<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Erdal Senocak</style></author><author><style face="normal" font="default" size="100%">Cezmi Unal</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TURKISH UNDERGRADUATE STUDENTS’ PERCEPTIONS ON THE FACTORS AFFECTING THE PROCESS OF THEIR LEARNING</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">intellectual development</style></keyword><keyword><style  face="normal" font="default" size="100%">Perry model</style></keyword><keyword><style  face="normal" font="default" size="100%">students’ perceptions</style></keyword><keyword><style  face="normal" font="default" size="100%">the process of learning</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2006</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2006</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1404214335.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">5</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In this study, science (physics, chemistry and biology) undergraduate students’ perceptions about the roles of student and lecturer, nature of knowledge, and student’s task in examination was investigated. Besides, comparison of students’ perceptions was made in these four points with four class levels. A version of Perry Model developed by Finster was used in this study. This model shows how students develop from a simplistic stance on the nature of knowledge to one which is more pluralistic and contextual. The results showed that university learning environment positively effected the science undergraduate students’ perceptions about role of lecturer, taking responsibility for their own learning, autonomous learning, and self expression. In addition, obtained findings can be a guide for redesign of learning environments in undergraduate science education.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">50-60</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Esra Özay</style></author><author><style face="normal" font="default" size="100%">Ercan Kaya</style></author><author><style face="normal" font="default" size="100%">Fatih Sezek</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">APPLICATION OF A QUESTIONNAIRE TO DESCRIBE TEACHER COMMUNICATION BEHAVIOUR AND ITS ASSOCIATION WITH STUDENTS IN SCIENCE IN TURKEY</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">sex differences</style></keyword><keyword><style  face="normal" font="default" size="100%">students’ perceptions</style></keyword><keyword><style  face="normal" font="default" size="100%">subject differences</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher communication</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2004</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2003</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2016/987-1482420157.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">3</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Teachers contribute enormously to a positive social climate at science classes, particularly through their communication with students.  In the study described in this article, a questionnaire (The Teacher Communication Behaviour Questionnaire (TCBQ)) developed by She and Fisher (2000) was applied. TCBQ can be used to assess students' perceptions of science teachers' interpersonal communication behaviours in their classroom learning environments. TCBQ has five scales: Challenging, Encouragement and Praise, Non-Verbal Support, Understanding and Friendly, and Controlling. The TCBQ was applied with a large sample of secondary science students in Turkey. Girls perceived their teachers as more understanding and friendly, encouragement and praise than did boys, and teachers in biological and chemistry science classrooms exhibited more favourable behaviour toward their students than did those in physical science classrooms.
This study can suggest some implications for practice, personnel development, and research. TCBQ can be applied for observing teachers and classifying them. Also, this questionnaire provides training in sensitivity to average and controlling teachers and less redirective and more elaborative to increase the overall quality of the classroom environment and to increase the percentage of student engaged. Teachers can use this supplement to promote an atmosphere of positive interaction in their science classrooms and improve student learning.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">15-21</style></section></record></records></xml>