12. Sınıf Öğrencilerinin Bazı Temalardaki Kimya Kavram Yanılgılarının Belirlenmesi ve Bu Bulguların Etkili Kullanımına Dair Öneriler

Year 2014, Volume: 31 Issue: 2, 5 - 26, 17.02.2016

Buket Yakmacı-güzel

Abstract

Bir araştırma projesinin ilk adımında yapılanları ele alan bu makalenin en önemli amacı öğretmen yetiştiren programlara veriye-dayalı bulguların entegre edilmesinin önemini vurgulamaktır. Bu projenin ilk adımında literatürden yola çıkılarak araştırmacılar tarafından geliştirilen “Kimya Kavram Testi” ne 465 tane 12. sınıf öğrencisinin verdiği cevaplar analiz edilmiş ve böylece “maddenin tanecikli yapısı”, “kimyasal dengenin doğası” ve “asit kuvveti” temalarıyla ilgili öğrencilerin zihinlerinde var olan kavram yanılgıları tespit edilmeye çalışılmıştır. Testte her tema ile ilgili ikişer soru olup (toplamda 6 soru), öğrencilerin kavramlar üzerine düşünmeleri, cevaplarını bazen yazı bazen de çizimlerle açıklamaları istenmektedir. Bulgular bu çalışmanın örnekleminde yer alan birçok öğrencide bu temalarda, önceden başka araştırmacılarca da saptanmış kavram yanılgılarının benzerlerine rastlandığını göstermiştir. Bu sonuç, kavram yanılgılarının bağlamlara ve kültürlere göre fazlaca değişiklik göstermediğini, ayrıca yaştan bağımsız ve evrensel olduğunu destekler niteliktedir. Makalenin devamında, elde edilen bu sonuçların bahsedilen araştırma projesinin sonraki adımlarında nasıl kullanıldığı açıklanmış ve veriye dayalı bu ve benzeri sonuçların öğretmen eğitiminde kullanımına dair önerilerde bulunulmuştur.

Keywords

Kavram yanılgısı, lise öğrencileri, kimya, kimya kavram yanılgıları

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