8. Sınıf Öğrencilerinin Isı-sıcaklık Ünitesindeki Çizgi Grafiği ile İlgili Zorlukları Üzerine Disiplinlerarası Bir Çalışma

Year 2017, Volume: 11 Issue: 2, 307 - 332, 18.12.2017

Betül Tekerek Ümran Betül Cebesoy

https://doi.org/10.17522/balikesirnef.373406

Cited By: 4

Abstract

Bu
araştırmanın amacı ortaokul 8. Sınıf öğrencilerinin ısı ve sıcaklık ünitesinde
bulunan çizgi grafiklerini okuma, yorumlama ve çizme becerilerini incelemektir.
Bu amaçla, 14 sorudan oluşan açık uçlu bir ölçek geliştirilmiş ve bu ölçek, ısı
ve sıcaklık ünitesinin işlenmesinin ardından öğrencilere uygulanmıştır.
2013-2014 akademik yarıyılında gerçekleştirilen araştırmaya, Ankara’da bulunan
bir devlet ortaokulunda öğrenim görmekte olan 157 sekizinci sınıf öğrencisi
katılmıştır. Veriler içerik analizi yöntemi ile çözümlenmiştir. Araştırmanın
bulguları, öğrencilerin açık uçlu soruların yarısına doğru cevap verebildiklerini
dolayısıyla ısı-sıcaklık konusundaki çizgi grafiklerini okuma ve yorumlamada
zorluk yaşadığını ortaya koymaktadır. Ayrıca, öğrencilerin sıcaklık farklarını
bulmada zorluk yaşadıkları da saptanmıştır. Örneğin, araştırmaya katılan
öğrencilerden %15’i negatif sayılarda çıkarma işlemini doğru yapabilmiştir. Son
olarak, öğrencilerin ısınma ve soğuma eğrilerini çizerken zorlandıkları tespit
edilmiştir. Bu bağlamda, fen bilimleri ve matematik disiplinlerinin entegrasyonu
ile ilgili çalışmaların arttırılmasına yönelik öneriler getirilmiştir.

Keywords

çizgi grafiği, entegrasyon, ısı-sıcaklık

An Interdisciplinary Study on 8th Grade Middle Grade Students’ Learning Difficulties of Line Graphs in Heat-Temperature Unit

Abstract

The purpose
of this study is to investigate 8th grade middle school students’ knowledge in
reading, interpreting, and drawing line graphs in heat-temperature unit. 157 eight
graders attending a public school in Ankara, Turkey, voluntarily participated
in the study. A test composed of 14 open ended items was administrated to the
students after the heat-temperature unit was taught at the beginning of the
spring semester in 2013-2014 academic year. Content analysis method was used
for data analysis. The findings showed that the students correctly answered
slightly more than half of the questions in the test with a mean score of 51.3
out of 100. Based on the findings, we inferred that students encountered difficulties
in reading and interpreting graphs provided in the unit of heat and
temperature. For instance, students had difficulties in calculation of
temperature difference. With this respect, only a small percentage (15%)
correctly subtracted negative integers. Moreover, students had difficulties in
drawing heating and cooling curves. Overall findings emphasized that we need
further research on the integration of the disciplines of science and
mathematics.

Keywords

heat-temperature, integration, line graphs

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