İşbirlikli Öğrenme İle Birlikte Uygulanan Animasyonların, Modellerin ve Yedi İlke’nin Kimyanın Kavramsal Anlaşılmasına Etkisi

Year 2022, , 1128 - 1171, 31.08.2022

Mustafa Alyar , Kemal Doymuş

https://doi.org/10.14812/cuefd.1029854

Abstract

Kimya, içerdiği soyut kavramlar sebebiyle anlaşılması zor bir disiplindir. Bu yüzden soyut yapıların anlaşılması kimyanın öğrenilmesinde oldukça önemlidir. Bu sebeple bu araştırma, işbirlikli öğrenmenin animasyonlar, modeller (oyun hamuru ve çubuk-top) ve yedi ilke (lisans eğitiminde niteliği arttırmak amacıyla ileri sürülen iyi bir eğitim için yedi ilke) ile uygulanmasının kimyanın kavramsal anlaşılmasına etkisini incelemektedir. Araştırma eşitlenmemiş karşılaştırma gruplu yarı-deneysel desene göre yürütülmüştür. Araştırmanın örneklemini 91 fen bilgisi öğretmenliği birinci sınıf öğrencisi oluşturmaktadır. Öğrenciler dört farklı deney grubuna ayrılmıştır. Birinci grupta işbirlikli öğrenme, ikinci grupta işbirlikli öğrenme ve yedi ilke, üçüncü grupta işbirlikli öğrenme ve animasyon, dördüncü grupta ise işbirlikli öğrenme ve modellerle uygulamalar gerçekleştirilmiştir. Veriler dört Modül Test ile toplanmıştır. Modül Testler, araştırmada uygulanan yöntem ve tekniklerin kavramsal anlamaya etkisini belirlemek amacıyla ön test ve son test olarak uygulanmıştır. Araştırmadan elde edilen bulgulara göre işbirlikli öğrenmenin yedi ilke ve işbirlikli öğrenmenin modeller ile birlikte uygulanmasının kimyanın kavramsal anlaşılmasında daha etkili olduğu sonucuna erişilmiştir.

Keywords

İşbirlikli Öğrenme, Animasyon, Model, Yedi İlke, Kavramsal Anlama

Supporting Institution

Atatürk Üniversitesi, Bilimsel Araştırma Projeleri Koordinasyon Birimi

Project Number

PRJ2015/413

Thanks

Atatürk Üniversitesi, Bilimsel Araştırma Projeleri Koordinasyon Birimi'ne bu araştırmaya vermiş olduğu finansal destekten dolayı teşekkür ederiz.

The Impact of Animations, Models, and Seven Principles Applied Together with Cooperative Learning on Conceptual Understanding of Chemistry

Abstract

Chemistry is a discipline that is conceptually difficult to understand due to the number of abstract concepts it contains. Therefore, understanding abstract concepts is one of the most crucial steps in the process of learning chemistry. The present study aimed to explore the effect of application of cooperative learning through animations, models (play dough and stick-ball), and seven principles (seven principles for good practice to improve the quality of undergraduate education) on the conceptual understanding of chemistry. The sample of the study consisted of 91 first-year pre-service science teachers enrolled in a teacher education program in Turkey. A quasi-experimental design with non-equivalent pretest-posttest comparison groups was used in the study. The students were assigned into four groups. The applications included cooperative learning in the first group, cooperative learning and seven principles in the second group, cooperative learning and animation in the third group, and cooperative learning and models in the fourth group. Four Module Tests were used for data collection. In order to explore the effects of applied methods and techniques on conceptual understanding, Module Tests were applied as both pretest and posttest. The results of the study showed that applying cooperative learning with the seven principles and cooperative learning with models has a greater impact on the conceptual understanding of chemistry compared to other applications.

Keywords

Cooperative Learning, Animation, Model, Seven Principles, Conceptual Understanding

Project Number

PRJ2015/413

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