Ölçme Tekniğinin Farklı Bilişsel Stillerdeki Öğrencilerin Hareket Konusundaki Kavramsal Bilgi Düzeylerine Etkisi

Year 2010, Volume: 10 Issue: 1, 21 - 30, 15.03.2016

Sedat Karaçam Salih Ateş

Abstract

Bu çalışmada alan bağımlı ve alan bağımsız bilişsel stillere sahip öğrencilerin farklı ölçme
teknikleri (çoktan seçmeli, açık uçlu) ile ölçülen hareket konusundaki kavramsal bilgi düzeyleri arasındaki
ilişki incelenmiştir. Çalışmaya Bolu ilindeki üç farklı liseden 136 öğrenci (Erkek=87, Kız=49) katılmıştır. Bu
çalışmaya katılan öğrencilerin tamamının 2003-2004 eğitim öğretim yılının birinci döneminde fizik dersinde
hareket ve hareket yasaları konularını öğrendikleri varsayılmıştır. Belirtilen eğitim öğretim yılının ikinci
döneminin başında öğrencilerin hareket ve hareket yasaları konularındaki kavramsal bilgi düzeyleri iki farklı
formatta hazırlanmış testle ölçülürken öğrencilerin bilişsel stilleri (alan bağımlı ve alan bağımsız) ise Saklı
Figürler Testi (SFT) kullanılarak belirlenmiştir. Çalışmada elde edilen verilerin ANOVA teknikleri
kullanılarak analizi sonucunda, alan bağımlı ve alan bağımsız bilişsel stile sahip öğrencilerin çoktan seçmeli
testten aldıkları puan ortalamaları arasında, alan bağımsız bilişsel stile sahip öğrenciler lehine istatistiksel
olarak anlamlı bir fark bulunmasına rağmen alan bağımlı ve alan bağımsız bilişsel stile sahip öğrencilerin açık
uçlu testten aldıkları puan ortalamaları arasında istatistiksel olarak anlamlı bir fark bulunmamıştır. Bu
çalışmadaki bulguların literatürdeki çalışmalarla ilişkisine bakılmış ve bu bulguların eğitim programı ve
öğretmen yetiştirilmesi açısından önemi eleştirel bir bakış açısıyla analiz edilmiştir.

Keywords

Ölçme teknikler, bilişsel stiller, kavramsal algılama, hareket

THE EFFECT OF ASSESSMENT TECHNIQUE ON MOTION CONCEPTUAL UNDERSTANDINGS OF STUDENTS HAVING DIFFERENT COGNITIVE STYLE

Abstract

In this study, the effects of assessment techniques on conceptual understandings of high school
students having different cognitive styles (field dependent and field independent) on major concepts of motion
were investigated. Participants were 136 students (Male=87, Female=49) from various high schools in Bolu.
The subjects of this study were taught motion and motion laws in a high school physics course in the first
semester of 2003-2004. After completing the first semester, students’ conceptual understanding levels of
major concepts of motion were assessed by using two tests developed in different formats. Also, cognitive
styles of students (field dependent and field independent) were identified, using the Group Embedded Figure
Test (GEFT). Data collected in this study were analyzed, using ANOVA. Results of the study showed that
there was a statistically significant difference between field-dependent and field-independent students’
conceptual understanding levels which was assessed by using a multiple- choice test. There were not
significant differences between field-dependent and field-independent students’ conceptual understanding
levels which were assessed by using an open-ended test. Finally, the findings of the current and previous
studies were compared, and the possible effects of the present study’s findings on teaching and learning were
discussed

Keywords

Assessment techniques, cognitive styles, conceptual understanding, motion laws

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