AN ANALYSIS OF THE CONCEPTUAL UNDERSTANDING OF SECONDARY SCHOOL STUDENTS ABOUT THE TOPIC OF MIRRORS

Year 2017, Issue: 43, 78 - 122, 30.06.2017

Özgür Anıl , Hüseyin Küçüközer

Abstract

The purpose of the research was to analyze the conceptual
understanding of secondary school students about the topic of mirrors. In this
context, an answer was sought to the question, "What is the process of the
students' conceptual change?" The sample for the research comprised a
total of 46 students (24 girls, 22 boys) in two 10th-grade classes in a high
school in the city of Balıkesir, chosen by the cluster sampling method. A
"Concept Test," "Interviews," "Camera
Recordings," "Student Guidebooks" and "Meaning Analysis
Tables" were used in the data collection. The data analysis process made
use of "Situation Analysis Categories." The students' conceptual
change process was analyzed within the framework of the dimensions of
"Intelligibility," "Plausibility" and
"Fruitfulness." In the evaluation of the results of the analysis of
the students' state of conceptual change, it may be said that most of the
students had been unsatisfied with the concepts they had carried into the
learning process and that with the help of the experiments and activities they
performed, they found the new concepts and explanations
"intelligible," "plausible" and "fruitful" and
were then able to internalize the new scientific concepts and achieve
meaningful and permanent learning.

Keywords

Conceptual change, situation analysis categories, student guidebooks, meaning analysis tables, meaningful learning

ORTAÖĞRETİM ÖĞRENCİLERİNİN AYNALAR KONUSUNDAKİ KAVRAMSAL ANLAMALARININ ANALİZİ

Abstract

Araştırmanın amacı, ortaöğretim öğrencilerinin aynalar
konusundaki kavramsal anlamalarının analizini yapmaktır. Bu kapsamda;
“Öğrencilerin kavramsal değişim süreci nasıl gerçeklemektedir?” sorusuna yanıt
aranmıştır. Araştırmanın örneklemini, Balıkesir il merkezinde bulunan bir
lisenin 10. Sınıfları arasından küme örnekleme yöntemi yardımı ile seçilen, iki
şubedeki toplam 46 öğrenci (24 kız, 22 erkek) oluşturmuştur. Veri toplama
sürecinde; “Kavram Testi”, “Görüşmeler”, “Kamera Kayıtları”, “Öğrenci Kılavuzları”
ve “Anlam Çözümleme Tabloları” kullanılmıştır. Verilerin analizi sürecinde,
“Durum Analiz Kategorilerinden” yararlanılmıştır. Öğrencilerin kavramsal
değişim süreçleri; “Anlaşılırlık”, “Akla Yatkınlık” ve “Yararlılık” boyutları
çerçevesinde analiz edilmiştir. Kavramsal değişim durumlarının analizinden elde
edilen sonuçlar değerlendirildiğinde; öğrencilerin çoğunluğunun öğretim
sürecine taşıdıkları mevcut kavramlar ile ilgili hoşnutsuzluk duydukları,
gerçekleştirdikleri deney ve etkinlikler yardımı ile ulaştıkları yeni kavram ve
açıklamaları “anlaşılır”, “akla yatkın” ve “yararlı” buldukları için olası yeni
(bilimsel) kavramları içselleştirerek anlamlı ve kalıcı bir öğrenme
gerçekleştirdikleri söylenebilir.

Keywords

Kavramsal değişim, durum analiz kategorileri, öğrenci kılavuzları, anlam çözümleme tabloları, anlamlı öğrenmE

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