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The Effect of a Developed Sun-Earth-Moon Model on the Academic Achievement of Pre-service Science Teachers

Year 2020, Volume: 14 Issue: 1, 481 - 503, 30.06.2020
https://doi.org/10.17522/balikesirnef.672370

Abstract

This study was to composed of two parts with two main purposes. In the first part of the study the Sun-Earth-Moon Model was developed by miniaturizing from their real size and in the second part the effect of this model on the astronomy achievement of preservice science teachers was investigated. In order to examine the changes in the achievement of preservice science teachers, an Astronomy Achievement Test was developed and applied to 60 preservice science teachers as pre-test and post-test. Half of the pre-service science teachers received standard instruction that based on board-chalk-textbook. The rest of them received experimental instruction that taught by using the developed model. As a result of the research, it was seen that the experimental group which was teaching with the model had significant effects in terms of learning and understanding compared to the control group.

Supporting Institution

İnönü Üniversitesi Bilimsel Araştırma Projeleri Birimi

Project Number

2010/93

Thanks

The present work was supported by İnönü University, Scientific Research Projects Coordination Unit.

References

  • Balkan, A. (2007). The effectts of using maps on lesson behaviors, achievement and memorization level in social studies to the seventh grade primary students. (Unpublished master’s thesis). Sakarya University, Sakarya.
  • Baloğlu-Uğurlu, N. (2005). Misconceptions of the 6th year students of primary education on the Earth and the universe. Journal of Gazi Education Faculty, 25(1), 229-246.
  • Bostan, A. (2008). Different age group students ideas about some basic astronomy concepts. (Unpublished master’s thesis). Balıkesir University, Balıkesir.
  • Chiras, A., & Valanides, N. (2008) Day/night cycle: Mental models of primary school children. Science Education International, 19(1), 65-83.
  • Clark, D. C., & Mathis, P. M. (2000). Modeling mitosis & meiosis: A problem-solving activity. The American Biology Teacher, 62(3), 204-206.
  • Diakidoy, I. A. N., & Kendeou, P. (2001). Facilitating conceptual change in astronomy: A comparison of the effectiveness of two instructional approaches. Learning and Instruction, 11, 1-20.
  • Falcao, D., Colinvaux, D., Krapas, S., Querioz, G., Alves, F., Cazelli, S., Valente, M. E., & Gouvea, G. (2004). A model-based approach to science exhibition evaluation: A case study in a Brazilian astronomy museum. International Journal of Science Education, 26(8), 951-978.
  • Frede, V. (2006). Pre-service elementary teacher’s conceptions about astronomy. Advances in Space Research, 38(10), 2237-2246.
  • Frede V. (2008). Teaching astronomy for pre-service elementary teachers: A comparison of methods. Advances in Space Research, 42(11), 1819-1830.
  • Gözmen, E. (2008). The effects of the models on learning the subject “mitosis division” instructed in biology lessons at 10th grades of high schools. (Unpublished master’s thesis). Selçuk University, Konya.
  • Günbatar, S., & Sarı, M. (2005). The model development for difficult concepts that can be understood in electricity and magnetism concepts. Journal of Gazi Education Faculty, 25(1), 185-197.
  • Güneş, M. H., & Çelikler, D. (2010). The investigation of effects of modeling and computer assisted instruction on academic achievement. International Journal of Educational Researchers (IJER), 1(2), 22-28.
  • Kikas, E. (1998). The impact of teaching on students’ definitions and explanations of astronomical phenomena. Learning and Instruction, 8(5), 439-454.
  • Koçak, E. (2006). The effect of model teaching on ‘digestion and related structures’, ‘excretion and related structures’ and ‘recognizing of flowery plants’ subjects in 5th grade students of primary education on the success of students. (Unpublished master’s thesis). Atatürk University, Erzurum.
  • Kurtkaya, S. (2010). Requirement of material usage and geography classes in secondary school geography education. (Unpublished master’s thesis). Marmara University, İstanbul.
  • Lee, C. B., Jonassen, D., & Teo, T. (2011). The role of model building in problem solving and conceptual change. Interactive Learning Environments, 19(3), 247-265.
  • Lelliott, A., & Rollnick, M. (2010). Big ideas: A review of astronomy education research 1974-2008. International Journal of Science Education, 32(13), 1771-1799.
  • Minaslı, E. (2009). The effect of using model and simulation teaching techniques on the achievement, concept learning and remembering in the unit of structure and properties of matter. (Unpublished master’s thesis). Marmara University, İstanbul.
  • Ogan-Bekiroğlu, F. (2007). Effects of model-based teaching on pre-service physics teachers’ conceptions of the Moon, Moon phases, and other lunar phenomena. International Journal of Science Education, 29(5), 555-593.
  • Pena, B. M., & Quilez, M. J. G. (2001). The importance of images in astronomy education. International Journal of Science Education, 23(11), 1125-1135.
  • Pringle, R. M. (2004). Making it visual: Creating a model of the atom. Science Activities: Classroom Projects and Curriculum Ideas, 40(4), 30-33.
  • Samarapungavan, A., Vosniadou, S., & Brewer, W. F. (1996). Mental models of the Earth, Sun and Moon: Indian children’s cosmologies. Cognitive Development, 11, 491-521.
  • Sarıkaya, R., Selvi, M., & Doğan-Bora, N. (2004). The importance effect of the use of models in teaching of mitosis and meiosis concepts. Kastamonu Education Journal, 12(1), 85-88.
  • Subramaniam, K., & Padalkar S. (2009). Visualization and reasoning in explaining the phases of the Moon. International Journal of Science Education, 31(3), 395-417.
  • Taber, K. S. (2001). When the analogy breaks down: modeling the atom on the solar system. Physics Education, 36(3), 222.
  • Taylor, I., Barker, M., & Jones, A. (2003). Promoting mental model building in astronomy education. International Journal of Science Education, 25(10), 1205-1225.
  • Tunca, Z. (2002, September). Yesterday and today of astronomy education and teaching in primary and secondary education in Turkey. Paper presented at the V. National Science and Mathematics Education Congress, Ankara.
  • Ünal, İ., & Özdemir, İ. (2016). Three in one: The model of Sun-Earth-Moon. SHS Web of Conferences (ERPA2015), 26, 01116. https://doi.org/10.1051/shsconf/20162601116.
  • Ünsal, Y., Güneş, B., & Ergin, İ. (2001). A study to investigate the fundamental astronomy knowledge levels of undergraduate students. Gazi Education Faculty Journal, 21(3), 47-60.

Güneş-Dünya-Ay Modeli Geliştirilmesi ve Fen Bilgisi Öğretmen Adaylarının Astronomi Eğitimindeki Akademik Başarılarına Etkisi

Year 2020, Volume: 14 Issue: 1, 481 - 503, 30.06.2020
https://doi.org/10.17522/balikesirnef.672370

Abstract

Bu çalışmanın iki amacı vardır ve iki bölümden oluşmaktadır. Çalışmanın birinci bölümünde gerçek boyutlarından küçültülerek Güneş-Dünya-Ay modeli geliştirilmiş, ikinci bölümünde ise bu modelin öğretmen adaylarının astronomi başarıları üzerine etkisi araştırılmıştır. Öğretmen adaylarının astronomi başarılarındaki değişimi incelemek amacıyla Astronomi Başarı Testi geliştirilmiş, 60 öğretmen adayına ön test ve son test olarak uygulanmıştır. Öğrencilerin yarısına ilgili konular, tahta-tebeşir-kitap tekniğine dayalı standart öğretim ile anlatılırken, kalan yarısına ise geliştirilen model kullanılarak anlatılmıştır. Araştırmanın sonucunda modelle öğretimin yapıldığı deney grubunun standart öğretimin yapıldığı gruba göre öğrenme ve anlama bakımından önemli etkilere yol açtığı görülmüştür.

Project Number

2010/93

References

  • Balkan, A. (2007). The effectts of using maps on lesson behaviors, achievement and memorization level in social studies to the seventh grade primary students. (Unpublished master’s thesis). Sakarya University, Sakarya.
  • Baloğlu-Uğurlu, N. (2005). Misconceptions of the 6th year students of primary education on the Earth and the universe. Journal of Gazi Education Faculty, 25(1), 229-246.
  • Bostan, A. (2008). Different age group students ideas about some basic astronomy concepts. (Unpublished master’s thesis). Balıkesir University, Balıkesir.
  • Chiras, A., & Valanides, N. (2008) Day/night cycle: Mental models of primary school children. Science Education International, 19(1), 65-83.
  • Clark, D. C., & Mathis, P. M. (2000). Modeling mitosis & meiosis: A problem-solving activity. The American Biology Teacher, 62(3), 204-206.
  • Diakidoy, I. A. N., & Kendeou, P. (2001). Facilitating conceptual change in astronomy: A comparison of the effectiveness of two instructional approaches. Learning and Instruction, 11, 1-20.
  • Falcao, D., Colinvaux, D., Krapas, S., Querioz, G., Alves, F., Cazelli, S., Valente, M. E., & Gouvea, G. (2004). A model-based approach to science exhibition evaluation: A case study in a Brazilian astronomy museum. International Journal of Science Education, 26(8), 951-978.
  • Frede, V. (2006). Pre-service elementary teacher’s conceptions about astronomy. Advances in Space Research, 38(10), 2237-2246.
  • Frede V. (2008). Teaching astronomy for pre-service elementary teachers: A comparison of methods. Advances in Space Research, 42(11), 1819-1830.
  • Gözmen, E. (2008). The effects of the models on learning the subject “mitosis division” instructed in biology lessons at 10th grades of high schools. (Unpublished master’s thesis). Selçuk University, Konya.
  • Günbatar, S., & Sarı, M. (2005). The model development for difficult concepts that can be understood in electricity and magnetism concepts. Journal of Gazi Education Faculty, 25(1), 185-197.
  • Güneş, M. H., & Çelikler, D. (2010). The investigation of effects of modeling and computer assisted instruction on academic achievement. International Journal of Educational Researchers (IJER), 1(2), 22-28.
  • Kikas, E. (1998). The impact of teaching on students’ definitions and explanations of astronomical phenomena. Learning and Instruction, 8(5), 439-454.
  • Koçak, E. (2006). The effect of model teaching on ‘digestion and related structures’, ‘excretion and related structures’ and ‘recognizing of flowery plants’ subjects in 5th grade students of primary education on the success of students. (Unpublished master’s thesis). Atatürk University, Erzurum.
  • Kurtkaya, S. (2010). Requirement of material usage and geography classes in secondary school geography education. (Unpublished master’s thesis). Marmara University, İstanbul.
  • Lee, C. B., Jonassen, D., & Teo, T. (2011). The role of model building in problem solving and conceptual change. Interactive Learning Environments, 19(3), 247-265.
  • Lelliott, A., & Rollnick, M. (2010). Big ideas: A review of astronomy education research 1974-2008. International Journal of Science Education, 32(13), 1771-1799.
  • Minaslı, E. (2009). The effect of using model and simulation teaching techniques on the achievement, concept learning and remembering in the unit of structure and properties of matter. (Unpublished master’s thesis). Marmara University, İstanbul.
  • Ogan-Bekiroğlu, F. (2007). Effects of model-based teaching on pre-service physics teachers’ conceptions of the Moon, Moon phases, and other lunar phenomena. International Journal of Science Education, 29(5), 555-593.
  • Pena, B. M., & Quilez, M. J. G. (2001). The importance of images in astronomy education. International Journal of Science Education, 23(11), 1125-1135.
  • Pringle, R. M. (2004). Making it visual: Creating a model of the atom. Science Activities: Classroom Projects and Curriculum Ideas, 40(4), 30-33.
  • Samarapungavan, A., Vosniadou, S., & Brewer, W. F. (1996). Mental models of the Earth, Sun and Moon: Indian children’s cosmologies. Cognitive Development, 11, 491-521.
  • Sarıkaya, R., Selvi, M., & Doğan-Bora, N. (2004). The importance effect of the use of models in teaching of mitosis and meiosis concepts. Kastamonu Education Journal, 12(1), 85-88.
  • Subramaniam, K., & Padalkar S. (2009). Visualization and reasoning in explaining the phases of the Moon. International Journal of Science Education, 31(3), 395-417.
  • Taber, K. S. (2001). When the analogy breaks down: modeling the atom on the solar system. Physics Education, 36(3), 222.
  • Taylor, I., Barker, M., & Jones, A. (2003). Promoting mental model building in astronomy education. International Journal of Science Education, 25(10), 1205-1225.
  • Tunca, Z. (2002, September). Yesterday and today of astronomy education and teaching in primary and secondary education in Turkey. Paper presented at the V. National Science and Mathematics Education Congress, Ankara.
  • Ünal, İ., & Özdemir, İ. (2016). Three in one: The model of Sun-Earth-Moon. SHS Web of Conferences (ERPA2015), 26, 01116. https://doi.org/10.1051/shsconf/20162601116.
  • Ünsal, Y., Güneş, B., & Ergin, İ. (2001). A study to investigate the fundamental astronomy knowledge levels of undergraduate students. Gazi Education Faculty Journal, 21(3), 47-60.
There are 29 citations in total.

Details

Primary Language English
Journal Section Makaleler
Authors

İlda Düşkün 0000-0002-9533-8826

İbrahim Ünal 0000-0001-8497-4459

Project Number 2010/93
Publication Date June 30, 2020
Submission Date January 9, 2020
Published in Issue Year 2020 Volume: 14 Issue: 1

Cite

APA Düşkün, İ., & Ünal, İ. (2020). The Effect of a Developed Sun-Earth-Moon Model on the Academic Achievement of Pre-service Science Teachers. Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi, 14(1), 481-503. https://doi.org/10.17522/balikesirnef.672370