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

Year 2023, Volume: 17 Issue: 2, 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

References

• Aydogan, S., & Gunes, B. (2003). Misconceptions about heat and temperature. Gazi Faculty of Education Journal, 14(2), 111-124. https://dergipark.org.tr/tr/download/article-file/77372
• Bachtold, M. (2021). Introducing Joule’s paddle wheel experiment in the teaching of energy: Why and how? Foundations of Science, 26(3), 791-805. https://doi.org/10.1007/s10699-020-09664-2
• Balbag, M. Z. (2018). Cognitive structures of science teacher candidates regarding the concepts of speed and velocity: Word association test (WIT) application. Dicle University Ziya Gokalp Faculty of Education Journal, 33, 38-47. http://dx.doi.org/10.14582/DUZGEF.1875
• Becu‐Robinault, K., & Tiberghien, A. (1998). Integrating experiments into the teaching of energy. International Journal of Science Education, 20(1), 99-114. https://doi.org/10.1080/0950069980200107
• Buyukozturk, Ş., Akgun, O. E., Demirel, F., Karadeniz, S., & Cakmak, E. K. (2018). Bilimsel araştırma yöntemleri [Scientific research methods in education] (25th ed.). Pegem Akademi.
• Can, A. (2018). SPSS ile bilimsel araştırma sürecinde nicel veri analizi [Quantitative data analysis in scientific research process with SPSS]. Pegem Akademi.
• Cavicchi, E. M. (2008). Historical experiments in students’ hands: Unfragmenting science through action and history. Science & Education, 17(7), 717-749. https://doi.org/10.1007/s11191-006-9005-2
• Cetiner, A. (2016). Student opinions about the physics activities including the first experiments carried out in the history of science: The crown of the king sample [Unpublished master’s thesis]. Gazi University.
• Chang, H. (2011). How historical experiments can improve scientific knowledge and science education: The cases of boiling water and electrochemistry. Science & Education, 20, 317-341. https://dx.doi.org/10.1007/s11191-010-9301-8
• Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Sage Publications.
• Devons, S., & Hartmann, L. (1970). A history‐of‐physics laboratory. Physics Today, 23(2), 44-49. https://doi.org/10.1063/1.3021961
• Drake, S. (1978). Galileo at work his scientific biography. University of Chicago Press.
• Eggen, P. O., Kvittingen, L., Lykknes, A., & Wittje, R. (2012). Reconstructing iconic experiments in electrochemistry: Experiences from a history of science course. Science & Education, 21(2), 179-189. https://doi.org/10.1007/s11191-010-9316-1
• Ford, M.J. (2003). Representing and meaning in history and in classrooms: Developing symbols and conceptual organizations of free-fall motion. Science & Education, 12(1), 1-25. https://dx.doi.org/ 10.1023/A:1022643003120
• Gunes, M. H., Sener, N., Germi̇, N. T., & Can, N. (2013). Teacher and student evaluations on the use of laboratory in science and technology course. Journal of Dicle University Ziya Gökalp Faculty of Education, 20, 1-11. https://dergipark.org.tr/en/pub/zgefd/issue/47944/606567
• Guney, K. K. (2018). Evaluation of differentiated scientific research methods program developed for gifted students [Unpublished master’s thesis]. Karadeniz Technical University.
• Guven, İ., Korkut, H. M., & Kongul, O. (2022). 2018 secondary school science course curriculum outcomes associating with scientific experiments in the history of science. IBAD Journal of Social Sciences, 12, 289-325. https://doi.org/10.21733/ibad.1023951
• Harre, R. (2014). Great scientific experiments (S. Kılıç, Trans.). Say Publications.
• Harrison, A. G., Grayson, D. J., & Treagust, D. F. (1999). Investigating a grade 11 student’s evolving conceptions of heat and temperature. Journal of Research in Science Teaching, 36(1), 55-87. https://doi.org/10.1002/(SICI)1098-2736(199901)36:1
• Heering, P. (2009). The Role of historical experiments in science teacher training: Experiences and perspectives. Actes d’Història de La Ciència i de La Tècnica, 2(1), 389-399. https://doi.org/10.2436/20.2006.01.122
• Ho-Ttecke, D. (2000). How and what can we learn from replicating historical experiments? A case study. Science & Education, 9(4), 343-362. https://doi.org/10.1023/A:1008621908029
• Hutchings, I. M. (2016). Leonardo da Vinci's studies of friction. Wear, 360, 51-66. http://dx.doi.org/10.1016/j.wear.2016.04.019
• Ioannis, A., & Polatoglou, H. M. (2019). Students recreate the historical experiments of Galileo. Re-introducing science sculpting the image of science. In F. Seroglou, & V. Koulountzos (Eds.), 15th International History, Philosophy and Science Teaching Conference IHPST 2019: Re-introducing science sculpting the image of science for education and media in its historical and philosophical background (pp. 164-171). Grafima Publications.
• Istifci, I. (2010). Playing with words: A study on word association responses. International Journal of Social Research, 3(10), 360-368. https://www.sosyalarastirmalar.com/articles/kelmelerle-oynama-kelmeler-arasi-ariim-kurma-zerne-br.pdf
• Jindrova, T. (2018). Experimental method of Joule’s experiment in physics for secondary school. CBU International Conference Proceedings, 6, 634-639. https://doi.org/10.12955/cbup.v6.1225
• Joule, J. P. (1850). On the mechanical equivalent of heat. Philosophical Transactions of the Royal Society of London, 140(1850), 61-82. http://www.jstor.org/stable/108427
• Kauffman, G. B. (1989). History in the chemistry curriculum. Interchange, 20(2), 81-94. https://doi.org/10.1007/BF01807050
• Kırtak, V. N. (2010). The levels of physics, chemistry and biology teacher candidates' associating the laws of thermodynamics with daily life and environmental problems. [Unpublished master’s thesis]. Balıkesir University.
• Koray, O., & Tatar, N. (2003). Primary school students' misconceptions about mass and weight and the distribution of these misconceptions according to 6th, 7th and 8th grade levels. Pamukkale University Journal of Faculty of Education, 13(13), 187-198. https://dergipark.org.tr/en/pub/pauefd/issue/11130/133110
• Kortam, N., Hugerat, M., & Mamlok-Naaman, R. (2021). The story behind the discovery: Integrating short historical stories in science teaching. Chemistry Teacher International, 3(1), 1-8. https://doi.org/10.1515/cti-2019-0016
• Kostova, Z., & Radoynovska, B. (2008). Word association test for studying conceptual structures of teachers and students. Bulgarian Journal of Science and Education Policy, 2(2), 209-231. http://bjsep.org/getfile.php?id=20
• Kostur, H. İ. (2017). History of science applications in STEM education: The case of Al-Jazari. Baskent University Journal of Education, 4(1), 61-73.
• Milli Egitim Bakanlığı (MEB) (2006). Bilim ve sanat merkezleri yönergesi [Science and art centers directive], 1-21. https://orgm.meb.gov.tr/meb_iys_dosyalar/2016_10/07031350_bilsem_yonergesi.pdf
• National Research Council (1996). National Science Education Standards. National Academy Press.
• Pitenis, A. A., Dowson, D., & Sawyer, W. G. (2014). Leonardo da Vinci’s friction experiments: An old story acknowledged and repeated. Tribol Let, 56, 509-515. http://dx.doi.org/10.1007/s11249-014-0428-7
• Russell Bertrand. (1935). Religion and science. Thorton Buttterwoth Ltd. http://archive.org/details/in.ernet.dli.2015.52360
• Sukarmin, S., Ratnasari, D., & Suparmi, S. (2018). Profile analysis of students’ concept understanding on heat and temperature. Journal of Education and Learning (EduLearn), 12(3), 350-356. https://doi.org/10.11591/edulearn.v12i3.6427
• Sencan, H. (2005). Sosyal ve davranışsal ölçümlerde güvenilirlik ve geçerlilik [Reliability and validity in social and behavioral measurements]. Seçkin.
• Simsek, C. L. (2009). How much and how science and technology curriculums and textbooks benefits from history of science? Elementary Education Online, 8(1), 129-145. https://dergipark.org.tr/tr/download/article-file/90896
• Tasdere, A., Ozsevgec, T., & Turkmen, L. (2014). A Complementary measurement tool for the nature of science: Word association test. Journal of Science Teaching, 2(2), 129-144. https://dergipark.org.tr/en/pub/fbod/issue/71981/1157982
• Tavukcuoglu, E. (2018). Investigation of high school students' cognitive structures related to the concepts of friction force, acceleration and inertia) [Unpublished master's thesis]. Hacettepe University. http://openaccess.hacettepe.edu.tr:8080/xmlui/handle/11655/5273
• Temiz, B. K., & Kızılcık, H. S. (2016). Student views on the dynamics of motion in a frictional inclined plane. Journal of Education and Society Research, 3(2), 15-30.
• Unat, Y. (2021). The discipline of history of science and different approaches to history of science. Journal of University Studies, 4(Special Issue), 1-8. https://doi.org/10.32329/uad.971531
• Uyduran, G. (2019). Investigation of middle school students' cognitive structures on energy through word association test (WIT) [Unpublished master's thesis]. Nigde University.
• Ulger, B. B., & Cepni̇, S. (2020). Differentiated inquiry-based science lesson modules specific to gifted students: Views regarding practice. Journal of Individual Differences in Education, 2(2), 64-74. https://doi.org/10.47156/jide.847514
• Weber, B., Suhina, T., Junge, T., Pastewka, L., Brouwer, A. M., & Bonn, D. (2018). Molecular probes reveal deviations from Amontons’ law in multi-asperity frictional contacts. Nature Communications, 9(1), 1-7. https://doi.org/10.1038/s41467-018-02981-y
• Yavuz, A. (2008). Evolution of a mechanical problem. e-Journal of New World Sciences Academy Natural and Applied Sciences, 3(2), 181-199. https://dergipark.org.tr/en/pub/nwsaphysic/issue/20042/213564
• Yildirim, C. (2018). Philosophy of science (21st ed.). Remzi Kitabevi.
• Yurumezoglu, K., Ayaz, S., & Cokelez, A. (2009). Secondary school students' perceptions of energy and energy-related concepts. Necatibey Education Faculty Science Mathematics Education Journal (EFMED), 3, 52-73. https://dergipark.org.tr/tr/download/article-file/39782