THE EFFECT OF MODEL BASED LEARNING ON THE ACADEMIC SUCCESS AND CONCEPTUAL UNDERSTANDING OF MIDDLE-SCHOOL STUDENTS ON THE PARTICULATE NATURE OF MATTER

Year 2019, , 2059 - 2075, 15.10.2019

Ayşegül Ergün , Mustafa Sarıkaya

https://doi.org/10.17755/esosder.539584

Cited By: 2

Abstract

The purpose of this research
is to determine the effect of learning based on models on the academic success
and conceptual understanding of middle-school students on the particulate
nature of matter. In the research, the single group pretest-posttest semi
experimental design which is one of the quantitative research methods was used.
The sample of the research consists of a total of 134 students 34 of whom are
5th grade, 32 are 6th grade, 33 are 7th grade and 35 are 8th grade students
from state middle-schools in a city in the Aegean Region of Turkey receiving
education in the 2009-2010 academic year, who were selected with the simple
random sampling method. The data of the research were collected through the
‘Evaluation Test for the Particulate Nature of Matter’ (ETPNM) and ‘Conceptual
Test for the Particulate Nature of Matter’ (CTPNM). In the analysis of data,
the t test was used for the related samples. As a result of the research, it
was determined that model based learning has a positive effect on the academic
success and conceptual understanding of middle-school students on the subject
of particulate nature of matter. In addition, it was determined that the effect
of model based learning on conceptual understanding is more positive compared
to its effect on academic success. In the light of the research findings, the
importance of model based learning in the teaching of abstract concepts was
underlined and suggestions were made to the researchers and science
teachers.  

Keywords

Model based learning, particulate nature of matter, academic success

MODELE DAYALI ÖĞRENMENİN ORTAOKUL ÖĞRENCİLERİNİN MADDENİN PARÇACIKLI YAPISI KONUSUNDAKİ AKADEMİK BAŞARILARINA VE KAVRAMSAL ANLAMALARINA ETKİSİ

Abstract

Bu
araştırmanın amacı modele dayalı öğrenmenin, ortaokul öğrencilerinin maddenin
parçacıklı yapısı konusundaki akademik başarıları ve kavramsal anlamaları
üzerindeki etkisinin belirlenmesidir. Araştırmada nicel araştırma
yöntemlerinden tek gruplu ön test-son test yarı deneysel desen kullanılmıştır.
Araştırmanın örneklemi 2009-2010 öğretim yılında Türkiye’nin Ege Bölgesindeki
bir ildeki devlet ortaokullarından basit tesadüfi örnekleme yöntemi ile
belirlenen 34 beşinci sınıf, 32 altıncı sınıf, 33 yedinci sınıf ve 35 sekizinci
sınıf olmak üzere toplam 134 öğrenciden oluşmaktadır.
Araştırmanın verileri “Maddenin
Parçacıklı Yapısı Değerlendirme Testi (MPYDT)” ve “Maddenin Parçacıklı Yapısı
Kavram Testi (MPYKT)” ile elde edilmiştir. Veri analizinde ilişkili örneklemler
için t testi kullanılmıştır. Araştırma sonucunda modele dayalı öğrenmenin,
ortaokul öğrencilerinin maddenin parçacıklı yapısı konusundaki akademik
başarılarını ve kavramsal anlamalarını tüm sınıf düzeylerinde olumlu olarak
etkilediği belirlenmiştir. Araştırma bulgularının ışığında soyut kavramların
öğretiminde modele dayalı öğrenmenin önemi vurgulanarak araştırmacılara ve fen
eğitimcilerine önerilerde bulunulmuştur. 

Keywords

Modele dayalı öğrenme, maddenin parçacıklı yapısı, akademik başarı

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