BibTex RIS Kaynak Göster

THE EFFECTS OF THE MODEL BASED ACTIVITIES ON OVERCOMING THE MISCONCEPTIONS REGARDING THE PARTICULATE NATURED STRUCTURE OF THE MATTER

Yıl 2014, Cilt: 9 Sayı: 3, 248 - 275, 01.04.2014

Öz

The purpose of this study is to determine the success levels of the students in terms of the particulate natured structure of the matter and to study the effects of the model based activities on overcoming their misconceptions in this regard. The study is a comparative, quantitative and a retrospective work as well. In the study, screening and single group pre-test and post-test methods were utilized. In addition, the population of the survey group in the study is comprised of 278 primary school students while the population of the experiment group includes 166 primary school students selected from survey group as well. The total population is comprised of the total number of the students in 4th–8th grade in the second period of the 2009-2010 academic year. The data was obtained by the Conceptual Test `The Particle Based Structure of the Matter` (CT-PBSM α=.86). The CT-PBSM was implemented to the experiment group as the post-test then after commencing the with model based activity oriented teaching season. The assumptions of the study were tested by using SPSS 10.0 software through the Paired Sample t-Test, Independent Sample t-Test and One Way ANOVA analysis. The forecasted statistical results were presented by being supplemented by the results of the descriptive analyses. As the conclusion, it was revealed that the model based activities were successful on overcoming the misconceptions in students regarding the particulate natured structure of the matter.

Kaynakça

  • Adadan, E., (2006). Promoting high school students’ conceptual understandings of the particulate nature of matter through multiple representations. Doctoral dissertation, The Ohio State University, United States of America.
  • Al-Balushi, S.M., (2003). Exploring omani pre-service science teachers' imagination at the microscopic level in chemistry, and their use of the particulate nature of matter in their explanation. Doctoral dissertation, Universty of Iowa, United States of America.
  • Al-Balushi, S.M., Ambusaidi, A.K., Al-Shuaili, A.H., and Taylor, N., (2012). Omani twelfth grade students' most common misconceptions in chemistry. Science Education International, 23(3).
  • Andersson, B., (1990). Pupils' conceptions of matter and its transformation (age 12-16). Studies in Science Education, 18(1), 53Ardaç, D. and Akaygün, S., (2004). Effectiveness of multimediabased instruction that emphasizes molecular representations on students' understanding of chemical change. Journal of Research in Science Teaching, 41(4), 317-337.
  • Ayas, A. ve Özmen, H., (2002). Lise kimya öğrencilerinin maddenin tanecikli yapısı kavramını anlama seviyelerine ilişkin bir çalışma. Boğaziçi Üniversitesi Eğitim Dergisi, 19 (2), 45
  • Ayas, A., Özmen, H. ve Calik, M., (2010). Students’ conceptions of the particulate nature of matter at secondary and tertiary level. International Journal of Science and Mathematics Education, 8(1), 165-184.
  • Aydın, A. ve Altuk, Y.G., (2013). Turkish Science Student Teachers' Conceptions on the States of Matter. International Education Studies, 6(5).
  • Ayvacı, H.Ş. ve Çoruhlu, T.Ş., (2009). Fiziksel ve Kimyasal Değişim Konularındaki Kavram Yanılgılarının Düzeltilmesinde Açıklayıcı Hikaye Yönteminin Etkisi. Ondokuz Mayıs University Journal of Education, 28(1).
  • Barnea, N. and Dori, Y.J., (1996). Computerized molecular modeling as a tool to improve chemistry teaching. Journal of Chemical Information Computer Science, 36(4), 629-636.
  • Ben-Zvi, R., Eylon, B., and Silberstein, J., (1986). Is an atom of copper malleable? Journal of Chemical Education, 63(1), 64
  • Boz, Y., (2006). Turkish pupils’ conceptions of the particulate nature of matter. Journal of Science Education and Technology, 15(2), 203-213.
  • Büyüköztürk, Ş., (2004). Sosyal Bilimler İçin Veri Analizi El Kitabı (4. Baskı). Pegem A Yayıncılık, Ankara.
  • Cakmakci, G., (2010). Identifying alternative conceptions of chemical kinetics among secondary school and undergraduate students in Turkey. Journal of chemical education, 87(4), 4494
  • Calış, S., (2010). The level of understanding of elementary education students’ some chemistry subjects. Procedia-Social and Behavioral Sciences, 2(2), 4868-4871.
  • Canbazoğlu, S., Demirelli, H. ve Kavak, N., (2010). Investigation of the Relationship between Pre-service Science Teachers‟ Subject Matter Knowledge and Pedagogical Content Knowledge regarding the Particulate Nature of Matter.Elementary Education Online, 9(1), 275-291.
  • Canpolat, N., Pınarbaşı, T., Bayrakçeken, S. ve Geban, Ö., (2004). Kimyadaki bazı yaygın yanlış kavramalar. Gazi Eğitim Fakültesi Dergisi, 24 (1), 135-146.
  • Çökelez, A. ve Dumon, A., (2005). Atom and molecule: upper secondary school French student’s representations in long-term memory. Chemistry Education Research and Practice, 6(3), 1191
  • Dindar, A., Bektaş, O. ve Çelik, A.Y., (2010). What are the Preservice Chemistry Teachers’ Explanations on Chemistry Topics?. The International Journal of Research in Teacher Education, 1, 32-41.
  • Erdem, E., Yılmaz, A., Atav, E. ve Gücüm, B., (2004). Öğrencilerin madde konusunu anlama düzeyleri, kavram yanılgıları, fen bilgisine karşı tutumları ve mantıksal düşünme düzeylerinin araştırılması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 27, (74-82).
  • Gobert, J.D. and Buckley, B.C., (2000). Introduction to modelbased teaching and learning in science education. International Journal of Science Education, 22(9), 891-894.
  • Griffiths, A.K. and Preston K.R., (1992). Grade 12 students’ misconceptions relating to fundamental characteristics of atoms and molecules. Journal of Research in Science Teaching, 29(6), 611-6
  • Güneş, B., Gülçiçek, Ç. ve Bağcı, N., (2004). Eğitim fakültelerindeki fen ve matematik öğretim elemanlarının model ve modelleme hakkındaki görüşlerinin incelenmesi. Türk Fen Eğitimi Dergisi, 1(1), 35-48.
  • Haidar, A.H., (1988). A comparasion of applied and theoritical knowledge of concepts based on the particulate nature of matter. Phd Thesis, The University of Oklahoma. Oklahoma, USA.
  • Haidar, A. H. and Abraham M. R., (1991). A comparasion of applied and theoritical knowledge of concepts based on the particulate nature of matter. Journal of Research in Science Teaching, 28(10), 919-938.
  • Hwang, B. and Chiu, S., (2004). The effect of a computer instructional model in bringing about a conceptual change in students’ understanding of particulate concepts of gas, The Forming Science and IT Education Conference, Rockhampton, Australia.
  • Ingham, A.M. and Gilbert, J.K., (1991). The use of analogue models by students of chemistry at higher education level. The Journal of Science Education, 13(2), 193-202.
  • Johnson-Laird, P. N., (1983). Mental models: towards a cognitive science of language, inference, and consciousness. Cambridge University Press, USA.
  • Karasar, N., (2005). Bilimsel Araştırma Yöntemi (15. Baskı), Nobel Yayın Dağıtım, Ankara.
  • Kaya, E., (2013). Argumentation Practices in Classroom: Preservice teachers' conceptual understanding of chemical equilibrium. International Journal of Science Education, 35(7), 1139-1158.
  • Kaya, G. ve Ergun, M., (2012). An Investigation of the Particulate Nature of Matter Unit according to Didactic Transposition Theory. Ilkogretim Online,11(4).
  • Kolomuç, A. ve Tekin, S., (2011). Chemistry Teachers' Misconceptions Concerning Concept of Chemical Reaction Rate. Eurasian Journal of Physics & Chemistry Education, 3(2), 84Kottonau, J., (2011). An interactive computer model for improved student understanding of random particle motion and osmosis. Journal of Chemical Education, 88(6), 772-775.
  • Kramer, E.M. and Myers, D.R., (2012). Five popular misconceptions about osmosis. American Journal of Physics, 80(8), 694-699.
  • Lee, O., Eichinger, D.C., Anderson, C.W., Berkheimer, G.D., and Blakeslee, T.D., (1993). Changing middle school students’ conceptions of matter and molecules. Journal of Rearch in Science Teaching, 30(3), 249-270.
  • Margel, H., Eylon, B. and Scherz, Z., (2004). “We actually saw atoms with our own eyes”. Conceptions and convictions in using the scanning tunneling microscope in junior high school. Journal of Chemical Education, 81(4), 558-566.
  • Merritt J.D. and Krajcik J., (2008). Development of a learning progression for the particle model of matter. http://www.fi.uu.nl/en/icls2008/438/paper438.pdf adresinden 2010 tarihinde alınmıştır.
  • Meşeci, B., Tekin, S. ve Karamustafaoğlu, S., (2013). Maddenin Tanecikli Yapısıyla İlgili Kavram Yanılgılarının Tespiti. Dicle Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(9), 20-40.
  • Miller, L.S., (2008). Prospective elementary school teachers’ understanding of the particulate nature of matter. Phd Thesis, Purdue University, USA.
  • Nakhleh, M.B., (1992). Why some students don’t learn chemistry. Journal of Chemical Education, 69(3), 191-196.
  • Novick, S. and Nussbaum, J., (1978). Junior high school pupils’ understanding of the particulate nature of matter: an interview study. Science Education, 62(3), 273-281.
  • Novick, S.and Nussbaum, J., (1981). Pupils’ understanding of the particulate nature of matter: A cross-age study. Science Education, 65(2), 187-196.
  • Özmen, H., (2008). Determination of students’ alternative conceptions about chemical equilibrium: A review of research and the case of Turkey. Chemical Education Research Practice, 9, 225–233.
  • Peşman, H. ve Eryılmaz, A., (2010). Development of a three-tier test to assess misconceptions about simple electric circuits. The Journal of Educational Research, 103 (3), 208-222.
  • Pideci, N., (2002). Öğrencilerin atom-molekül kavramlarına ilişkin yanılgıları. Yanılgıları gidermek üzere özel bir öğretim yönteminin geliştirilmesi ve değerlendirilmesi. Yüksek lisans tezi. Marmara Üniversitesi, Eğitim Bilimleri Enstitüsü, İstanbul.
  • Pinarbasi, T., Sozbilir, M., and Canpolat, N., (2009). Prospective chemistry teachers’ misconceptions about colligative properties: boiling point elevation and freezing point depression. Chemistry Education Research and Practice, 10(4), 273-2
  • Sarıkaya, M., (1996). Maddenin Parçacıklı Yapısı Kavram Testi. Ankara: Gazi Üniversitesi.
  • Sarıkaya, M., (2007). Kolay sağlanabilir malzemelerle molekül model yapımı. Türk Eğitim Bilimleri Dergisi, 5(3), 513-537.
  • Sarikaya, M., (2011). A view about the short histories of the mole and avagadro’s number. Foundations of Chemistry, 15(1), 79
  • Smith, K. Cand Nakhleh, M.B., (2011). University students' conceptions of bonding in melting and dissolving phenomena. Chemistry Education Research and Practice, 12(4), 398-40
  • Stavy, R., (1988). Children’s conceptions of gas. Journal of Science Education, 10(5), 533-560.
  • Stavy, R., (1990). Children’s conceptions of changes in the state of matter: from liquid (or solid) to gas. Journal of Research in Science Teaching, 27(3), 247-266.
  • Şengören, S.K., (2010). Turkısh students' mental models of lıght to explain the single slit diffraction and double slit interference light: a cross-sectional study. Journal of Baltic Science Education, 9(1).
  • Tanahoung, C., Chitaree R., and Soankwan, C., (2010). Probing Thai Freshmen Science Students’ Conceptions of Heat and Temperature Using Open-Ended Questions: A Case Study. Eurasian Journal of Physics and Chemistry Education, 2(2), 82-94.
  • Tezcan, H., ve Salmaz, Ç., (2005). Atomun yapısının kavratılmasında ve yanlış kavramaların giderilmesinde bütünleştirici ve geleneksel öğretim yöntemlerinin etkileri. Gazi Eğitim Fakültesi Dergisi, 25(1), 41-54.
  • Tsaparlis, G., Kolioulis, D., and Pappa, E., (2010). Lowersecondary introductory chemistry course: a novel approach based on science-education theories, with emphasis on the macroscopic approach, and the delayed meaningful teaching of the concepts of molecule and atom. Chemistry Education Research and Practice, 11(2), 107-117.
  • Tsitsipis, G., Stamovlasis, D., and Papageorgiou, G., (2012). A probabilistic model for students’ errors and misconceptions on the structure of matter in relation to three cognitive variables.International Journal of Science and Mathematics Education, 10(4), 777-802.
  • Turgut, M.F., Johnson, D., Çepni, S. ve Ayas A., (1997). Kimya Öğretimi. YÖK/ Dünya Bankası Milli Eğitimi Geliştirme Projesi Hizmet Öncesi Öğretmen Eğitimi, Ankara.
  • Wallquist, L., Visschers, V.H., and Siegrist, M., (2010). Impact of knowledge and misconceptions on benefit and risk perception of CCS. Environmental science & technology, 44(17), 6557-6562. Williamson, V.M., (1992). The effects of computer animation emphasizing the particulate nature of matter on the understandings and misconceptions of college chemistry students. Doctoral dissertation, The University of Oklahoma, USA.
  • Yalın, H.İ., (1999). Öğretim teknolojileri ve materyal geliştirme. Nobel Yayın Dağıtım, Ankara.
  • Yezierski, E.J., (2003). The particulate nature of matter and conceptual change: a cross-age study. Phd Thesis, the Arizona State University, USA.
  • Yılmaz, A. ve Morgil, İ., (2001). Üniversite öğrencilerinin kimyasal bağlar konusundaki kavram yanılgılarının belirlenmesi. Hacettepe Üniversitesi, Eğitim Fakültesi Dergisi, 20, 172-178.

MADDENİN PARÇACIKLI YAPISI İLE İLGİLİ KAVRAM YANILGILARININ GİDERİLMESİNDE MODELE DAYALI AKTİVİTELERİN ETKİSİ

Yıl 2014, Cilt: 9 Sayı: 3, 248 - 275, 01.04.2014

Öz

Bu çalışmanın amacı, ilköğretim öğrencilerinin maddenin parçacıklı yapısı ile ilgili başarı düzeylerini belirlemek ve bu konudaki kavram yanılgılarını gidermede, modele dayalı aktivitelerin etkisini araştırmaktır. Çalışma, karşılaştırmalı nicel geriye dönük bir araştırmadır. Çalışmada tarama modeli ve tek grup öntest- sontest modeli kullanılmıştır. Araştırmanın tarama grubunun örneklemini 278 ilköğretim öğrencisi, deney grubunun örneklemini tarama grubu içerisinden seçilen 166 ilköğretim öğrencisi oluşturmaktadır. Evreni, araştırmanın yapıldığı 2009-2010 eğitim öğretim yılının ikinci döneminde 4.-8. sınıflarındaki toplam öğrenciler oluşturmaktadır. Veriler, Maddenin Parçacıklı Yapısı Kavram Testi (MPYKT, α =.86) ile toplanmıştır. Deney grubuna modele dayalı aktivitelere dayanan ders anlatımı yapıldıktan sonra MPYKT son test olarak uygulanmıştır. Araştırmanın hipotezleri, SPSS 10.0 programı kullanılarak İlişkili Örneklem t-Testi, İlişkisiz Örneklem t-Testi ve tek faktörlü varyans analizi ile test edilmiştir. Kestirel istatistik sonuçları, betimsel analiz sonuçları ile de desteklenerek sunulmuştur. Sonuç olarak öğrencilerde maddenin parçacıklı yapısı ile ilgili var olan kavram yanılgılarının giderilmesinde, modele dayalı aktivitelerin başarılı olduğu görülmüştür.

Kaynakça

  • Adadan, E., (2006). Promoting high school students’ conceptual understandings of the particulate nature of matter through multiple representations. Doctoral dissertation, The Ohio State University, United States of America.
  • Al-Balushi, S.M., (2003). Exploring omani pre-service science teachers' imagination at the microscopic level in chemistry, and their use of the particulate nature of matter in their explanation. Doctoral dissertation, Universty of Iowa, United States of America.
  • Al-Balushi, S.M., Ambusaidi, A.K., Al-Shuaili, A.H., and Taylor, N., (2012). Omani twelfth grade students' most common misconceptions in chemistry. Science Education International, 23(3).
  • Andersson, B., (1990). Pupils' conceptions of matter and its transformation (age 12-16). Studies in Science Education, 18(1), 53Ardaç, D. and Akaygün, S., (2004). Effectiveness of multimediabased instruction that emphasizes molecular representations on students' understanding of chemical change. Journal of Research in Science Teaching, 41(4), 317-337.
  • Ayas, A. ve Özmen, H., (2002). Lise kimya öğrencilerinin maddenin tanecikli yapısı kavramını anlama seviyelerine ilişkin bir çalışma. Boğaziçi Üniversitesi Eğitim Dergisi, 19 (2), 45
  • Ayas, A., Özmen, H. ve Calik, M., (2010). Students’ conceptions of the particulate nature of matter at secondary and tertiary level. International Journal of Science and Mathematics Education, 8(1), 165-184.
  • Aydın, A. ve Altuk, Y.G., (2013). Turkish Science Student Teachers' Conceptions on the States of Matter. International Education Studies, 6(5).
  • Ayvacı, H.Ş. ve Çoruhlu, T.Ş., (2009). Fiziksel ve Kimyasal Değişim Konularındaki Kavram Yanılgılarının Düzeltilmesinde Açıklayıcı Hikaye Yönteminin Etkisi. Ondokuz Mayıs University Journal of Education, 28(1).
  • Barnea, N. and Dori, Y.J., (1996). Computerized molecular modeling as a tool to improve chemistry teaching. Journal of Chemical Information Computer Science, 36(4), 629-636.
  • Ben-Zvi, R., Eylon, B., and Silberstein, J., (1986). Is an atom of copper malleable? Journal of Chemical Education, 63(1), 64
  • Boz, Y., (2006). Turkish pupils’ conceptions of the particulate nature of matter. Journal of Science Education and Technology, 15(2), 203-213.
  • Büyüköztürk, Ş., (2004). Sosyal Bilimler İçin Veri Analizi El Kitabı (4. Baskı). Pegem A Yayıncılık, Ankara.
  • Cakmakci, G., (2010). Identifying alternative conceptions of chemical kinetics among secondary school and undergraduate students in Turkey. Journal of chemical education, 87(4), 4494
  • Calış, S., (2010). The level of understanding of elementary education students’ some chemistry subjects. Procedia-Social and Behavioral Sciences, 2(2), 4868-4871.
  • Canbazoğlu, S., Demirelli, H. ve Kavak, N., (2010). Investigation of the Relationship between Pre-service Science Teachers‟ Subject Matter Knowledge and Pedagogical Content Knowledge regarding the Particulate Nature of Matter.Elementary Education Online, 9(1), 275-291.
  • Canpolat, N., Pınarbaşı, T., Bayrakçeken, S. ve Geban, Ö., (2004). Kimyadaki bazı yaygın yanlış kavramalar. Gazi Eğitim Fakültesi Dergisi, 24 (1), 135-146.
  • Çökelez, A. ve Dumon, A., (2005). Atom and molecule: upper secondary school French student’s representations in long-term memory. Chemistry Education Research and Practice, 6(3), 1191
  • Dindar, A., Bektaş, O. ve Çelik, A.Y., (2010). What are the Preservice Chemistry Teachers’ Explanations on Chemistry Topics?. The International Journal of Research in Teacher Education, 1, 32-41.
  • Erdem, E., Yılmaz, A., Atav, E. ve Gücüm, B., (2004). Öğrencilerin madde konusunu anlama düzeyleri, kavram yanılgıları, fen bilgisine karşı tutumları ve mantıksal düşünme düzeylerinin araştırılması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 27, (74-82).
  • Gobert, J.D. and Buckley, B.C., (2000). Introduction to modelbased teaching and learning in science education. International Journal of Science Education, 22(9), 891-894.
  • Griffiths, A.K. and Preston K.R., (1992). Grade 12 students’ misconceptions relating to fundamental characteristics of atoms and molecules. Journal of Research in Science Teaching, 29(6), 611-6
  • Güneş, B., Gülçiçek, Ç. ve Bağcı, N., (2004). Eğitim fakültelerindeki fen ve matematik öğretim elemanlarının model ve modelleme hakkındaki görüşlerinin incelenmesi. Türk Fen Eğitimi Dergisi, 1(1), 35-48.
  • Haidar, A.H., (1988). A comparasion of applied and theoritical knowledge of concepts based on the particulate nature of matter. Phd Thesis, The University of Oklahoma. Oklahoma, USA.
  • Haidar, A. H. and Abraham M. R., (1991). A comparasion of applied and theoritical knowledge of concepts based on the particulate nature of matter. Journal of Research in Science Teaching, 28(10), 919-938.
  • Hwang, B. and Chiu, S., (2004). The effect of a computer instructional model in bringing about a conceptual change in students’ understanding of particulate concepts of gas, The Forming Science and IT Education Conference, Rockhampton, Australia.
  • Ingham, A.M. and Gilbert, J.K., (1991). The use of analogue models by students of chemistry at higher education level. The Journal of Science Education, 13(2), 193-202.
  • Johnson-Laird, P. N., (1983). Mental models: towards a cognitive science of language, inference, and consciousness. Cambridge University Press, USA.
  • Karasar, N., (2005). Bilimsel Araştırma Yöntemi (15. Baskı), Nobel Yayın Dağıtım, Ankara.
  • Kaya, E., (2013). Argumentation Practices in Classroom: Preservice teachers' conceptual understanding of chemical equilibrium. International Journal of Science Education, 35(7), 1139-1158.
  • Kaya, G. ve Ergun, M., (2012). An Investigation of the Particulate Nature of Matter Unit according to Didactic Transposition Theory. Ilkogretim Online,11(4).
  • Kolomuç, A. ve Tekin, S., (2011). Chemistry Teachers' Misconceptions Concerning Concept of Chemical Reaction Rate. Eurasian Journal of Physics & Chemistry Education, 3(2), 84Kottonau, J., (2011). An interactive computer model for improved student understanding of random particle motion and osmosis. Journal of Chemical Education, 88(6), 772-775.
  • Kramer, E.M. and Myers, D.R., (2012). Five popular misconceptions about osmosis. American Journal of Physics, 80(8), 694-699.
  • Lee, O., Eichinger, D.C., Anderson, C.W., Berkheimer, G.D., and Blakeslee, T.D., (1993). Changing middle school students’ conceptions of matter and molecules. Journal of Rearch in Science Teaching, 30(3), 249-270.
  • Margel, H., Eylon, B. and Scherz, Z., (2004). “We actually saw atoms with our own eyes”. Conceptions and convictions in using the scanning tunneling microscope in junior high school. Journal of Chemical Education, 81(4), 558-566.
  • Merritt J.D. and Krajcik J., (2008). Development of a learning progression for the particle model of matter. http://www.fi.uu.nl/en/icls2008/438/paper438.pdf adresinden 2010 tarihinde alınmıştır.
  • Meşeci, B., Tekin, S. ve Karamustafaoğlu, S., (2013). Maddenin Tanecikli Yapısıyla İlgili Kavram Yanılgılarının Tespiti. Dicle Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(9), 20-40.
  • Miller, L.S., (2008). Prospective elementary school teachers’ understanding of the particulate nature of matter. Phd Thesis, Purdue University, USA.
  • Nakhleh, M.B., (1992). Why some students don’t learn chemistry. Journal of Chemical Education, 69(3), 191-196.
  • Novick, S. and Nussbaum, J., (1978). Junior high school pupils’ understanding of the particulate nature of matter: an interview study. Science Education, 62(3), 273-281.
  • Novick, S.and Nussbaum, J., (1981). Pupils’ understanding of the particulate nature of matter: A cross-age study. Science Education, 65(2), 187-196.
  • Özmen, H., (2008). Determination of students’ alternative conceptions about chemical equilibrium: A review of research and the case of Turkey. Chemical Education Research Practice, 9, 225–233.
  • Peşman, H. ve Eryılmaz, A., (2010). Development of a three-tier test to assess misconceptions about simple electric circuits. The Journal of Educational Research, 103 (3), 208-222.
  • Pideci, N., (2002). Öğrencilerin atom-molekül kavramlarına ilişkin yanılgıları. Yanılgıları gidermek üzere özel bir öğretim yönteminin geliştirilmesi ve değerlendirilmesi. Yüksek lisans tezi. Marmara Üniversitesi, Eğitim Bilimleri Enstitüsü, İstanbul.
  • Pinarbasi, T., Sozbilir, M., and Canpolat, N., (2009). Prospective chemistry teachers’ misconceptions about colligative properties: boiling point elevation and freezing point depression. Chemistry Education Research and Practice, 10(4), 273-2
  • Sarıkaya, M., (1996). Maddenin Parçacıklı Yapısı Kavram Testi. Ankara: Gazi Üniversitesi.
  • Sarıkaya, M., (2007). Kolay sağlanabilir malzemelerle molekül model yapımı. Türk Eğitim Bilimleri Dergisi, 5(3), 513-537.
  • Sarikaya, M., (2011). A view about the short histories of the mole and avagadro’s number. Foundations of Chemistry, 15(1), 79
  • Smith, K. Cand Nakhleh, M.B., (2011). University students' conceptions of bonding in melting and dissolving phenomena. Chemistry Education Research and Practice, 12(4), 398-40
  • Stavy, R., (1988). Children’s conceptions of gas. Journal of Science Education, 10(5), 533-560.
  • Stavy, R., (1990). Children’s conceptions of changes in the state of matter: from liquid (or solid) to gas. Journal of Research in Science Teaching, 27(3), 247-266.
  • Şengören, S.K., (2010). Turkısh students' mental models of lıght to explain the single slit diffraction and double slit interference light: a cross-sectional study. Journal of Baltic Science Education, 9(1).
  • Tanahoung, C., Chitaree R., and Soankwan, C., (2010). Probing Thai Freshmen Science Students’ Conceptions of Heat and Temperature Using Open-Ended Questions: A Case Study. Eurasian Journal of Physics and Chemistry Education, 2(2), 82-94.
  • Tezcan, H., ve Salmaz, Ç., (2005). Atomun yapısının kavratılmasında ve yanlış kavramaların giderilmesinde bütünleştirici ve geleneksel öğretim yöntemlerinin etkileri. Gazi Eğitim Fakültesi Dergisi, 25(1), 41-54.
  • Tsaparlis, G., Kolioulis, D., and Pappa, E., (2010). Lowersecondary introductory chemistry course: a novel approach based on science-education theories, with emphasis on the macroscopic approach, and the delayed meaningful teaching of the concepts of molecule and atom. Chemistry Education Research and Practice, 11(2), 107-117.
  • Tsitsipis, G., Stamovlasis, D., and Papageorgiou, G., (2012). A probabilistic model for students’ errors and misconceptions on the structure of matter in relation to three cognitive variables.International Journal of Science and Mathematics Education, 10(4), 777-802.
  • Turgut, M.F., Johnson, D., Çepni, S. ve Ayas A., (1997). Kimya Öğretimi. YÖK/ Dünya Bankası Milli Eğitimi Geliştirme Projesi Hizmet Öncesi Öğretmen Eğitimi, Ankara.
  • Wallquist, L., Visschers, V.H., and Siegrist, M., (2010). Impact of knowledge and misconceptions on benefit and risk perception of CCS. Environmental science & technology, 44(17), 6557-6562. Williamson, V.M., (1992). The effects of computer animation emphasizing the particulate nature of matter on the understandings and misconceptions of college chemistry students. Doctoral dissertation, The University of Oklahoma, USA.
  • Yalın, H.İ., (1999). Öğretim teknolojileri ve materyal geliştirme. Nobel Yayın Dağıtım, Ankara.
  • Yezierski, E.J., (2003). The particulate nature of matter and conceptual change: a cross-age study. Phd Thesis, the Arizona State University, USA.
  • Yılmaz, A. ve Morgil, İ., (2001). Üniversite öğrencilerinin kimyasal bağlar konusundaki kavram yanılgılarının belirlenmesi. Hacettepe Üniversitesi, Eğitim Fakültesi Dergisi, 20, 172-178.
Toplam 60 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Eğitim Bilimleri
Yazarlar

Ayşegül Ergün Bu kişi benim

Mustafa Sarıkaya Bu kişi benim

Yayımlanma Tarihi 1 Nisan 2014
Yayımlandığı Sayı Yıl 2014 Cilt: 9 Sayı: 3

Kaynak Göster

APA Ergün, A., & Sarıkaya, M. (2014). MADDENİN PARÇACIKLI YAPISI İLE İLGİLİ KAVRAM YANILGILARININ GİDERİLMESİNDE MODELE DAYALI AKTİVİTELERİN ETKİSİ. Education Sciences, 9(3), 248-275. https://doi.org/10.12739/NWSA.2014.9.3.1C0617
AMA Ergün A, Sarıkaya M. MADDENİN PARÇACIKLI YAPISI İLE İLGİLİ KAVRAM YANILGILARININ GİDERİLMESİNDE MODELE DAYALI AKTİVİTELERİN ETKİSİ. NWSA. Nisan 2014;9(3):248-275. doi:10.12739/NWSA.2014.9.3.1C0617
Chicago Ergün, Ayşegül, ve Mustafa Sarıkaya. “MADDENİN PARÇACIKLI YAPISI İLE İLGİLİ KAVRAM YANILGILARININ GİDERİLMESİNDE MODELE DAYALI AKTİVİTELERİN ETKİSİ”. Education Sciences 9, sy. 3 (Nisan 2014): 248-75. https://doi.org/10.12739/NWSA.2014.9.3.1C0617.
EndNote Ergün A, Sarıkaya M (01 Nisan 2014) MADDENİN PARÇACIKLI YAPISI İLE İLGİLİ KAVRAM YANILGILARININ GİDERİLMESİNDE MODELE DAYALI AKTİVİTELERİN ETKİSİ. Education Sciences 9 3 248–275.
IEEE A. Ergün ve M. Sarıkaya, “MADDENİN PARÇACIKLI YAPISI İLE İLGİLİ KAVRAM YANILGILARININ GİDERİLMESİNDE MODELE DAYALI AKTİVİTELERİN ETKİSİ”, NWSA, c. 9, sy. 3, ss. 248–275, 2014, doi: 10.12739/NWSA.2014.9.3.1C0617.
ISNAD Ergün, Ayşegül - Sarıkaya, Mustafa. “MADDENİN PARÇACIKLI YAPISI İLE İLGİLİ KAVRAM YANILGILARININ GİDERİLMESİNDE MODELE DAYALI AKTİVİTELERİN ETKİSİ”. Education Sciences 9/3 (Nisan 2014), 248-275. https://doi.org/10.12739/NWSA.2014.9.3.1C0617.
JAMA Ergün A, Sarıkaya M. MADDENİN PARÇACIKLI YAPISI İLE İLGİLİ KAVRAM YANILGILARININ GİDERİLMESİNDE MODELE DAYALI AKTİVİTELERİN ETKİSİ. NWSA. 2014;9:248–275.
MLA Ergün, Ayşegül ve Mustafa Sarıkaya. “MADDENİN PARÇACIKLI YAPISI İLE İLGİLİ KAVRAM YANILGILARININ GİDERİLMESİNDE MODELE DAYALI AKTİVİTELERİN ETKİSİ”. Education Sciences, c. 9, sy. 3, 2014, ss. 248-75, doi:10.12739/NWSA.2014.9.3.1C0617.
Vancouver Ergün A, Sarıkaya M. MADDENİN PARÇACIKLI YAPISI İLE İLGİLİ KAVRAM YANILGILARININ GİDERİLMESİNDE MODELE DAYALI AKTİVİTELERİN ETKİSİ. NWSA. 2014;9(3):248-75.