and also benefit nurses, helping them to convert themselves and system (2, 3). Love, as a part of caring, may lead to patient healing. Watson (2) considered nursing to be an inter-subjective human process and placed high value on the care relationship between the nurse and the recipient of care. Historically, caregiving has been the core of nursing, and those involved in the profession have long strived to embody the humane virtues of caring as manifested in practice (1). Conclusions: This study concludes that there are positive and significant relationships among Turkish high school students’ scientific epistemological beliefs, self-efficacy in learning physics and their attitudes toward physics. However, epistemological belief dimensions related to the nature of knowledge (certainty and development) did not have significant impact on self-efficacy in learning physics or attitudes toward physics. Additionally, self-efficacy in learning physics significantly and positively predicted attitudes toward multiple physics dimensions (importance, comprehension and requirement). Results: The results showed that scientific epistemological belief dimensions uncovered by the nature of knowing (source and justification) significantly and positively related to both self-efficacy in learning physics and attitudes toward other important physics dimensions. To explore the relationships among these variables, structural equation modeling was used. Design and methods: Three distinct instruments that measure scientific epistemological beliefs, self-efficacy in learning physics and attitudes toward physics were combined into a unique questionnaire form and it was distributed to high school students. Sample: A total of 632 high school students participated in this study however, 269 female and 229 male (a total of 498) high school students’ data were used. Purpose: The purpose of this study is to explore the relationships among Turkish high school students’ scientific epistemological beliefs, self-efficacy in learning physics and their attitudes toward physics. empirical evidences can empower researchers to discuss these relationships more comprehensively. Constructing a model that investigates these relationships by considering theoretical and. The close relationships of such type of beliefs with attitudes are also discussed by some researchers. View full-textīackground: There are some theoretical evidences that explain the relationships between core beliefs (i.e., epistemological beliefs) and peripheral beliefs (self-efficacy in learning) in the literature. These findings underscore the need for education that improves energy literacy by impacting student attitudes, values and behaviors, as well as broad content knowledge. Intercorrelations between groups of questions indicate energy-related behaviors are more strongly related to affect than to knowledge. Despite knowledge gains, there was a significant drop in energy conservation behavior between the MS and HS students. High school (HS) students scored significantly better than middle school (MS) students on the cognitive subscale gains were greatest on topics included in NY State educational standards, and less on topics related to 'practical' energy knowledge such as ways to save energy. concerned about energy problems (affective subscale mean 73% of the maximum attainable score), yet relatively low cognitive (42% correct) and behavioral (65% of the maximum) scores suggest that students may lack the knowledge and skills they need to effectively contribute toward solutions. Energy literacy was measured with a written questionnaire completed by 3708 secondary students in New York State, USA. Of coordinates that will empower you to do research in geometry and in otherĮnergy literacy, which encompasses broad content knowledge as well as affective and behavioral characteristics, will empower people to make appropriate energy-related choices and embrace changes in the way we harness and consume energy. Know from secondary school is the most common referential system you will The orthogonal Cartesian system of coordinates that you already Mechanical instruments (compass and straightedge) and computer software.Īs you progress you will treat the Euclidian geometry using a referential system This subject will be developed through investigation of your own conjectures The inductive-deductive reasoning which characterizes

Knowledge that the humankind gather along centuries and became later, aboutģ00 BC, the mathematical subject called “Euclidian Geometry” because of the The Module on Geometry starts by looking at the historical development of This is a module I prepared for AVU-distance learning course on high school geometry.

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