Doğa Tarihi Müzesinde Bir Günlük Fen Etkinliklerinin Değerlendirilmesi

Year 2021, , 524 - 547, 19.10.2021

Ayşegül Evren Yapıcıoğlu , Kalender Arıkan , Aydın Akbulut

https://doi.org/10.30831/akukeg.898716

Abstract

Bu çalışmada öğretmen adaylarının istatistik yapma konusundaki anlayışlarının ders imecesi/araştırması bağlamında incelenmesi amaçlanmıştır. Öğretmen adaylarının istatistik yapma sürecindeki anlayışlarının (alan bilgisi) grafiklerle ilişkili ders planlarken ve uygularken nasıl değiştiği ve nasıl öğretim pratiklerine dönüştüğüne (öğrenci ve öğretim bilgisi) odaklanılmıştır. Çalışmaya üç son sınıf öğretmen adayı katılmış, iki aşamadan oluşan (üniversite ve gerçek okul) ders imecesi/araştırması uygulaması gerçekleştirmişlerdir. Öğretmen adayları tarafından grup halinde hazırlanan ders planları, gözlemler, alan notları, yarı yapılandırılmış görüşmeler ve grup toplantılarının video ve ses kayıtları ve öğretim uygulamaları aracılığıyla veriler toplanmıştır. Öğretmen adayları başlangıçta istatistik yapma sürecinin birbiriyle ilişkili birçok bileşenden oluştuğunu düşünmemişlerdir. Ders planları tasarladıkça, kavramlar hakkında tartıştıkça anlayışları gelişmiş; bu gelişim ders planları ve öğretimsel uygulamalarına büyük ölçüde yansımıştır. İstatistiksel soruları istatistik yapmanın merkezine koymaya başlamaları, diğer temalarla ilgili fikirlerini (örneğin, veri toplama, grafikleri yorumlama) etkileyen önemli bir dönüm noktası haline gelmiştir. Ayrıca istatistik yapmakla ilgili anlayışlarının öğretim uygulamalarını doğrudan etkilediği de gözlemlenmiştir. 

Keywords

Müze eğitimi, ortaokul öğrencileri ve doğa tarihi müzesi, Müze eğitimi, ortaokul öğrencileri ve doğa tarihi müzesi

Supporting Institution

TÜBİTAK

Project Number

218B189

Thanks

"Doğa tarihi Müzesinde Bilimsel bir Gezinti" projesine sağladığı finansal destekten dolayı TÜBİTAK'a teşekkür ederiz. İlgili makale verileri bu proje kapsamında elde edilmiştir.

An Evaluation of One Day Science Activities at a Natural History Museum

Abstract

This study investigated the effectiveness of science activities held over one day at the natural history museum in a rural part of Turkey. Students’ expectations were determined before science activities were held in the museum and students' learning experiences and teachers' views on the process were examined after the science activities. Primary (5th graders, n=53) and middle school (6th, 7th, and 8th graders, n=72) students and their teachers (n=8) participated in the activities. According to the results, the activities had a positive impact on the primary and middle school students, in that they learned about the components of nature and acquisition of deepen experiences and more positive emotions. While prior to the science activities, the students expected to focused activities of observations and examinations, they emphasized the activities in which they conducted to collect and analyse fossils more strongly after the completion of activities. Students’ teachers stated that science activities in the museum increased the active participation and interest of the students compared to the classroom environment and enabled them to gain sensitivity towards the environment and science. The instructional activities in this study can easily be replicated through similar programs in any natural history museum in Turkey or anywhere else in the world.

Keywords

Museum education, natural history museum, primary and middle school students

Project Number

218B189

References

• Anderson, D. (1999). The development of science concepts emergent from science museum and post-visit activity experiences: students' construction of knowledge (Unpublished doctorate theses). Queensland University of Technology.
• Anderson, D., & Lucas, K. B. (1997). The effectiveness of orienting students to the physical features of a science museum prior to visitation. Research in Science Education, 27(4), 485–495. https://doi.org/10.1007/BF02461476
• Anderson, D., Lucas, K. B., & Ginns, I. S. (2003). Theoretical Perspectives on Learning in an Informal Setting. Journal of Research in Science Teaching, 40(2), 177–199. https://doi.org/10.1002/tea.10071
• Anderson, D., Piscitelli, B., Weier, K., Everett, M., & Tayler, C. (2002). Children's museum experiences: identifying powerful mediators of learning. Curator: The Museum Journal, 45 (3), 213–231. https://doi.org/10.1111/j.2151-6952.2002.tb00057.x
• Andre, L., Durksen, T., & Volman, M. L. (2017). Museums as avenues of learning for children: a decade of research. Learning Environmental Research, 20 (1), 47-76. 10.1007/s10984-016-9222-9
• Atmaca, S. (2012). Derslik dışı fen etkinlikleri ve bu etkinliklere dayalı öğretimin öğretmen adayları üzerindeki etkileri (Unpublished doctorate theses). Hacettepe University.
• Ay, Y., Anagün, Ş. S., & Demir, Z. M. (2015). Sınıf öğretmeni adaylarının fen öğretiminde okul dışı öğrenme hakkındaki görüşleri. Turkish Studies, 10(15), 103–118. http://dx.doi.org/10.7827/TurkishStudies.8702
• Ayres, R., & Melear, C. T. (1998). Increased learning of physical science concepts via multimedia exhibit compared to hands-on exhibit in a science museum. Annual Meeting of National Association for Research in Science Teaching. San Diego, CA.
• Balçın, M. D., & Yavuz Topaloğlu, M. (2019) Okul Dışı Öğrenme Ortamlarında İlkokul Öğrencilerinin Mühendislere ve Bilim İnsanlarına Yönelik Algılarının İncelenmesi. Ordu Üniversitesi Sosyal Bilimler Araştırmaları Dergisi, 9(1), 157-170.
• Bontempi, E., & Smith Nash, S. (2012). Effective strategies in museum distance education. https://doi.org/10.28945/1637
• Bostan Sarıoğlan, A., & Küçüközer, H. (2017). Fen bilgisi öğretmen adaylarının okul dışı öğrenme ortamları ile ilgili görüşlerinin araştırılması. İnformal Ortamlarda Araştırmalar Dergisi, 2(1), 1–15.
• Callanan, M., Cervantes, C., & Loomis, M. (2011). Informal Learning. Wiley Interdisciplinary Reviews: Cognitive Science, 2(6), 646–655. https://doi.org/10.1002/wcs.143
• Cox-Petersen, A. M., Marsh, d. D., Kisiel, J., &. Melber, L. M. (2003). Investigation of guided school tours, student learning, and science reform recommendations at a museum of natural history. Journal of Research in Science Teaching, 40(2), 200–218. https://doi.org/10.1002/tea.10072
• Creswell, J. W., & Plano-Clark, V. L. (2015). Karma yöntem araştırmaları: Tasarımı ve yürütülmesi. Translated by Y. Dede and S. B. Demir. Ankara: Anı Publishing.
• Dilli, R., Bapoğlu Dümenci, S., & Turgut Kesebir, G. (2018). Müzede çevre eğitimi kapsamında okul öncesi dönemi çocuklarına yenilenebilir enerji kaynaklarının anlatılması. Elektronik Sosyal bilimler Dergisi, 17(66), 421–432. https://doi.org/10.17755/esosder.319406
• Dragotto, E., Minerva, C., & Nichols, M. (2006). Is museum education ‘rocket science’?. Journal of Museum Education, 31(3), 215–222. https://doi.org/10.1080/10598650.2006.11510548
• EGMUS. (2020). The European Group on Museum Statistics. 2020. https://www.egmus.eu.
• Elo, S., & Kyngäs, H. (2008). The Qualitative Content Analysis Process. Journal of Advanced Nursing, 62(2), 107–115. https://doi.org/10.1111/j.1365-2648.2007.04569.x
• Eshach, H. (2007). Bridging in-school and out-of-school learning: Formal, non-formal, and informal education. Journal of Science Education and Technology, 16(2), 171–190. https://doi.org/10.1007/s10956-006-9027-1
• Falk, J. H. (2005). Free-choice enviromental learning: Framing the discussion. Environmental Education Research, 11(3), 265-280. https://doi.org/10.1080/13504620500081129
• Falk, J. H., & Dierking, L. D. (1997). Assessing their long-term impact. Curator: The Museum Journal, 40(3), 211–218. https://doi.org/10.1111/j.2151-6952.1997.tb01304.x
• Falk, J. H., &. Dierking, L. D. (1992). The Museum experience. Washington Howells House.
• Gerber, B. L., Cavallo, A. M. L., & Marek, E. A. (2001). Relationships among informal learning environments, teaching procedures and scientific reasoning ability. International Journal of Science Education, 23(5), 535-549. https://doi.org/10.1080/09500690116971
• Gerber, B. L., Marek, E. A., & Cavallo, A. M. L. (2001). Development of an informal learning opportunities assay. International Journal of Science Education, 23(6), 569–587. https://doi.org/10.1080/09500690116959
• Green, S., & Smith, J. (2005). Small Things Draw Big Interest. Science and Children 42(4), 30.
• Griffin, J. (2004). Research on students and museums: looking more closely at the students in school groups. Science Education, 88(S1), S59–S70. https://doi.org/10.1002/sce.20018
• Güler, A., Halıcıoğlu, B. M., Taşğın, S. (2015). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Press.
• Hofstein, A., & Rosenfeld, S. (1996). Bridging the gap between formal and informal science learning. Studies in Science Education, 28(1), 87–112. https://doi.org/10.1080/03057269608560085
• Kisiel, J. F. (2003). Teachers, museums and worksheets: a closer look at a learning experience. Journal of Science Teacher Education, 14(1), 3–21. https://doi.org/10.1023/A:1022991222494
• Klopfer, E., Perry, J., Squire, K., Jan, M-F., & Steinkuehler, C. (2005). Mystery at the Museum – A Collaborative Game for Museum Education. In Proceedings of the International Conference on Computer Supported Collaborative Learning edited by T. Koschmann, D. D. Suthers, and T. Chan, 316–320. International Society of the Learning Sciences.
• Koran, J. J., & Koran, M. L. (1986). A Proposed framework for exploring museum education research. The Journal of Museum Education, 11(1), 12–16.
• Kubota, C. A., & Olstad, R. G. (1991). Effects of novelty‐reducing preparation on exploratory behavior and cognitive learning in a science museum setting. Journal of Research in Science, 28(3), 225–234. https://doi.org/10.1002/tea.3660280304
• Laherto, A. (2013). Informing the development of science exhibitions through educational research. International Journal of Science Education, 3(2), 121–143. https://doi.org/10.1080/21548455.2012.694490
• Livingstone, D. W. (2006). Informal learning: Conceptual distinctions and preliminary findings. Counterpoints, 249, 203–227. https://www.jstor.org/stable/pdf/42979596.pdf
• Marsick, V. J., & Volpe, M. (1999). The nature and need for informal learning. Advances in Developing Human Resources, 1(3), 1–9. https://doi.org/10.1177/152342239900100302
• Martin, A. J., Durksen, T. L., Williamson, D., Kiss, J., Ginns, P. (2016). The role of a museum‐based science education program in promoting content knowledge and science motivation. Journal of Research in Science Teaching, 53(9), 1364-1384. https://doi.org/10.1002/tea.21332
• McManus, P. M. (1987). It’s the Company You Keep…: The social determination of learning-related behaviour in a science museum. Museum Management and Curatorship, 6(3), 263–270. https://doi.org/10.1080/09647778709515076
• Melton, A., Feldman, N. G., & Mason, C. W. (1936). Experimental Studies of the Education of Children in a Museum of Science. https://files.eric.ed.gov/fulltext/ED044929.pdf
• Miles, M. B., & Huberman, M. (1994). Qualitative Data Analysis: An Expanded Sourcebook. SAGE.
• Mortensen, M. F., & Smart, K. (2007). Free-choice worksheets increase students’ exposure to curriculum during museum visits.” Journal of Research in Science Teaching, 44(9), 1389–1414. https://doi.org/10.1002/tea.20206
• Mujtaba, T., Lawrence, M., Oliver, M., & Reiss, M. J. (2018). Learning and engagement through natural history museums. Studies in Science Education, 54(1), 41–67. https://doi.org/10.1080/03057267.2018.1442820
• Osborne, J., & Dillon, J. (2007). Research on learning in informal contexts: Advancing the field?. International Journal of Science Education, 29(12), 1441–1445. https://doi.org/10.1080/09500690701491122
• Piscitelli, B., & Anderson, D. (2001). Young children’s perspectives of museum settings and experiences. Museum Management and Curatorship, 19(3), 269–282. https://doi.org/10.1080/09647770100401903
• Rennie, L. J. (1994). Measuring affective outcomes from a visit to a science education centre. Research in Science Education, 24(1), 261–269. https://doi.org/10.1007/BF02356352
• Rennie, L. J., & McClafferty, T. P. (1996). Science centres and science learning. Studies in Science Education, 27(1), 53–98. https://doi.org/10.1080/03057269608560078
• Rogoff, B., Callanan, M., Gutiérrez, K. D., & Erickson, F. (2016). The Organization of Informal Learning. Review of Research in education, 40(1), 356-401. https://doi.org/10.3102/0091732X16680994
• Salmi, H. (1993). Science centre education: Motivation and learning in informal education. https://files.eric.ed.gov/fulltext/ED363613.pdf .
• Shaby, N., Assaraf, O. B-Z., & Tishler, C. E. (2016). The goals of science museums in the eyes of museum pedagogical staff. Learning Environments Research, 19(3), 359–382. https://doi.org/10.1007/s10984-016-9211-z
• Shoshani, A., & Eldor, L. (2016). The Informal learning of teachers: learning climate, job satisfaction and teachers’ and students’ motivation and well-being. International Journal of Educational Research, 79, 52–63. https://doi.org/10.1016/j.ijer.2016.06.007
• Sontay, G., & Karamustafaoğlu, O. (2018). The effect of out-of-school science learning environment on the understanding the nature of science of the 7 th grade students in secondary school. Malaysian Online Journal of Educational Sciences, 6(4), 23-31. https://mojes.um.edu.my/article/view/13848/8643
• Sontay, G., Tutar, M., & Karamustafaoğlu, O. (2016). Okul dışı öğrenme ortamları ile fen öğretimi hakkındaki öğrenci görüşleri: Planetaryum gezisi. İnformal Ortamlarda Araştırmalar Dergisi, 1(1), 1–24.
• Storksdieck, M. (2020). Differences in teachers’ and students’ museum field-trip experiences. http://kora.matrix.msu.edu/files/31/173/1F-AD-4C-8-VSA-a0a6t7-a_5730.pdf
• Suter, L. E. (2014). Visiting science museums during middle and high school: a longitudinal analysis of student performance in science. Science Education, 98(5), 815–839. https://doi.org/10.1002/sce.21116
• Taylor, E. W., & Neill, A. C. (2008). Museum Education. Journal of Museum Education, 33(1), 23–32. https://doi.org/10.1080/10598650.2008.11510584
• The Ministry of Culture and Tourism. (2020). Accessed November 25, 2020. https://www.ktb.gov.tr
• Tuan Soh, T. M., & Mohd Meerah, T. S. (2013). Outdoor Education: An Alternative Approach in Teaching and Learning Science. Asian Social Science, 9(16), 1-8. https://doi.org/10.5539/ass.v9n16p1
• Türkmen, H., Topkaç, D. D., & Atasayar Yamık, G. (2016). İnformal öğrenme ortamlarına yapılan gezilerin canlıların sınıflandırılması ve yaşadığımız çevre konusunun öğrenilmesine etkisi: tabiat tarihi müzesi ve botanik bahçesi örneği. Ege Eğitim Dergisi, 17(1), 174-197.
• Uitto, A., Juuti, K., Lavonen, J., & Meisalo, V. (2006). Students’ Interest in Biology and their Out-of-School Experiences. Journal of Biological Education, 40(3), 124–129. https://doi.org/10.1080/00219266.2006.9656029
• Wolins, I. S., Jensen, N., & Ulzheimer, R. (1992). children's memories of museum field trips: a qualitative study. Journal of Museum Education, 17(2), 17–27. https://doi.org/10.1080/10598650.1992.11510204