Geographical Education Online, 8(2), 350-370.
AMA Kaya B, Aladağ C. Determining the Cognitive Structures of Geography Teacher Candidates Related to Energy Resources. Review of International Geographical Education Online. Ağustos 2018;8(2):350-370.
Chicago Kaya, Baştürk, ve Caner Aladağ. “Determining the Cognitive Structures of Geography Teacher Candidates Related to Energy Resources”. Review of International Geographical Education Online 8, sy. 2 (Ağustos 2018): 350-70.
EndNote Kaya B, Aladağ C (01 Ağustos 2018) Determining the Cognitive Structures of Geography Teacher Candidates Related to Energy Resources. Review of International Geographical Education Online 8 2 350–370.
IEEE B. Kaya ve C. Aladağ, “Determining the Cognitive Structures of Geography Teacher Candidates Related to Energy Resources”, Review of International Geographical Education Online, c. 8, sy. 2, ss. 350–370, 2018.
ISNAD Kaya, Baştürk - Aladağ, Caner. “Determining the Cognitive Structures of Geography Teacher Candidates Related to Energy Resources”. Review of International Geographical Education Online 8/2 (Ağustos 2018), 350-370.
JAMA Kaya B, Aladağ C. Determining the Cognitive Structures of Geography Teacher Candidates Related to Energy Resources. Review of International Geographical Education Online. 2018;8:350–370.
MLA Kaya, Baştürk ve Caner Aladağ. “Determining the Cognitive Structures of Geography Teacher Candidates Related to Energy Resources”. Review of International Geographical Education Online, c. 8, sy. 2, 2018, ss. 350-7.
Vancouver Kaya B, Aladağ C. Determining the Cognitive Structures of Geography Teacher Candidates Related to Energy Resources. Review of International Geographical Education Online. 2018;8(2):350-7.
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