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ISSN: 1690-4524
Indexed by
EBSCO, Cabell, DOAJ (Directory of Open Access Journals), and Google Scholar
Listed in
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Full versions of all published articles are permanently archived in WebCite
www.WebCitation.org
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The Role of Librarians in Academic Success
Claudia J. Dold
(pages: 1-5)
Critical Thinking, Transfer, and Student Satisfaction
Joanne R. Reid, Phyllis R. Anderson
(pages: 6-11)
Plan-for-Gov[IT] - Planning for Governance of IT Method: use of the Techniques of “Text Retrieval” for
mapping the expected support needs from IT Area to serve of the Corporation’s Core-Business
expectations
Altino José Mentzingen De Moraes
(pages: 12-17)
A Biometric for Neurobiology of Influence with
Social Informatics Using Game Theory
Mark Rahmes, Kathy Wilder, George Lemieux, Ronda Henning, Carey Balaban
(pages: 18-25)
Development of an Electromechanical Ground Support System for NASA’s Payload
Transfer Operations: A Case Study of Multidisciplinary Work in the Space Shuttle
Program
Felix A. Soto Toro, Chan Ham
(pages: 26-34)
Processing Incomplete Query Specifications in a Context-Dependent Reasoning Framework
Neli P. Zlatareva
(pages: 35-40)
Multi-SOM: an Algorithm for High-Dimensional,
Small Size Datasets
Shen Lu, Richard S. Segall
(pages: 41-46)
Exploring the Effectiveness of Interdisciplinary Instruction on Learning: A Case Study in a College Level Course on Culture, Aid, and Engineering
Timothy Frank, J. R. Aldred, Alice Meyer
(pages: 47-53)
Cognitive Connected Vehicle Information System Design Requirement for Safety: Role of Bayesian Artificial Intelligence
Ata Khan
(pages: 54-59)
Pattern-Based Development of Enterprise Systems:
from Conceptual Framework to Series of Implementations
Sergey V. Zykov
(pages: 60-64)
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ABSTRACT |
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The Effect of Project Supported Education in Elementary Number Theory Course on Student Achievement
Ahmet S. Ozdemir, Yasemin Sert
The aim of the study is to examine the effect of Project
Supported Education (PSE) on preservice teachers’
achievement and thinking style. ‘Post – test control group
Model’ is used to examine achievement results. Pre-post test
control group model is used to examine thinking styles
differences based on a “Thinking Style Inventory”. The subjects
of the study are 46 students enrolled in an Elementary Number
Theory course in the Primary Mathematics Education
Department in a large university in Istanbul, Turkey. Results
indicate that 1) project supported education has no significant
effect on student achievement and thinking styles, 2) students in
the experimental group scored higher than the control group for
their post-tests regarding both Anarchic and Oligarchic
Thinking Styles. The reasons for these are discussed further and
suggestions are provided.
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