International Journal of
Educational Administration and Policy Studies

  • Abbreviation: Int. J. Educ. Admin. Pol. Stud.
  • Language: English
  • ISSN: 2141-6656
  • DOI: 10.5897/IJEAPS
  • Start Year: 2009
  • Published Articles: 215

Full Length Research Paper

The use of problem-solving techniques to develop semiotic declarative knowledge models about magnetism and their role in learning for prospective science teachers

Yilmaz Ismail
  • Yilmaz Ismail
  • Sakarya University, Faculty of Education, Science Education, Turkey.
  • Google Scholar

  •  Received: 05 August 2016
  •  Accepted: 25 October 2016
  •  Published: 30 November 2016


Anderson JR (1983). The architecture of cognition. Cambridge, MA: Harvard University Press.


Anderson JR (1993). Rules of the mind. Hillsdale, NJ: Lawrence Erlbaum Associates Inc.


Decker KS (1987). Distributed problem solving techniques: A survey. IEEE Transactions on Systems, Man and Cybernetics. 17:729-740.


Dijkstra S (1997). The integration of instructional systems designs models and constructivist design principles. Instruct. Sci. 25:1-13.


Georgeff MP, Lansky AL (1986). Procedural knowledge. Proceedings of the IEEE, 74:1383-1398.


Georgeff MP, Lansky AL, Bessiere P (1985). A procedural logic. In: M. P. Georgeff, A. L. Lansky, and P. Bessiere (Eds.). IJCAI '85: Proceedings of the 9th International Joint Conference on Artificial Intelligence, San Francisco, CA: Morgan Kaufmann Publishers Inc., pp. 516-523.


Godino JD, Batanero C, Roa R (2005). An onto-semiotic analysis of combinatorial problems and the solving processes by university students. Educ. Stud. Maths. 60:3-36. 


Harvey L, Anderson J (1996). Transfer of declarative knowledge in complex information-processing domains. Human–Comput. Interact. 11:69-96.


Heckler AF (2010). Some consequences of prompting novice physics students to construct force diagrams. Int. J. Sci. Educ. 32:1829-1851. 


Lin JW (2014). Elementary school teachers' knowledge of model functions and modeling processes: A comparison of science and non-science majors. Int. J. Sci. Maths. Educ. 12:1197-1220. 


May J, Dhillon G (2009). Interpreting beyond syntactics: A semiotic learning model for computer programming languages. J. Inform. Syst. Educ. 20:431-438.


Oh PS, Oh SJ (2011). What teachers of science need to know about models: An overview. Int. J. Sci. Educ. 33:1109-1130. 


Özenli S (1999). Ä°lmi sohbetler[scientific discussions]. Adana, Turkey, KarakuÅŸlar Otomotiv Tic. ve San. Ltd. Åžti, pp: B2-M11.


Shimansky YP (2004). The concept of a universal learning system as a basis for creating a general mathematical theory of learning. Minds Mach. 14:453-484. 


Singley MK, Anderson JR (1985). The transfer of text-editing skill. Int. J. Man-Machine Stud. 22:403-423. 


Singley MK, Anderson JR (1989). The transfer of cognitive skill. Cambridge, MA: Harvard University Press.


Stürmer K, Könings KD, Seidel T (2013). Declarative knowledge and professional vision in teacher education: Effect of courses in teaching and learning. Brit. J. Educ. Psychol. 83:467-483. 


Tochon FV (1998). Bakhtini an plagiarism in group interactions: From negative interdependence to a semiotic model of constructive learning. Paper presented at the Annual Meeting of the American Educational Research Association (AERA) Session 17.60: Symposium on Semiotics of Constructivism (San Diego, April 13-17), pp. 1-44.


Tseng JCR, Chu HC, Hwang GJ, Tsai CC (2008). Development of an adaptive learning system with two sources of personalization information. Comput. Educ. 51:776-786. 


Yılmaz Ä° (2011). Fen bilgisi öÄŸretmen adaylarının newton'un hareket yasalarını öÄŸrenmelerinde kurallı bilgiden açıklayıcı bilgiye geçiÅŸte karşılaÅŸtıkları problemlerin incelenmesi[An analysis of the problems that science teacher candidates face in the transition from procedural to declarative knowledge while learning Newton's laws of motion] (unpublished doctor's thesis). Gazi Universitesi, EÄŸitim Bilimleri Enstitüsü, Ankara, Turkey, 414012. 


Yılmaz İ (2012). A study on prospective science teachers' knowledge and achievement levels in mathematical logic in electricity-related subjects. J. Int. Educ. Res. 8(4):415-424.


Yılmaz İ (2014). Identification of prospective science teachers' mathematical-logical structures in reference to magnetism. J. Int. Educ. Res. 10(2):121-130.


Yılmaz Ä°, Yalçın N (2011). Probability and possibility calculation statistics for data variables (vdoihi); statistical methods for combined stage percentage calculation. Int. Online J. Educ. Sci. 3(3):957-979.


Yılmaz Ä°, Yalçın N (2012a). The relationship of procedural and declarative knowledge of science teacher candidates in newton's laws of motion to understanding. Am. Int. J. Contemp. Res. 2(3):50-56.


Yılmaz Ä°, Yalçın N (2012b). Mathematical logic knowledge of science teacher candidates in newton's laws of motion. Int. J. Appl. Sci. Technol. 2(3):99-105.


Yılmaz Ä°, Yalçın N (2012c). Prospective science teachers' procedural knowledge about and knowledge control in newton's laws of motion. Sakarya Üniversitesi EÄŸitim Fakültesi Dergisi (SUJEF). 23:74-99.


Yılmaz Ä°, Yalçın N (2012d). The effect of prospective science teachers' achievement levels in procedures and mathematical logic knowledge on their declarative knowledge about newton's laws of motion. Sakarya Üniversitesi EÄŸitim Fakültesi Dergisi (SUJEF). 23:121-140.