Volume: 19 Issue: 3 (2022): Journal of Turkish Science Education

View Volume: 19 Issue: 3 (2022): Journal of Turkish Science Education
DOI: https://doi.org/10.36681/v19i3
Published: 15.09.2022

Articles

  • Pre-school teachers’ change of perceptions of engineering through a professional development experience

    Emine Çil
    718-739
    DOI: https://doi.org/10.36681/tused.2022.146

  • SEM model to determine the relationship between neurodidactics, inclusive education and sustainability

    Antonio Hernandez Fernandez, Claudia De Barros Camargo
    740-457
    DOI: https://doi.org/10.36681/tused.2022.147

  • Three levels of chemical representation-integrated and structured inquiry-based reaction rate module: Its effect on students’ mental models

    Hutdia Putri Murni , Minda Azhar, Ellizar Ellizar, Umar Kalmar Nizar, Guspatni Guspatni
    758-772
    DOI: https://doi.org/10.36681/tused.2022.148

  • Primary student teachers' teaching-learning conceptions, attitudes and self-efficacy beliefs toward science teaching

    Tuğba Ecevit, Sevgi Kingir
    773-785
    DOI: https://doi.org/10.36681/tused.2022.149

  • The role of time in the use of visualization in chemical education: Pre-service teacher practices pre-service teacher practices

    Alceu Junior Paz da Silva, Agnaldo Arroio
    786-807
    DOI: https://doi.org/10.36681/tused.2022.150

  • Exhaustive studies before covid-19 pandemic attack of students’ conceptual change in science education: A literature review

    Ananda Hafizhah Putri, Achmad Samsudin, Andi Suhandi
    808-829
    DOI: https://doi.org/10.36681/tused.2022.151

  • The Changes in pre-service chemistry teachers’ orientations during chemistry teaching method courses

    Sinem Gencer, Huseyin Akkus
    DOI: https://doi.org/10.36681/

  • Omani science teachers’ perceived self-efficacy beliefs for teaching science as ınquiry: Influences of gender, teaching experience, and preparation programme

    Mohamed A. Shahat, Abdullah K. Ambusaidi, David Treagust
    852-871
    DOI: https://doi.org/10.36681/tused.2022.153

  • Effect of problem-based learning approach on developing students’ science process skills on the topic of safety in our environment

    Willy Kasuga, Wadrine Maro, Ismail Pangani
    872-886
    DOI: https://doi.org/10.36681/tused.2022.154

  • The Effects of activities designed with three-dimensional printing technology on science education

    Merve Avinal, Abdullah Aydin
    887-910
    DOI: https://doi.org/10.36681/tused.2022.155

  • A study for student perception of mathematical physics e-module based on gender

    Astalini, Darmaji, Dwi Agus Kurniawan, Diki Chen, Riska Fitriani, Mashelin Wulandari, Shella Maryani, Nadia Natalia Simamora, Auliya Ramadhanti
    911-936
    DOI: https://doi.org/10.36681/tused.2022.156

  • Examining the trend of research on active engagement in science education: Bibliometric analysis

    Haryati Kamarrudin, Othman Talib, Ainul Azmin Md Zamin
    937-957
    DOI: https://doi.org/10.36681/tused.2022.157

  • Context-based teaching experiences of chemistry teachers: Expectations, gains and applicability conditions

    Fatma Merve Mustafaoğlu, Ayşe Seda Yücel
    958-978
    DOI: https://doi.org/10.36681/tused.2022.158

  • Influence of an ınquiry-based professional development on science teachers’ orientations to teaching science

    Luecha Ladachart, Wilawan Phothong, Wannakorn Phornprasert, Narissara Suaklay, Ladapa Ladachart
    979-996
    DOI: https://doi.org/10.36681/tused.2022.159

  • Blend or not to blend? What faculty member think about blended learning?

    Erhan Sengel, Niyazi Aktaş
    997-1014
    DOI: https://doi.org/10.36681/tused.2022.160

  • Improvement of Metacognitive and Critical Thinking Skills through Development of a ‘Teaching Factory Based on Troubleshooting’ (TEFA-T) Model in Automotive Vocational Learning

    Hasan Maksum, Dori Yuvenda, Wawan Purwanto
    1015-1036
    DOI: https://doi.org/10.36681/