Fen Bilgisi Öğretmen Adaylarının Bazı Fen Kavramlarını Anlamaları Üzerine Bilimsel Düşünme Yeteneklerinin ve Örnek Olay Temelli Öğrenme Laboratuvar Uygulamalarının Etkisi

Year 2018, , 89 - 103, 01.04.2018

Aylin Çam , Gökhan Güven , Yusuf Sülün

https://doi.org/10.17556/erziefd.295718

Cited By: 2

Abstract

Çalışmanın amacı, Fen Bilgisi öğretmen
adaylarının bazı kimya konularını anlamalarına örnek olay temelli laboratuvar
öğretiminin geleneksel laboratuvar öğretimi üzerine etkisinin incelenmesidir.
Çalışmadaki katılımcılar bir eğitim fakültesinin iki etkileşimli sınıfından 37
birinci sınıf fen bilgisi öğretmen adayından oluşmaktadır. Her bir öğretim yöntemi
tesadüfi seçilerek bir sınıfa atanmıştır. Deney grubundaki uygulamalar,
gündelik yaşamdan olayların küçük grup formatında sunularak; kontrol grubundaki
uygulamalar ise, konu anlatımı ve tartışma yapılarak gerçekleştirilmiştir.
Çalışma sonucunda kimya kavramlarının anlaşılması bakımından deney ve kontrol
grubu arasında anlamlı bir farklılık bulunmamıştır. Ancak, bilimsel düşünme
yeteneklerine ilişkin somut, soyut ve soyut sonrası dönemlerindekilerin kimya
konularını anlamaları arasında soyut düşünenler lehine anlamlı farklılıklar
bulunmuştur. Ek olarak, Fen Bilgisi öğretmen adaylarının bilimsel düşünme
seviyeleri örnek olay temelli öğrenme ve geleneksel laboratuvar öğretiminden
aynı ölçüde etkilenmiştir.  

Keywords

örnek olay temelli öğrenme laboratuvarı, geleneksel laboratuvar, bilimsel düşünme yeteneği, fen bilgisi öğretmen adayları

Effect of Case-Based Learning Laboratory Instruction and Scientific Reasoning Ability on Science Preservice Teachers’ Understanding of Some Science Concepts

Abstract

The purpose of the
study was to investigate the effect of case-based learning laboratory (CBLL)
over traditional laboratory (TL) instruction on freshman science preservice
teachers’ (SPTs’) understanding of some chemistry topics. The participants in
this study consisted of 37 freshman SPTs from two intact classes of a rural
educational faculty with the same instructor. Each teaching method was randomly
assigned to one class. In the experimental group, life cases were presented in
a small group format; in the control group, lecturing and discussion was
carried out. The results showed that there was no significant difference
between the experimental and control groups with respect to their understanding
of these chemistry concepts. However, regarding scientific reasoning ability
(SRA) level, there were significant differences among the understanding of
these chemistry topics by concrete, formal, and post-formal reasoners, in favor
of formal reasoners. In addition, SPTs’ SRA levels were affected equally in CBLL
and TL. 

Keywords

case-based learning laboratory, traditional laboratory, scientific reasoning ability, science preservice teachers

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