Tarihi Bilimsel Deneylerin Ortaokul Öğrencileri ile Yeniden Yapılmasının Öğrencilerin Akademik Başarılarına ve Kelime İlişkilendirme Düzeylerine Etkisi

Year 2023, , 1055 - 1083, 02.01.2024

Lerna Gürleroğlu , Cemile Elvan Öğünmez , Sibel Uyanık , Kübra Yıldız , İlknur Güven

https://doi.org/10.17522/balikesirnef.1335492

Abstract

Bu çalışma, bilim tarihindeki deneylerin aslına sadık kalınarak yeniden yapılmasının ortaokul öğrencilerinin akademik başarılarına ve kelime ilişkilendirme düzeylerine etkisini araştırmayı amaçlamaktadır. Çalışmada karma deneysel desenlerden biri olan tek gruplu ön test-son test zayıf deneysel desen kullanılmıştır. Uygulama, 2021-2022 Eğitim-Öğretim yılında İstanbul’da bulunan bir Bilim Sanat Merkezi’nde Özel Yetenekleri Geliştirme Fizik grubunda yer alan yedinci sınıf seviyesindeki 13 öğrenciyle altı hafta boyunca gerçekleştirilmiştir. Uygulama sırasında üç deney öğrenciler tarafından yapılmıştır. Araştırmacılar tarafından oluşturulan Akademik Başarı Testi ve Kelime İlişkilendirme Testi öğrencilere ön test ve son test olarak uygulanmıştır. Öğrencilerin ön test ve son test akademik başarı puanları arasında son test lehine anlamlı bir fark bulunmuştur. Uygulama sonrasında kavramlar arasında yeni ilişkilerin kurulduğu görülmüştür.

Keywords

Akademik başarı, bilimsel deneyler, bilim tarihi, kelime ilişkilendirme testi

The Impact of Reconstructing Historical Scientific Experiments with Secondary School Students on Their Academic Success and Word Association Levels

Abstract

This study aims to investigate the impact of faithfully reconstructing the experiments in the history of science on the academic success and word association levels of secondary school students. It uses the one-group pretest-posttest weak experimental design, which is one of the mixed experimental designs. It was carried out for six weeks with 13 students in seventh grade in the physics group for the Development of Special Talents in a Science and Art Center located in Istanbul in the 2021-2022 academic year. During the practice, three experiments were performed by the students. Academic Success Test and Word Association Test, formed by the investigators, were applied to the students as a pretest and a posttest. A significant difference was found between the students’ pretest and posttest academic success scores, which was in favor of the posttests. It was seen that new relationships were established between the concepts after the practice.

Keywords

Academic success, scientific experiments, history of science, concept learning, word association test

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