Browsing by Author "Ahi, B"
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Web of Science A phenomenographic investigation into preschool children's relationships with nature through drawings(2019.01.01) Ahi, B; Atasoy, VWeb of Science A Phenomenological Study on the School Concept of the Children Attending the Forest School(2019.01.01) Pamuk, DK; Ahi, BWeb of Science A Phenomenological Study on the School Concept of the Children Attending the Forest School(2019.01.01) Pamuk, DK; Ahi, BWeb of Science AN ANALYSIS OF PLANT BLINDNESS IN TURKISH TEXTBOOKS USED AT THE BASIC EDUCATION LEVEL(2018.01.01) Ahi, B; Atasoy, V; Balci, SWeb of Science Comparative analysis of early childhood education in Australia and Turkey(2013.01.01) Ahi, B; Kildan, AOWeb of Science Web of Science Elementary School Students' Perceptions of the Future Environment through Artwork(2014.01.01) Ozsoy, S; Ahi, BWeb of Science Evaluation of the adaptation of 66-72 month old children to primary schools in Turkey(2014.01.01) Kildan, AO; Ahi, BWeb of Science Exploring Turkish preservice teachers' mental models of the environment: Are they related to gender and academic level?(2017.01.01) Ahi, B; Balci, S; Alisinanoglu, FWeb of Science Forest schools as a family choice: a narrative study(2022.01.01) Ahi, B; Kaya, G; Kahriman-Pamuk, DWeb of Science Mind the gap! Differences between parents' childhood games and their children's game preferences(2017.01.01) Balci, S; Ahi, BWeb of Science Primary education teachers' problem: mobbing (Kastamonu province sample)(2012.01.01) Kaya, G; Ahi, B; Tabak, HWeb of Science Scientific Study Awareness of Science and Technology Teachers(2015.01.01) Kildan, AO; Pektas, M; Ahi, B; Uluman, MWeb of Science The Epistemic Role of Children's Questions and Teacher's Responses in Preschool Classroom Discourse(2022.01.01) Kaya, G; Ahi, BWeb of Science Publication Thinking about digestive system in early childhood: A comparative study about biological knowledge(2017-01-01) Ahİ B.; Ahi, BThe current study aims to explore how children explain the concepts of biology and how biological knowledge develops across ages by focusing on the structure and functions of the digestive system. The study was conducted with 60 children. The data were collected through the interviews conducted within a think-aloud protocol. The interview data revealed that 5-year-olds think that the digestive system before the stomach and the stomach is a large empty space. Results similar to those found for 5-year-olds were also found for 7-year-olds. The children in the 10-year age group were able to offer comprehensive explanations on the digestive system and 10 children from this age group stated that while some of the food eaten is discharged from the body, some of it is retained in the body. While children from all the age groups develop thoughts on the basis of vitalistic thinking, intuitive and animistic thinking patterns were observed in some of the 5-year-olds. Within the scope of the obtained results, it is thought that carrying out the biology education given at the elementary education level through the supporting methods and materials of the vitalistic thinking will contribute to the understanding of the biology and raising the interest of the children on the topic. In addition, teachers’ usage of physical materials in teaching processes could be useful in order to abolish the limitation of animistic thinking on the acquisition of biological knowledge in early childhood.Web of Science Web of Science Understanding the Initial Stories of Families Preferring Homeschooling: A Narrative Study(2021.01.01) Ahi, B; Sengil-Akar, SWeb of Science What do primary school students' drawings tell us about their mental models on marine environments?(2020.01.01) Atasoy, V; Ahi, B; Balci, S