Genel Kimya Dersinde Öğrencilerin Kavram Haritalama ve Problem Çözme İnancının İncelenmesi

Year 2008, Volume: 35 Issue: 35, 111 - 122, 01.06.2008

Emine Erdem

Abstract

Bu araştırmanın amacı öğrencilerin Genel Kimya dersinde kimyasal denge konusundaki kavramları nasıl ilişkilendirdiğini ve hazırladıkları kavram haritaları ile öğrencilerin problem çözme inancı arasındaki ilişkinin incelenmesidir. İki aşamada gerçekleştirilen bu araştırmaya 60 üniversite öğrencisi katılmıştır. Bu öğrenciler eşit sayıda iki gruba ayrılmıştır. Birinci aşamada birinci grup kavram haritalarını kendi bağlantı cümlecikleri (KBC) ile hazırlarken ikinci grup verilen bağlantı cümlecikleri (VBC) ile hazırlamıştır. İkinci aşamada birinci gruba kavram haritalarını hazırlamada bağlantı cümlecikleri verilmiştir. İkinci gruba verilmemiştir. Araştırmanın verileri her iki aşamada hazırlanan kavram haritaları ve problem çözme inancı ölçeği ile toplanmıştır. Araştırma sonucunda verilen bağlantı cümlecikleri ile hazırlanan kavram haritaları daha başarılı bulunmuştur. Kavram haritalama ve problem çözme inancı arasında istatistiksel olarak anlamlı ilişki bulunmamıştır

Keywords

kavram haritaları, problem çözme inancı, anlamlı öğrenme

References

• Ault, C. R. (1985). Concept mapping as a study strategy in earth sciences. Journal of College Science Teaching, 15(1), 38-44.
• Agung, S. & Schwartz, M. S. (2007). Students’ understanding of conservation of matter stoichiometry and balancing equations in Indonesia. International Journal of Science Education, 29(13): 1679-1702.
• Altınok, H. &Açıkgöz, K. Ü. (2006). İşbirlikli ve bireysel kavram haritalamanın fen bilgisi dersine yönelik tutum üzerindeki etkileri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30, 21-29.
• Bascones, J. & Novak, J. D. (1985). Alternative instructional systems and the development of problem-solving skills in physics. International journal of Science Education, 7(3), 253-261.
• Chularut, P. & DeBacker, T. K. (2004). The influence of concept mapping on achievement, self-regulation, and self-efficacy in students of english as a second language. Contemporary educational Psychology, 29, 248-263.
• Derbentseva, N., Safayeni, F. & Canas, A. J. (2007). Concept maps: Experiments on dynamic thinking. Journal of Research in Science Teaching, 44(3), 448-465.
• Edmonson, K. M. (1995). Concept mapping for the development of medical curricula. Journal of Research in Science Teaching, 32(7),777-793.
• Edwards, J. & Fraser, K. (1983). Concept maps as reflections of conceptual understanding. Research in Science Education, 13, 19-26.
• Elhelou, M. W. A. (1997). The use of concept mapping in learning science subjects by Arab students. Educational Research, 39(3), 311-317.
• Gaigher, E., Rogan, J. M. & Braun, M. W. H. (2007). Exploring the development of conceptual understanding through structured problem-solving in physics. International Journal of Science Education, 29(9): 1089-1110.
• Gürbüz, R. (2006). Olasılık konusunun öğretiminde kavram haritaları. Yüzüncü Yıl Üniversitesi, Eğitim Fakültesi Dergisi, 3(2), 133-151.
• Harris, K., Marcus, R., McLaren, K. & Fey, J. (2001). “Curriculum materials supporting problem-based teaching”. School Science and Mathematics, 101(6), 310-318.
• Hay, D., Kinchin, I. & Lygo-Baker, S. (2008). Making learning visible: the role of concept mapping in higher education. Studies in Higher Education, 33(3), 295-311.
• Heinze-Fry, J. A., & Novak, J. D. (1990). Concept mapping brings long-term movement toward meaningful learning. Science Education, 74, 461-472.
• Horton, P. B., McConey, A. A., Gallo, M., Woods, A. L., Senn, G. J. & Hamelin, D. (1993). An investigation of the effectiveness of concept mapping as an instructional tool. Science Education, 77(1), 95-111.
• Jacobs-Lawson, J.M. & Hershey, D. A. (2002). Concept maps as a an assessment tool in psychology courses. Teaching of Psychology, 29(1), 25-29.
• Karataş, İ. ve Güven, B. (2003). Problem çözme davranışlarının değerlendirilmesinde kullanılan yöntemler: klinik mülakatın potansiyeli. İlköğretim Online, 2(2), 2-9.
• Kaya, O. N. (2008). A student-centred approach: Assessing the changes in prospective science teachers’ conceptual understanding by concept mapping in a general chemistry laboratory. Research in science Education, 38, 91-110.
• Kinchin, I. M. (2001). If concept mapping is so helpful to learning biology, why aren’t we all doing it? International Journal of Science Education, 23(12), 1257-1269.
• Kinchin, I. M. & Hay, D. B. (2000). How a qualitative approach to concept map analysis can be used to aid learning by illstrating patterns of conceptual development. Educational Research, 42(1), 43-57.
• Kloosterman, P. & Stage, F. K. (1992). “Measuring beliefs about mathematical problem solving”. School Science and Mathematics, 92,109-115.
• Leonard, W., Dufresne, R., & Mestre, J. (1996). Using qualitative problem-solving strategies to highlight the role of conceptual knowledge in solving problems. American Journal of Physics, 64, 1495-1503.
• Malone, D. G. & Decker, J. L. (1984). The concept map as an aid to instruction in science and mathamatics. School Science and Mathematics, 84, 220-231.
• Markham, K., Mintzes, J. & Jones, M. G. (1994). The concept map as research and evaluation tool: Further evidence of validity. Journal of Research in Science Teaching, 31, 91-101.
• Martin, D. J. (1994). Concept mapping as an aid to lesson planning: a longitudinal study. Journal of Elementary Science Education, 6(2), 11-30.
• Nicoll, G., Francisco, J. & Nakhleh, M. (2001). An investigation of the value of using concept maps in general chemistry. Journal of Chemical Education, 78(8), 1111-1117.
• Novak, J. D. & Gowin, D. B. (1984). Learning how to learn. New York and Cambridge, UK: Cambridge University Press.
• Novak, J. D., Gowin, D. B. & Johansen, G. T. (1983). The use of concept mapping and knowledge vee mapping with junior high school science students. Science Education, 67, 625-645.
• Rafferty, C. D. & Fleschner, L. K. (1993). Concept mapping: A viable alternative to objective and essay exams. Reading Research and Instruction, 32(3), 25-34.
• Reif, F. & Scott, L. A. (1999). Teaching scientific thinking skills: Students and computers coacing each other. American Journal of Physics, 67, 819-831.
• Roth, W. & Roychoudhury, A. (1993). Using Vee and concept maps in collaborative settings: Elementary education majors construct meaning in physical science courses. Social Science and Mathematics, 93, 237-244.
• Royer, J. M., Cisero, C. A. & Carlo, M. S. (1993). Techniques and Procedures for assessing cognitive skills. Review of Educational Research, 63(2), 201-243.
• Ruiz-Primo, M. A. & Shavelson, R. J. (1996). Problems and issues in the concept maps in science assessment. Journal of Research in Science Teaching, 33, 569-600.
• Ruiz-Primo, M. A., Schultz, S. E., Li, M., & Shavelson, R. J. (2001a). Comparison of the reliability and validity of scores from two concept-mapping techniques. Journal of Research in Science Teaching, 38, 260-278.
• Ruiz-Primo, M. A., Shavelson, R. J., Li, M., & Schultz, S. E. (2001b). On the validity of cognitive interpretations of scores from alternative concept-mapping techniques. Educational Assessment, 7, 99-141.
• Safayeni, F., Derbentseva, N., & Canas, A. J. (2005). A theoretical note on concepts and the need for cyclic concept maps. Journal of Research in Science Teaching, 42, 741-766.
• Snead, D. & Young, B. (2003). Using concept mapping to aid African American students’ understanding in middle grade science. Journal of Negro Education, 72(3), 333-343.
• Solaz-Portoles, J. J. & Lopez, V. S. (2008). Types of knowledge and their relations to problem solving in science: directions for practice. Educational Sciences Journal, 6, 105-112.
• Stice, C. F. & Alvarez, M. C. (1987). Hierarchical conpect mapping in the early grades. Childhood Education, 64(2), 86-96. Swanson, H. L. (1990). Influence of metacognitive knowledge and aptitude on problem solving. Journal of Educational Psychology, 82(2), 306-314.
• Şahin, F. (2002). Kavram haritalarının değerlendirme aracı olarak kullanılması ile ilgili bir araştırma. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 11(1), 17-32.
• Torre, D. M., Daley, B., Stark-Schweitzer, T., Siddartha, S., Petkova, J. & Ziebert, M., (2007). A qualitative evaluation of medical student learning with concept maps. Medical Teacher, 29, 949-955.
• Trochim, W. & Kane, M. (2005). Concept mapping: an introduction to structured conceptualization. International Journal for Quality in Health Care, 17(3), 187-191.
• Wandersee, J. H. (1990). Concept mapping and cartography of cognition. Journal of Research in Science Teaching, 27(10), 923-936.
• Yin, Y., Vanides, J., Ruiz-Primo, M. A., Ayala, C. C. & Shavelson, R. J. (2005). Comparison of two concept-mapping techniques: Implications for scoring, interpretation, and use. Journal of Research in Science Teaching, 42(2), 166184.
• Zanting, A., Verloop, N. & Vermunt, J. D. (2003). Using interviews and concept maps to access mentor teachers’ practical knowledge. Higher Education, 46, 195-214.