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Middle School Students’ Cognitive Structures About Global Warming And Ozone Layer Depletion/Ortaokul Öğrencilerinin Küresel Isınma ve Ozon Tabakasının İncelmesi Konularındaki Bilişsel Yapıları

Year 2016, Volume: 12 Issue: 1, 308 - 357, 23.01.2016

Abstract

Bu çalışma 7 ve 8. sınıf öğrencilerinden oluşan 50 kişilik bir öğrenci grubunun küresel ısınma ve ozon tabakasının incelmesi konularındaki kavramsal anlamalarını ortaya çıkarmak amacıyla yapılmıştır. Öğrencilere öncelikle bu iki konuda çizim yaptırılmış, ardından Küresel Isınma Anketi uygulanmış ve son olarak da anket sorularına verilen cevaplara göre seçilen öğrencilerle yarı yapılandırılmış görüşmeler düzenlenmiştir. Anketin sonucunda iki sınıf seviyesi arasında anlamlı bir farkın olmadığı, çizimlerin içerik analizleri sonucunda öğrencilerin genel olarak benzer kavramsal anlamalara sahip oldukları ve görüşme sonuçlarına göreyse her iki sınıfta da hem ortak hem de farklı kavramsal yapıların oluştuğu ortaya çıkmıştır. Ayrıca 7. sınıf fen ve teknoloji dersinde bu konuyla ilgili yapılan öğretimin öğrencilerin yeni kavramları anlamlandırmaları konusunda yeterince etkili olmadığı, tersine var olan kavram yanılgılarını farklı bir boyuta taşıdığı görülmüştür.

References

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  • Ayvacı, H.Ş. ve Şenel Çoruhlu, T. (2009). Öğrencilerin küresel çevre sorunlarına bakışları ve kavram yanılgılarının belirlenmesine yönelik gelişimsel bir araştırma. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 12(2), 11-25.
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Year 2016, Volume: 12 Issue: 1, 308 - 357, 23.01.2016

Abstract

References

  • Akbaş, T. (2007). Fen Bilgisi Öğretmen Adaylarında Çevre Olgusunun Araştırılması. Basılmamış Yüksek Lisans Tezi, Atatürk Üniversitesi, Fen Bilimleri Enstitüsü, Erzurum.
  • Allen, M. (2010). Misconceptions in Primary Science. New York: Open University Press.
  • Andersson, B., & Wallin, A. (2000). Students’ understanding of the greenhouse effect, the societal consequences of reducing CO2 emissions and the problem of ozone layer depletion. Journal of Research In Science Teaching, 37 (10), 1096-1111.
  • Anderson, J. C. & Gerbing, D. W. (1984). The effect of sampling error on convergence, improper solutions, and goodnessof-nt indices for maximum likelihood confirmatory factor analysis. Psychametrika, 49, 155-173.
  • Ausubel, D. P. (1968). Educational Psychology: A Cognitive View. New York: Holt, Rinehart and Winston, Inc.
  • Arsal, Z. (2010). ¬İlköğretim öğretmen adaylarının sera etkisi ¬le ¬ilgili kavram yanılgıları. İlköğretim Online, 9(1), 229-240.
  • Arslan, H.Ö., Çiğdemoğlu, C. ve Moseley, C. (2012). A three-tier diagnostic test to assess pre-service teachers’ misconceptions about global warming, greenhouse effect, ozone layer depletion, and acid rain.
  • International Journal of Science Education. 34(11), 1667–1686.
  • Ayvacı, H.Ş. ve Şenel Çoruhlu, T. (2009). Öğrencilerin küresel çevre sorunlarına bakışları ve kavram yanılgılarının belirlenmesine yönelik gelişimsel bir araştırma. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 12(2), 11-25.
  • Bahar, M. (2004). Biyoloji eğitiminde kavram yanılgıları ve kavram değişim stratejileri. Kuram ve Uygulamada Eğitim Bilimleri. 3(1). 27-64.
  • Bahar, M. ve Aydın, F. (2002, Eylül) Sınıf öğretmenliği öğrencilerinin sera gazları ve global ısınma ile ilgili anlama düzeyleri ve hatalı kavramları. V. Ulusal Fen Bilimleri Ve Matematik Eğitimi Kongresi’nde sunulan bildiri. ODTÜ, Ankara.
  • Boyes, E., Chamber, W. & Stanisstreet, M. (1995). Trainee primary teachers' ideas about the ozone layer. Environmental Education Research. 1, 133-145.
  • Boyes, E., & Stanisstreet, M. (1993). The 'greenhouse effect': Children's perceptions of causes, consequences and cures. International Journal of Science Education, 15, 531-552.
  • Boyes, E., & Stanisstreet, M. (1997). Children’s models of understanding of two major global environmental issues (ozone layer and greenhouse effect). Research in Science & Technological Education, 15(1), 19–28.
  • Boyes, E., & Stanisstreet, M. (2001). School students’ ideas about the “Greenhouse Effect” a decade on. Canadian Journal of Environmental Education, 6, 77-101.
  • Bozdoğan, A.E. (2011). “Küresel Isınma” Sorunu Hakkında Eğitim Alanında Yapılan Çalışmalardan Bir Derleme. Kuram ve Uygulamada Eğitim Bilimleri, 11(3), 1609-1624.
  • Bozkurt, O., & Cansüngü Koray, Ö. (2002). İlköğretim öğrencilerinin çevre eğitiminde sera etkisi ile ilgili kavram yanılgıları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 23, 67-73.
  • Bozkurt, O. ve Aydoğdu, M. (2004). İlköğretim 6.,7. ve 8. sı¬nıf öğrencilerinin “ozon tabakası ve görevleri” hakkındaki kav¬ram yanılgıları ve oluşturma şekilleri. Kastamonu Eğitim Der¬gisi, 12 (2), 369-376.
  • Bozkurt, O., Aydın, H., Yaman, S., Uşak, M., & Gezer, K. (2005). Sixth, seventhy and eighth year students’ knowledge le¬vels about greenhouse effect, ozone layer and asid rain. Medi¬terranean Journal of Educational Studies, 10 (2), 81-95.
  • Büyüköztürk, S. (2013). Veri Analizi El Kitabı. Ankara: Pegem A Yayıncılık.
  • Büyüköztürk, Ş., Akgün, Ö. E., Özkahveci, Ö. & Demirel, F. (2004). Güdülenme ve Öğrenme Stratejileri Ölçeğinin Türkçe Formunun Geçerlik ve Güvenirlik Çalışması. Kuram ve Uygulamada Eğitim Bilimleri. 4(2). 207-239.
  • Cardak, O. (2009). Science students’ misconceptions of the life cycle according to their drawings. Journal of Applied Sciences, 9 (5), 865–873.
  • Christidou, V. (1996). An exploration of children's models and their use of cognitive strategies in regard to the greenhouse effect and the ozone layer depletion. In D. Psillos (Ed.), European research in science education II- Proceedings of the second PhD summer school (pp. 224-234). Thessaloniki: Art of Text.
  • Cinici, A. (2013) From caterpillar to butterfly: a window for looking into students’ ideas about life cycle and life forms of insects. Journal of Biological Education, 47(2), 84-95.
  • Creswell, J. W. (2008). Educational research: Planning, conducting and evaluating quantitative and qualitative research. USA: Pearson Prentice Hall.
  • Çınar, M. (2003). Sürdürülebilir Kalkınma ve Çevre. Yüksek Lisans Tezi, Yıldız Teknik Üniversitesi. Sosyal Bilimler Enstitüsü, İstanbul.
  • Daniel, B., Stanisstreet, M. & Boyes, E. (2004). How can we best reduce global warming? School students’ ideas and misconceptions. International Journal of Environmental Studies, 61(2), 211-222.
  • Darçın, E.S., Bozkurt, O., Hamalosmanoğlu, M. ve Köse, S. (2006). İlköğretim öğrencilerinin sera etkisi hakkındaki bilgi düzeylerinin ve kavram yanılgılarının tespit edilmesi, Internatinal Journal of Environmental and Science Education, 1(2), 104 – 115.
  • Dove, J. (1996). Student teacher understanding of the greenhouse effect, ozone layer depletion and acid rain. Environmental Education Research. 2(1), 89-100.
  • Driver, R., Guesne, E. & Tiberghien, A. (1985). Children’s ideas and the learning of science. Children’s Ideas in Science. Philadelphia: Open University Press.
  • Erol, G. H. (2005). Sınıf öğretmenliği ikinci sınıf öğrencilerinin çevre ve çevre sorunlarına yönelik tutumları. Yayımlanmamış yüksek lisans tezi, Pamukkale Üniveristesi, Fen Bilimleri Enstitüsü, Denizli.
  • Ersoy, D. ve Sanver, S. (1994). Ozon tabakasının yırtılması ve dünya için önemi. Çevre Dergisi, 10, 4-8.
  • Francis, C., Boyes, E., Qualter, A., & Stanisstreet, M. (1993). Ideas of elementary pupils about reducing the "Greenhouse Effect". Science Education, 77(4), 375-392.
  • Gardner, G. T. & Stern, P. C. (1996). Environmental Problems and Human Behavior. Boston: Allyn and Bacon.
  • Gomez-Zwiep, S. (2008) Elementary Teachers’ Understanding of Students’ Science Misconceptions: Implications for Practice and Teacher Education. Science Education, 19, 437-454.
  • Groves, F. H., & Pugh, A. F. (1999). Elementary pre-service teacher perceptions of the greenhouse effect. Journal of Science Education And Technology, 8 (1), 75-81.
  • Hambleton, R.K. & Patsula, L. (1999). Increasing the validity of adapted tests: Myths to be avoided an guidlines for improving test adaptation practies. Journal of Applied Testing Technology,1(1), 1-13.
  • Hansen, P. J. K. (2009). Knowledge about the greenhouse ef¬fect and the effects of the ozone layer among norwegian pu¬pils finishing compulsory education in 1989, 1993, and 2005- What now? International Journal of Science Education, 1-23.
  • Hungerford, H.R., & Volk, T.L. (2001). Curriculum development in environmental education fort he primary school: Changes and responsibilities. In H.R. Hungerford, Bluhm, W.J., Volk, T.L. & Ramsey, J.M. (Eds.), Essential readings in environmental education (pp. 97-107). Champaign, Illinois: Stipes Publishing L.L.C.
  • Joreskog, K., & Sörbom, D. (1993). LISREL 8: Structural Equation Modeling with the SIMPLIS command language. Lincolnwood: Scientific Software International.
  • Kaufman, D. G. & Franz, C. M. (1993). Biosphere 2000: Protecting Our Global Environment. New York: Harper Collins College Publishers.
  • Khalid, T. (2001). Pre-Service teachers’ misconceptions regarding three environmental issues. Canadian Journal of Environmental Education, 6, 102-120.
  • Kılınç, A., Stanisstreet, M. & Boyes, E. (2008). Turkish students’ ıdeas about global warming. International Journal of Environmental & Science Education, 3(2), 89 – 98.
  • Kirsner, R.S., Parker, D.F., Bratwaıte, N., Thomas, A., Tejada, F. & Trapıdo, E.J. (2005). Sun Protection Policies In Miami-Dade County Public Schools: Opportunities For Skin Cancer Prevention, Pediatr Dermatol, 22 (6), 513-519.
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Details

Journal Section Makaleler
Authors

Özgecan Taştan Kırık

Fikri Pekel

Publication Date January 23, 2016
Submission Date September 9, 2015
Published in Issue Year 2016 Volume: 12 Issue: 1

Cite

APA Taştan Kırık, Ö., & Pekel, F. (2016). Middle School Students’ Cognitive Structures About Global Warming And Ozone Layer Depletion/Ortaokul Öğrencilerinin Küresel Isınma ve Ozon Tabakasının İncelmesi Konularındaki Bilişsel Yapıları. Eğitimde Kuram Ve Uygulama, 12(1), 308-357.