TY  - JOUR
T1  - Beyond the Writing Aspect of Argument-Driven Inquiry: Investigating Students’ Cognitive and Affective Expectations
TT  - Argümantasyon Tabanlı Sorgulayıcı Araştırma Yönteminin Yazmaya Etkisinin Ötesinde: Öğrencilerin Bilişsel ve Duyuşsal Beklentilerinin İncelenmesi
AU  - Çetin, Pınar Seda
AU  - Eymur, Guluzar
PY  - 2018
DA  - February
DO  - 10.14686/buefad.376998
JF  - Bartın University Journal of Faculty of Education
JO  - BUEFAD
PB  - Bartin University
WT  - DergiPark
SN  - 1308-7177
SP  - 94
EP  - 110
VL  - 7
IS  - 1
LA  - en
AB  - Thepurpose of the present study was to investigate whether pre-serviceteachers’ cognitive and affective expectations were met after participation oflab investigations that were designed based on the ADI instructional model. Basedon Novak’ theory of learning, when the students get responsibilities to connectnew knowledge with existing one, the students stand active role in generatingknowledge through experiences. Novak categorized these human experiences ascognitive (thinking), affective (feeling), and psychomotor (doing). Thesuccessful consolidation of the cognitive, affective and psychomotorexperiences then result in meaningful learning. In order to determine whetherthe cognitive and affective expectations of pre-service teachers are fulfilledby their experiences in a science laboratory course, weak experimental designwas utilized in this study. Third grade pre-service science teachers attendedADI activities as a part of their regular course through 11 weeks. Through ADIactivities pre- service teachers had a chance to engage variety of scientificactivities such as designing investigations, arguing from evidence,writing scientific reports, and critically evaluating peers' reports. Theresults of the study showed that, the ADI instructional model was able tomeet pre-service teachers’ expectations especially in cognitive dimension.
KW  - Argument-Driven Inquiry
KW  - Laboratory Instruction
N2  - Bu çalışmanın amacı, Argümantasyon Tabanlı Sorgulayıcı Araştırma (ATSA) yöntemine göre tasarlanmış laboratuvar uygulamalarına katılan öğretmen adaylarının bilişsel ve duyuşsal beklentilerinin karşılanıp karşılanmadığını incelemektir. Novak’ın anlamlı öğrenme teorisine göre, anlamlı öğrenmenin gerçekleşmesi için, öğrencilerin konuyla ilgili ön bilgisinin olması, yeni bilginin öğrencilere anlamlı bir şekilde verilmesi ve öğrenme sürecinde öğrencilerin aktif olarak rol alması gerekir. Novak, insanların bu deneyimlerini bilişsel (düşünme), duyuşsal (hissetme) ve psikomotor (yapma) olmak üzere üçe ayırmıştır. Bu bilişsel, duyuşsal ve psikomotor deneyimlerin başarılı şekilde bütünleşmesi ise anlamlı öğrenme ile sonuçlanmaktadır. Bu çalışmada, öğretmen adaylarının fen laboratuvarındaki bilişsel ve duyuşsal beklentilerinin, deneyimleri tarafından karşılanıp karşılanmadığını Galloway ve Bretz (2015) tarafından geliştirilen Laboratuvarda Anlamlı Öğrenme Ölçeği ile belirlemek amacıyla zayıf deneysel desen kullanılmıştır. Üçüncü sınıf fen bilgisi öğretmen adayları 11 hafta boyunca düzenli derslerinin bir parçası olarak ATSA etkinliklerine katılmıştır. Bu etkinlikler aracılığıyla öğretmenler adayları, bilimsel bir araştırma tasarlama, delillere dayalı argüman üretme, bilimsel rapor yazma ve akranlarının raporlarını eleştirel olarak değerlendirme gibi çeşitli bilimsel etkinliklerde bulunma şansına sahip olmuşlardır. Çalışmanın sonuçları, ATSA öğretim yönteminin öğretmen adaylarının bilişsel ve duyuşsal boyutlardaki beklentilerini karşılayabildiğini göstermiştir.
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UR  - https://doi.org/10.14686/buefad.376998
L1  - https://dergipark.org.tr/en/download/article-file/430343
ER  -