Dr. Mehmet Küçük   |  e-ISSN: 2147-5156

Volume 3 Issue 2 (December 2014)

Original articles

Teaching Chemical Equilibrium by Analogy-Based Worksheets

Nagihan Yıldırım, Mehmet Kucuk, Alipasa Ayas

pp. 64 - 77


Literature includes many studies based on analogies in which connections between target and source concepts were directly provided for students.  However, in the current study, we tried to provide for them worksheets to apply analogies and encourage them to reach this relation network by themselves via following directions in the worksheets. Thus, the study aimed to reveal the effects of analogy-based worksheets about the chemical equilibrium on high school students’ learning. A qualitative research method was used. The sample included twenty-five students at 10th grade from a high school located on the north east part of Turkey. Data collected via a Chemical Equilibrium Concept Test (CECT), analogy based worksheets and also non-structured observations. For the study, ‘Chemical Equilibrium” was taught via two lessons plans including two analogy based worksheets. It is concluded that analogy based worksheets in which  students were forced to connect old and new knowledge were quite effective to make students concretize and learn the chemical equilibrium concept as chemical equilibrium.

Keywords: Chemistry teaching, chemical equilibrium, worksheet, analogy

Outdoor Science Education: Technical Visit to a Dialysis Center

Busra Bakioglu, Orhan Karamustafaoglu

pp. 78 - 89


In this study, it is aimed to integrate the subjects in the curriculum of science education program in 2013 with the activities performed outside the school. The students visited the dialysis center and mentioned about their ideas and opinions about the excretory system in the unit ‘Systems in Our Body’. 12 students attending to 7th grade in Tokat participated to the technical visit. Their ideas and opinions were obtained through 7 open-ended questions asked to them after the visit. In the research phenomenographic approach was used and the school where they attended was chosen. As there were two 7th grade classes in the school the students were selected with suitable sample method. The obtained data was evaluated content analysis. When the obtained data evaluated, it was seen that the students learned more and they became aware of the importance of organ donor.

Keywords: Technical visit, learning activities outside school, 2013 science curriculum

Structure and Typology of the Greek State Foreign Language Exam System Marking Scheme for Oral Production

Dimitris Zeppos

pp. 90 - 98


The Greek State Foreign Language Exam, KPG, carried out in November 2013 introduced a new marking sheet for the assessment of oral production of KPG-candidates based on a five-point Likert-type resembling response format. The paper introduces the KPG-format response sheet and compares it with the theoretical specifications of Likert scales through a bibliographic review of respective studies. The conclusion is reached that the KPG-format does not represent a genuine Likert or Likert-type scale but a Discrete-Visual-Analog-Scale-(DVAS) Response-Format resembling a Likert scale, which functions as an input device of performance descriptors for the assessment of oral production of foreign language examinees.

Keywords: Assessment, discrete visual analog scale, KPG, likert scale, response Format

Guiding Principles for Conducting Service-Learning Projects

Eric J Russell, Jon H. Westover, Colleen Bye, Anne Arendt, Larry L. Carter

pp. 99 - 106


Service learning is a desired, expected or integral part of teaching and yet guiding principles for conducting service learning projects in a generalized approach seem limited.  For this paper, we have expanded and modified Sigmon’s (1979) four R’s of service-learning (respect, reciprocity, relevance, and reflection) to include the following six categories, each encompassing different core principles of the “how” of doing service-learning effectively, more similar to Malone’s (2010) five R’s (relationships, rigor, reciprocity, reflection, and real life).  These six R’s include roles, relevance, reciprocity, reflection, risk management, and reporting.  While the first four of our R’s largely overlap with both Sigmon’s and Malone’s configurations, here we put forth the importance of two new and unique R’s that must be carefully considered when utilizing service-learning as an effective course pedagogy, namely risk management and reporting. 

Keywords: Service learning, higher education, community service, engaged learning