Sınıf Öğretmen Adaylarının Buzun Erimesi, Yoğunluk ve Gazların Sudaki Çözünürlüğü Kavramlarına İlişkin Alternatif Yapılarının Belirlenmesi

Pelin Mete

Research Article

Determination of Primary School Teachers' Alternative Frameworks Regarding the Concepts of Melting of Ice, Density and Solubility of Gases in Water

Year 2020, Volume: 8 Issue: 2, 121 - 142, 02.12.2020

Pelin Mete

Abstract

The aim of this study is to determine the pre-service teachers' level of understanding and alternative ideas about the concepts of “melting of ice, density, and solubility of gases in the water”. For this purpose, a case study was used in the study. The data collection tool consists of three open-ended questions. The questions were applied to 90 primary school teachers in Science and Technology Laboratory Practices course. The levels of understanding of primary school teachers regarding the concepts of melting of ice, density, and solubility of gases in the water were examined in five categories as full understanding, partial understanding, partial understanding with a specific alternative framework, alternative frameworks, and no answer. In addition, alternative frameworks related to the concepts of melting of ice, density, and solubility of gases in the water are described by direct quotations from students' expressions. According to the results of the study, it was observed that the primary school teachers had many alternative frameworks about the change of mass, volume, and density of ice in the melting of ice. In addition, it was observed that a small number of the primary school teachers responded correctly and there were many alternative structures regarding the change of solubility of gases and density of liquids with temperature. The primary school teachers' explanations were mostly inadequate and there were many unscientific statements

Keywords

Science education, matter and properties, melting of ice, density, solubility

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Sınıf Öğretmen Adaylarının Buzun Erimesi, Yoğunluk ve Gazların Sudaki Çözünürlüğü Kavramlarına İlişkin Alternatif Yapılarının Belirlenmesi

Year 2020, Volume: 8 Issue: 2, 121 - 142, 02.12.2020

Pelin Mete

Abstract

Bu çalışmanın amacı, sınıf öğretmen adaylarının “buzun erimesi, yoğunluk ve gazların sudaki çözünürlüğü’’ kavramlarına ilişkin anlama düzeylerini ve alternatif yapılarının belirlenmesidir. Bu amaç doğrultusunda çalışmada durum çalışması yöntemi kullanılmıştır. Veri toplama aracı üç adet açık uçlu sorudan oluşmaktadır. Sorular Fen ve Teknoloji Laboratuvar Uygulamaları dersindeki 90 sınıf öğretmen adayına uygulanmıştır. Öğretmen adaylarının buzun erimesi, yoğunluk ve çözünürlük kavramlarına ilişkin anlama düzeyleri tam anlama, kısmi anlama, bir spesifik alternatif yapı ile kısmî anlama, alternatif yapılar ve cevapsız şeklinde beş kategoride değerlendirilmiştir. Ayrıca buzun erimesi, yoğunluk ve çözünürlük kavramlarına ilişkin alternatif yapılar öğrencilerin ifadelerinden doğrudan alıntılar yapılarak betimlenmiştir. Çalışmanın sonuçlarına göre öğretmen adaylarının genellikle buzun erimesi olayında kütle, hacim ve yoğunluk değişimine ilişkin alternatif yapılara sahip oldukları görülmüştür. Ayrıca gazların sudaki çözünürlüğüne ve sıvıların yoğunluğunun sıcaklıkla değişimine ilişkin az sayıda öğretmen adayının bilimsel olarak doğru cevap verdiği görülmüştür. Öğretmen adaylarının belirtilen kavramlara ilişkin açıklamaları çoğunlukla yetersiz bulunmuş ve bilimsel olmayan çok sayıda ifadenin bulunduğu görülmüştür

Keywords

Fen eğitimi, madde ve özellikleri, buzun erimesi, yoğunluk, çözünürlük

References

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Adadan, E. (2014). Investigating the influence of pre-service chemistry teachers’ understanding of the particulate nature of matter on their conceptual understanding of solution chemistry. Chemistry Education Research and Practice, 15, 219-238.
Akdeniz, A.R., Bektaş, U. & Yiğit, N. (2000). İlköğretim 8. sınıf öğrencilerinin temel fizik kavramlarını anlama düzeyi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 19, 5-14.
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Atwood, R.A. & Atwood, V.A. (1996). Prospective elementary teachers’ conceptions of the causes of seasons. Journal of Research in Science Teaching, 33, 553-563.
Ayas, A., Özmen, H. & Çalık, M. (2010). Students' conceptions of the particulate nature of matter at secondary and tertiary level. International Journal of Science and Mathematics Education, 8(1), 165-184.
Banawi, A., Sopandi, W., Kadarohman, A. & Solehuddin, M. (2019). Prospective primary school teachers’ conception change on states of matter and their changes through Predict- Observe-Explain Strategy. International Journal of Instruction, 12(3), 359-374.
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Benson, D.L., Wittrock, C.M. & Baur, M.E. (1993). Students’ preconceptions of the nature of gases. Journal of Research in Science Teaching, 30(6), 587-597.
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Boz, Y. (2006). Turkish pupils' conceptions of the participate nature of matter. Journal of Science Education and Technology, 15(2), 203-213.
Coştu, B., Ayas, A., Açıkkar, E. & Çalık, M. (2007). Çözünürlük konusu ile ilgili kavramlar ne düzeyde anlaşılıyor? Boğaziçi Üniversitesi Eğitim Fakültesi Dergisi, 24(2), 13-28.
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Çalık, M. & Ayas, A. (2005). A comparison of level of understanding of eighth‐grade students and science student teachers related to selected chemistry concepts. Journal of Research in Science Teaching, 42(6), 638-667.
Çalık, M., Ayas, A. & Ünal, S. (2006). Çözünme kavramıyla ilgili öğrenci kavramalarının tespiti: bir yaşlar arası karşılaştırma çalışması. Gazi Üniversitesi Türk Eğitim Bilimleri Dergisi, 4(3), 309-322.
Dori, Y.J. & Hameiri, M. (2003). Multidimensional analysis system for quantitative chemistry problems—Symbol, macro, micro and process aspects. Journal of Research in Science Teaching, 40, 278-302.
Driver, R. & Erickson, G. (1983). Theories-in-action: Some theoretical and empirical issues in the study of students' conceptual frameworks in science. Journal Studies in Science Education, 10(1), 37-60.
Driver, R. & Easley. J. (1978). Pupils and paradigms: A review of literature related to concept development in adolescent science students. Studies in Science Education, 5, 61-84.
Driver, R., Squires, A., Rushworth, P. & Wood-Robinson, V. (1994). Making Sense of Secondary Science: Research into Children’s Ideas (2nd Ed.). London: Routledge.
Ebenezer, J.V. & Erickson, G.L. (1996). Chemistry students’ conceptions of solubility: A phenomenograpy. Science Education, 80, 181-201.
Gabel, D.L., Hunn, D. & Samuel, K.V. (1987). Understanding the particulate nature of matter. Journal of Chemical Education, 64(8), 695-697.
Garnett, P.J, Garnett, P.J. & Hackling, M.W. (1995). students' alternative conceptions in chemistry: A review of research and implications for teaching and learning. Journal Studies in Science Education, 25(1), 69-95.
Gilbert, J. K. & Zyberstajn, A. (1985). A conceptual framework for science education: The case study of force and movement. European Journal of Science Education, 7, 107-120.
Goodwin, A. (2002). Is salt melting when it dissolves in water? Journal of Chemical Education, 79, 393-396.
Griffiths, A.K. & Preston, K.R. (1992). Grade-12 students' misconceptions relating to fundamental characteristics of atoms and molecules. Journal of Research in Science Teaching, 29(6), 611-628.
Güneş, T., Taştan Akdağ, F. & Güneş, O. (2016). Lise öğrencilerinin sıvıların kaldırma kuvvetinin öğrenilmesine yönelik hazır bulunuşlukları ve kavram yanılgıları. International Journal of Social Sciences and Education Research, 2 (1), 20-32.
Haidar, A.H. (1997). Prospective chemistry teachers’ conceptions of the conservation of matter and related concepts. Journal of Research in Science Teaching, 34, 181-197.
Hançer, A.H., Şensoy, Ö. & Yıldırım, H.İ. (2003). İlköğretimde çağdaş fen bilgisi öğretiminin önemi ve nasıl olması gerektiği üzerine bir değerlendirme. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 13(1), 80-88.
Hewson, M.G. & Hewson, P.W. (1983). Effect of instruction using students’ prior knowledge and conceptual change strategies on science learning. Journal of Research in Science Teaching, 20(8), 731-743.
Horton, C. (2007). Student alternative conceptions in chemistry. California Journal of Science Education, 7(2), 18-38.
Jauhariyah, M.N.R., Suprapto, N., Suliyanah, S., Admoko, S., Setyarsih, W., Harizah, Z. & Zulfa, I. (2018). The students’ misconceptions profile on chapter gas kinetic theory. Journal of Physics: Conference Series, 997(1).
Johnson, P. (1998). Children’s understanding of changes of state involving the gas state, Part 1: Boiling water and the particle theory. International Journal of Science Education, 20(5), 567-583.
Kang, S., Scharmann, L.C., Noh, T. & Koh, H. (2005). The influence of students’ cognitive and motivational variables in respect of cognitive conflict and conceptual change. International Journal of Science Education, 27(9), 1037-1058.
Karaaslan, E.H. & Ayas. A. (2016). Fen eğitiminde ‘bilimsel açıklama’ ve önemi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 17(3), 101-120.
Kartal, T., Öztürk, N. & Yalvaç, H.G. (2011). Misconceptions of science teacher candidates about heat and temperature. Procedia Social and Behavioral Sciences, 15, 2758–2763.
Kesmez, İ. (2010). Fen Öğretimi Laboratuvar Uygulamaları-1. 2. Baskı, Erzurum.
Kimmerle, J., Moskaliuk, J., Oeberst, A. & Cress, U. (2015). Learning and collective knowledge construction with social media: A process-oriented perspective. Educational Psychologist, 50(2), 120-137.
Kind, V. (2004). Beyond Appearances: Students’ Misconceptions about Basic Chemical Ideas, 2nd Edition, School of Education, Durham University, UK.
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Details

Primary Language	Turkish
Subjects	Studies on Education
Journal Section	Araştırma Makalesi
Authors	Pelin Mete This is me
Publication Date	December 2, 2020
Submission Date	April 28, 2020
Published in Issue	Year 2020 Volume: 8 Issue: 2

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APA	Mete, P. (2020). Sınıf Öğretmen Adaylarının Buzun Erimesi, Yoğunluk ve Gazların Sudaki Çözünürlüğü Kavramlarına İlişkin Alternatif Yapılarının Belirlenmesi. Fen Bilimleri Öğretimi Dergisi, 8(2), 121-142.

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Dergide yayımlanmak üzere gönderilen çalışmaların daha önce hiç bir yerde yayımlanmamış ve aynı anda başka bir dergiye gönderilmemiş olması gerekir. Çalışmaların başka dergilerde daha önce yayımlanmamış olması ve/veya değerlendirme sürecinde olmaması yazar(lar)ın sorumluluğundandır. Bu tür bir husus tespit edildiğinde çalışma yazar(lar)a geri gönderilir.

Dergiye çalışma göndermeyi düşünen araştırmacılar https://dergipark.org.tr/tr/pub/fbod dergi adresinde bulunan “Yazım Kuralları”, "Yazarlar İçin Rehber" ve “Makale Gönder” sayfalarını inceleyerek çalışmalarını internet ortamında gönderebilirler. FBÖD ücretsiz bir dergi olup, dergiye gönderilen çalışmalar için yazarlardan değerlendirme veya basım ücreti talep edilmemektedir. Dergide yayımlanan çalışmaların tamamının tam metinleri ücretsiz erişime açıktır. Dergide yayımlanan makalelerden kaynak gösterilmek suretiyle alıntı yapılabilir.

Dergide yayımlamak üzere çalışmalarınızı bekler, derginin ülkemizde fen bilimleri eğitimi ve öğretiminin gelişmesi, bilim okur-yazarlığının yaygınlaşması ve öğretmenlerin uygulamaya dönük ihtiyaçlarının karşılanması amaçlarına katkı sağlamasını temenni ederiz.

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