O efeito das atividades de escrita de diários sobre diversas variáveis no âmbito do curso de métodos especiais de ensino
DOI:
https://doi.org/10.22633/rpge.v29iesp1.20455Palavras-chave:
Escrita de diário, Futuros professores, Métodos especiais de ensino, Periódicos científicosResumo
Este estudo teve como objetivo analisar o efeito das atividades de escrita em diário, uma das práticas de “escrever para aprender”, nas percepções de futuros professores de Ciências sobre a eficácia na seleção de técnicas de ensino, suas habilidades de aprendizagem investigativa voltadas para a Ciência e suas tendências ao pensamento reflexivo. Foi utilizado um delineamento pré-teste/pós-teste com grupo único, considerado um dos delineamentos experimentais menos robustos da abordagem quantitativa. Participaram do estudo 29 futuros professores do Departamento de Educação Científica da Universidade Kafkas. Os dados foram coletados por meio da Escala de Competência Percebida na Seleção de Técnicas de Ensino, da Escala de Percepção de Habilidades de Aprendizagem Investigativa Orientada para a Ciência e da Escala de Tendência ao Pensamento Reflexivo. As análises revelaram diferenças estatisticamente significativas entre as pontuações dos alunos no pré-teste e no pós-teste em todas as escalas, com resultados mais elevados no pós-teste.
Downloads
Referências
Akcay, H., Ozyurt, B., & Bezir-Akcay, B. (2014). The effect of using multiple writing activities in teaching science and technology courses on student success and concept learning. Bayburt University Faculty of Education Journal, 9(2), 15–31. https://dergipark.org.tr/en/download/article-file/147638
Akkuzulu, D., & Cetin, D. (2011). The effect of seventh grade students keeping reflective science diaries in the environment and human unit of science and technology course on achievement and attitude (Publication No. 290632) [Master dissertation, Gazi University Institute of Educational Sciences, Ankara.].
Arslan, D., & Ilgın, E. (2011). Using student diaries as evaluation tools in Turkish lessons. Mustafa Kemal University Journal of Social Sciences Institute, 8(16), 225–238. https://dergipark.org.tr/en/download/article-file/182991
Atasoy, E., & Atasoy, Ş. (2006). Determining the effects of different writing activities on 6th grade students’ thoughts and behaviors. Hasan Ali Yücel Faculty of Education Journal, l1, 1–18. https://dergipark.org.tr/en/download/article-file/93064
Atasoy, E. (2005). Networks of communication in emergency medical services The use of writing in mathematics teaching (Publication No. 170952) [Master dissertation, Karadeniz Technical University].
Atilla, E. M., Gunel, M., & Buyukkasap, E. (2010). The effect of variations in the use of descriptive modes in writing activities for learning purposes on the learning of force and motion topics in primary school. Turkish Journal of Science Education, 7(4), 113–127.
Aydın, A. (2014). The effect of using science diaries on academic success, permanence of knowledge and association with daily life. (Publication No. 372186) [Master dissertation, Akdeniz University Institute of Educational Sciences, Antalya].
Bolukbas, F. (2004). Teaching Turkish as a foreign language with reflective teaching. Journal of Language, 126, 19–28. https://doi.org/10.1501/Dilder_0000000024
Borasi, R., & Rose, B.J. (1989). Journal writing and mathematics instruction. Educational Studies in Mathematics, 20, 347–365. https://doi.org/10.1007/BF00315606
Bozat, O., & Yıldız, A. (2015). The effect of letters, one of the writing activities for learning purposes, on success in the electricity unit in our 5th grade life. Education Sciences, 10(4), 291–304. https://dergipark.org.tr/tr/download/article-file/186047
Cavus. E., & Ozden. M. (2012). Primary School Students’ Opinions on the Use of Science Journals in Science and Technology Classes. Adıyaman University Journal of Science and Technology, 2(1), 34–48. https://dergipark.org.tr/en/download/article-file/15030
Connor-Greene, P. A. (2000). “Making Connections: Evaluating the Effectiveness of Journal Writing in Enhancing Student Learning”. Teaching of Psychology, 27(1), 44–46. https://doi.org/10.1207/S15328023TOP2701_10
Dasdemir, I., Cengiz, E., & Uzoğlu, M. (2015). The effect of letter writing, one of the writing activities for learning purposes, on the academic success and scientific attitudes of students in the 7th grade light unit. Ordu University Journal of Social Sciences Research, 5(11), 89–103. https://dergipark.org.tr/tr/download/article-file/273503
Diken, E. H., & Yuruk, N. (2012). The effect of journal writing activities on science and technology teacher candidates’ self-efficacy beliefs regarding science teaching. 10th National Science and Mathematics Education Congress, Nigde, Turkey.
Ediger, M. (2006). Writing in the mathematics curriculum. Journal of Instructional Psychology, 33(2), 120-123. file:///C:/Users/ACER/Downloads/EBSCO-FullText-23.05.2025.pdf
Emig, J. (1977). Writing as a mode of learning. College Composition and Communication, 28(2), 122-128. https://doi.org/10.58680/ccc197716382
Eryılmaz Mustu, Ö., Ertas Kılıc, H., & Sen, A. I. (2018). Opinions of science teaching undergraduate students on open-ended experiments: experiment diaries. Sakarya University Journal of Education, 8(3), 158-175. https://doi.org/10.19126/suje.396994
Fırat-Durdukoca, S., Yardımcıel, E., Beseren, H., & Ozbek, S. (2017). Perception scale of prospective teachers regarding their competence in choosing teaching techniques. Electronic Journal of Social Sciences, 16(61), 397-411. https://doi.org/10.17755/esosder.304682
Gunel, M., Uzoglu, M., & Buyukkasap, E. (2009). The effect of using writing activities for learning purposes on learning the subject of force at the primary school level. Gazi Faculty of Education Journal, 29(1), 379-399. https://dergipark.org.tr/tr/download/article-file/77079
Gurbuz, N. (2022). The effect of the 5e learning model enriched with reflective science journals on teaching the subject “phase change and distinctive properties of matter” in 5th grade. (Publication No. 729333) [Master dissertation, Cumhuriyet University, Institute of Educational Sciences, Sivas].
Hand, B., & Prain, V. (2002). Teachers implementing writing-to-learn strategies in junior secondary science: A case study. Instructional Science Education, 86, 737-755. https://doi.org/10.1002/sce.10016
Kutu, H., & Sozbilir, M. (2011). Teaching the “Chemistry in Our Lives” unit of the 9th grade chemistry course with the life-based ARCS teaching model. Ondokuz Mayıs University Faculty of Education Journal, 30(1), 29-62. https://doi.org/10.7822/egt46
Levin, T., & Wagner, T. (2006). In their own words: Understanding student conceptions of writing through their spontaneous metaphors in the science classroom. Instructional Science, 34, 227–278. https://doi.org/10.1007/s11251-005-6929-x
Ozfidan, B., & Marks, J. M (2025). Perceptions of saudi undergraduate students’experiences toward online and traditional learning: mixed method study. International Journal of Education, Technology, Science, 5(1), 47-61. https://doi.org/10.5281/zenodo.14904948
Ozturk, B., & Gunel, M. (2015). Writing and the use of writing for learning purposes from the teacher’s perspective: Development of a measurement inventory and pilot application. Primary Education Online, 14(2), 713-733. https://doi.org/10.17051/io.2015.60822
Sasmaz Oren, F., Sarı, K., Karapınar, A., & Demirer, T. (2023). Evaluation of knowledge, skills and experience gains in the “DNA and genetic code” unit with science diaries. Educational Academic Research, 49, 75-90. https://doi.org/10.5152/AUJKKEF.2023.2247131
Savaskan, V. (2014). Examining the diary keeping habits of education faculty students in line with student opinions. Bartın University Faculty of Education Journal, 3(1), 407-432. https://dergipark.org.tr/en/download/article-file/43637
Semerci, C. (2007). Development of a reflective thinking disposition scale for teachers and teacher candidates. Educational Sciences in Theory and Practice, 7(3), 1351-1377. http://dx.doi.org/10.7827/TurkishStudies.
Taskoyan, S. N. (2008). The effect of inquiry learning strategies in science and technology teaching on students’ inquiry learning skills, academic achievement and attitudes (Publication No. 3544643) [Master dissertation, Dokuz Eylül University, Institute of Science and Technology, Izmir].
Tekin-Aytas, Ç., & Ugurel, I. (2016). The effects of writing activity-based teaching practice in a mathematics classroom on students’ learning. National Education Journal, 2(11), 113-146. https://dergipark.org.tr/en/download/article-file/441255
Ugurel, I., Tekin, C., & Moralı, H. (2009). An overview of “writing activities” from the mathematics education literature. e-Journal of New World Sciences Academy, 4(2), 494-507. https://dergipark.org.tr/en/download/article-file/185950
Unlu, V., & Soylu, D. (2017). The effects of writing activities in secondary school mathematics course on students’ achievement, attitude and metacognition. Gazi University Faculty of Education Journal, 37(1), 345-360. https://dergipark.org.tr/en/download/article-file/340451
Yılmaz, F., & Gultekin, M. (2013). “Layered curriculum applications in science and technology courses”. Journal of Computer and Educational Research, 1(1), 27-59. https://dergipark.org.tr/en/download/article-file/173993
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Copyright (c) 2025 Revista on line de Política e Gestão Educacional
Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Manuscritos aceitos e publicados são de propriedade da Revista on line de Política e Gestão Educacional. É vedada a submissão integral ou parcial do manuscrito a qualquer outro periódico. A responsabilidade do conteúdo dos artigos é exclusiva dos autores. É vedada a tradução para outro idioma sem a autorização escrita do Editor ouvida a Comissão Editorial Científica.
