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Abstract

In this study, the effects of model based science education on students‟ ideas about scientific knowledge are examined. The study lasted almost 6 weeks where 7th graders of a primary school in one of the central towns of İzmir metropole participated in with experimental and control groups. While the experimental group received model based science education, the control group received science education in concordant with the textbook of science and technology curriculum. Both groups were given questionnaire of scientific knowledge and five students from each group were interviewed. Finally, it was seen that there is not a significant difference quantitatively between the groups regarding scientific knowledge. However, it was seen that the experimental group improved qualitatively the understanding of scientific knowledge.

Keywords

• model based education, science education, scientific knowledge

Modellemeye Dayalı Fen Öğretiminin Etkilerinin Bilimsel Bilgi Açısından İncelenmesi

Abstract

Bu çalışmada, modellemeye dayalı etkinliklerle yürütülen fen ve teknoloji dersinin öğrencilerin bilimsel bilgi ile ilgili düşüncelerine etkisi incelenmiştir. İzmir iline bağlı merkez ilçelerden birindeki bir ilköğretim okulunun 7. sınıflarıyla gerçekleştirilen ve yaklaşık 6 hafta süren uygulamada deney ve kontrol grupları ile çalışılmıştır. Deney sınıfında fen ve teknoloji dersi modellemeye dayalı olarak işlenirken, kontrol sınıfında mevcut Fen ve Teknoloji programına uygun olarak işlenmiştir. Uygulama öncesinde ve sonrasında her iki sınıfa da bilimsel bilgiye görüş ölçeği uygulanmış ve her iki sınıftan 5'er öğrenci ile görüşülmüştür. Araştırma sonunda bilimsel bilgiye yönelik görüşlerde nicel olarak her iki grup arasında anlamlı fark görülmezken, nitel olarak deney grubu öğrencilerinde kontrol grubu öğrencilerine göre daha fazla oranda gelişme izlenmiştir

Keywords

• modele dayalı eğitim, fen eğitimi, bilimsel bilgi

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