This
study identifies prospective science teachers’ knowledge and achievement levels
in terms of the variables affecting their problem-solving techniques. The aim
is to develop a semiotic procedural knowledge model that will enable them to
better understand complex subjects, such as magnetism. The model was
established by generalizing the nodes from a semiotic model developed for
multiple questions. Assessment and control mechanisms for learning systems were
used in the model to maximize the production quality and efficiency of the
prospective science teachers’ functional behaviors. The data for this study
were collected through four measurement tools. The data were analyzed using
VDOIHI scoring, and the knowledge and achievement levels were identified. The
development of the semiotic procedural knowledge model was based on these
knowledge and achievement levels. Results suggest that semiotic models are
needed for improving the knowledge processes of prospective science teachers.
Procedural knowledge; knowledge level; achievement level semiotic model semiotic procedural knowledge level
Journal Section | Articles |
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Authors | |
Publication Date | June 30, 2016 |
Submission Date | February 18, 2017 |
Published in Issue | Year 2016Volume: 1 Issue: 1 |
Dear Colleagues,
We are very pleased to announce that the latest issue of IHEAD (Vol. 9- Iss. 1) has been released. We kindly want to express our speacial thanks to the editorial board members, reviewers, and authors for their invaluable contribution to this issue. Also, we are delighted to announce that the next issue (Vol. 9- Iss. 2) of the IHEAD will be available online in December, 2024. As of January, 2024, IHEAD has been accepting submissions in English along with Turkish. Handling your papers within the scope education for the next issue will be a great pleasure for us. Many thanks in advance for your contributions.
Editorial Board
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