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“Burnumdan Aldığım Nefes Nereye Gidiyor?”: Çocukların Solunum Sistemi Hakkındaki Bilgileri

Year 2017, Volume: 16 Issue: 1, 0 - 0, 29.12.2016

Berat Ahi Sibel Balcı

https://doi.org/10.17051/io.2017.34222

Abstract

Bu araştırmada farklı yaş gruplarında (5, 7 ve 10) eğitimine devam eden çocukların biyolojik temelli karmaşık bir sistem olan solunum sistemine yönelik bilgilerinin tespit edilmesi amaçlanmaktadır. Araştırma Türkiye’nin kuzeybatı bölgesinde yer alan orta ölçekli bir ilinde yürütülmüştür. Araştırma kapsamında her yaş grubundan 20 olmak üzere toplam 60 çocukla çalışılmıştır. Çalışma grubunun oluşturulmasında tipik durum örnekleme tekniği kullanılmıştır. Veriler sesli düşünme protokolüyle toplanmıştır. Araştırma sonucunda çalışma grubunda yer alan çocukların solunum sistemine ait organlar arasından en çok ağız, akciğer ve soluk borusuna vurgu yaptıkları sonucuna ulaşılmıştır. Yaş ilerledikçe çocukların vurguladığı solunum sistemine ait organların sayısında da artış görülmektedir. Beş ve yedi yaşta solunum sistemine ait olmayan karın ve mide vurgularının yapıldığı da tespit edilmiştir. Yine çalışma grubundaki çocukların önemli bir bölümünün solunum sisteminin işleyişi hakkında yeterli bilgi düzeyine sahip olmadıkları tespit edilmiştir. Araştırma sonuçlarından yola çıkılarak özellikle karmaşık sistemlerin öğretiminde farklı teknik ve yöntemlerin denenmesi gerektiği, ilerleyen zamanda yapılacak araştırmalar için de bu araştırmanın sınırlılıkları göz önünde bulundurularak farklı karmaşık sistemlere ait ön bilgilerin tespitinin gerekli olduğu vurgulanmıştır.

References

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  • Carvalho, G., S., Silva, R., Lima, N., Coquet, E. & Clement, P. (2004). Protuguese primary school children’s conceptions about digestion: Identification of learning obstacles. International Journal of Science Education, 26(9), 1111-1130.
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  • Field, A. (2009). Discovering statics using SPSS. (3th edn). London: SAGE.
  • Gellert, E. (1962). Children’s conceptions of the content and fuctions of the human body. Genetic Psychology Monographs, 65, 293-405.
  • Goldstone, R. L. (2006). The complex systems see-cahnge in education. Jornal of the Learning Science, 15(1), 35-43.
  • Hmelo- Silver, C. E, Marethe, S. & Liu, L. (2007). Fish swim, rocks sit and lungs breathe: Expert-novice understanding of complex systems. Journal of the Learnin Sciences, 16(3), 307-331.
  • Hmelo-Silver, C. E. & Azevedo, R. (2006). Understanding complex systems: Core chalenges. Jornal of the Learning Science, 15(1), 53-61.
  • Jaakkola, R. O. & Slaughter, V. (2002). Children’s body knowledge: Understanding ‘life’ as a biological goal. British Journal of Developmental Psychology, 20, 325-342.
  • Jacobson, M. J. & Wilensky, U. (2006). Complex system in education: Scientific and educational importance and implications fort he learning sciences. Jornal of the Learning Science, 15(1), 11-34.
  • Lazarowitz, R. & Lieb, C. (2006). Formative assessment pre-test to identify college students’ prior knowledge, misconceptions and learning difficulties in biology. International Journal of Science and Mathematical Education, 2006(4), 741-762.
  • Lee, Y. C. (2015). Self-generated analogical models of respiratory patways. Journal of Biological Education, 49(4), 370-384.
  • Lesh, R. (2006). Modelling students modeling abilities: The teaching and learning of complex system in education. Jornal of the Learning Science, 15(1), 45-52.
  • Miles, M. B. & Huberman, A. M. (2015). Nitel veri analizi. (S. Akbaba Altun & A. Ersoy. Trans. Eds.) Ankara: Pegem. Original Title: Qualitative data analysis: An expanded sourcebook.
  • Milli Eğitim Bakanlığı. (2013). İlköğretim kurumları fen bilgisi dersi öğretim programı. Ankara: MEB.
  • Mintzes, J. J. (1984). Naive theories in biology: Children’s concept of the human body. School Science and Mathematics, 87, 548-555.
  • Nguyen, S. P. & Rosengren, K. S. (2004). Parental reports of children’s biological knowledge and misconceptions. International Journal of Behavioral Development, 28, 411-420.
  • Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri. (M. Bütün & S. B. Demir. Trans. Eds.) Ankara: Pegem. Original Title: Qualitative research and evaluation methods.
  • Pelaez, N. J., Boyd, D. D., Rojas, J. B. & Hoover, M. A. (2005). Prevalence of blood circulation misconception among prospective elementary theachers. Adv. Physiol. Educ., 29, 172-181.
  • Piaget, J. (1929). The child’s conception of World. New York: Harcourt, Brace.
  • Piaget, J. (1930). The child’s conception of phsical causality. London: Kegan Paul.
  • Prokop, P. & Fancovicova, J. (2006). Students’ ideas about the human body: Do they really draw what they know? Journal of Baltic Science Education, 2(10), 86-95.
  • Reiss, M. J. & Tunnicliffe, S. D. (2001). Students’ understanding of human organs and organ systems. Research in Science Education, 31, 383-399.
  • Saballei, N. H. (2006). Complexity, technology, scince and education. Jornal of the Learning Science, 15(1), 5-9.
  • Sungur, S., Tekkaya, C. & Geban, Ö. (2001). The contribution of conceptual change texts accompanied by concept mapping to students’ understanding of the human circulatory system. School Science and Mathematics, 101(2), 91-101.
  • Teixeira, F., M. (2000) What happens to the food we eat? Children's conceptions of the structure and function of the digestive system, International Journal of Science Education, 22(5), 507-520.
  • Tekkaya, C. (2003). Remediating high school students’ misconceptions concerning diffusion and osmosis through concept mapping and conceptual change text. Research in Science and Technological Education, 21,5-16.
  • Tunnicliffe, S. D. & Reiss, M. J. (1999). Students’ understanding about animal skeletons. International Journal of Science Education, 21, 1187-1200.
  • Wai- Yip, C. Casual and teleological explanations in biology. Journal of BiologicalEducation, 43(4), 149-151.
  • Yoon, S. (2008). Using memeş and memetic process to explain social and conceptual influences on student understanding about complex socio-scientific issues. Journal of Research in Science Teaching, 45(8), 900-921.
  • Zvi-Assaraf, O. & Orion, N. (2005). Development of system thinking skills in the context of Earth System education. Journal of Research in Science Teaching, 42(5), 518-560.
  • Zvi-Assaraf, O., Dodick, J & Tripto, J. (2013). High school students’ understanding of the human body system. Research in Science Education, 43, 33-56.

Year 2017, Volume: 16 Issue: 1, 0 - 0, 29.12.2016

Berat Ahi Sibel Balcı

https://doi.org/10.17051/io.2017.34222

Abstract

References

  • Arnaudin, M. W. & Mintzes, J. J. (1985). Students’ alternative conceptions of the human circulatory system: A cross age study. Science Education, 69, 721-733.
  • Carvalho, G., S., Silva, R., Lima, N., Coquet, E. & Clement, P. (2004). Protuguese primary school children’s conceptions about digestion: Identification of learning obstacles. International Journal of Science Education, 26(9), 1111-1130.
  • Cohen, J.W. (1988). Statistical power analysis for the behavioral sciences (2nd edn). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Field, A. (2009). Discovering statics using SPSS. (3th edn). London: SAGE.
  • Gellert, E. (1962). Children’s conceptions of the content and fuctions of the human body. Genetic Psychology Monographs, 65, 293-405.
  • Goldstone, R. L. (2006). The complex systems see-cahnge in education. Jornal of the Learning Science, 15(1), 35-43.
  • Hmelo- Silver, C. E, Marethe, S. & Liu, L. (2007). Fish swim, rocks sit and lungs breathe: Expert-novice understanding of complex systems. Journal of the Learnin Sciences, 16(3), 307-331.
  • Hmelo-Silver, C. E. & Azevedo, R. (2006). Understanding complex systems: Core chalenges. Jornal of the Learning Science, 15(1), 53-61.
  • Jaakkola, R. O. & Slaughter, V. (2002). Children’s body knowledge: Understanding ‘life’ as a biological goal. British Journal of Developmental Psychology, 20, 325-342.
  • Jacobson, M. J. & Wilensky, U. (2006). Complex system in education: Scientific and educational importance and implications fort he learning sciences. Jornal of the Learning Science, 15(1), 11-34.
  • Lazarowitz, R. & Lieb, C. (2006). Formative assessment pre-test to identify college students’ prior knowledge, misconceptions and learning difficulties in biology. International Journal of Science and Mathematical Education, 2006(4), 741-762.
  • Lee, Y. C. (2015). Self-generated analogical models of respiratory patways. Journal of Biological Education, 49(4), 370-384.
  • Lesh, R. (2006). Modelling students modeling abilities: The teaching and learning of complex system in education. Jornal of the Learning Science, 15(1), 45-52.
  • Miles, M. B. & Huberman, A. M. (2015). Nitel veri analizi. (S. Akbaba Altun & A. Ersoy. Trans. Eds.) Ankara: Pegem. Original Title: Qualitative data analysis: An expanded sourcebook.
  • Milli Eğitim Bakanlığı. (2013). İlköğretim kurumları fen bilgisi dersi öğretim programı. Ankara: MEB.
  • Mintzes, J. J. (1984). Naive theories in biology: Children’s concept of the human body. School Science and Mathematics, 87, 548-555.
  • Nguyen, S. P. & Rosengren, K. S. (2004). Parental reports of children’s biological knowledge and misconceptions. International Journal of Behavioral Development, 28, 411-420.
  • Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri. (M. Bütün & S. B. Demir. Trans. Eds.) Ankara: Pegem. Original Title: Qualitative research and evaluation methods.
  • Pelaez, N. J., Boyd, D. D., Rojas, J. B. & Hoover, M. A. (2005). Prevalence of blood circulation misconception among prospective elementary theachers. Adv. Physiol. Educ., 29, 172-181.
  • Piaget, J. (1929). The child’s conception of World. New York: Harcourt, Brace.
  • Piaget, J. (1930). The child’s conception of phsical causality. London: Kegan Paul.
  • Prokop, P. & Fancovicova, J. (2006). Students’ ideas about the human body: Do they really draw what they know? Journal of Baltic Science Education, 2(10), 86-95.
  • Reiss, M. J. & Tunnicliffe, S. D. (2001). Students’ understanding of human organs and organ systems. Research in Science Education, 31, 383-399.
  • Saballei, N. H. (2006). Complexity, technology, scince and education. Jornal of the Learning Science, 15(1), 5-9.
  • Sungur, S., Tekkaya, C. & Geban, Ö. (2001). The contribution of conceptual change texts accompanied by concept mapping to students’ understanding of the human circulatory system. School Science and Mathematics, 101(2), 91-101.
  • Teixeira, F., M. (2000) What happens to the food we eat? Children's conceptions of the structure and function of the digestive system, International Journal of Science Education, 22(5), 507-520.
  • Tekkaya, C. (2003). Remediating high school students’ misconceptions concerning diffusion and osmosis through concept mapping and conceptual change text. Research in Science and Technological Education, 21,5-16.
  • Tunnicliffe, S. D. & Reiss, M. J. (1999). Students’ understanding about animal skeletons. International Journal of Science Education, 21, 1187-1200.
  • Wai- Yip, C. Casual and teleological explanations in biology. Journal of BiologicalEducation, 43(4), 149-151.
  • Yoon, S. (2008). Using memeş and memetic process to explain social and conceptual influences on student understanding about complex socio-scientific issues. Journal of Research in Science Teaching, 45(8), 900-921.
  • Zvi-Assaraf, O. & Orion, N. (2005). Development of system thinking skills in the context of Earth System education. Journal of Research in Science Teaching, 42(5), 518-560.
  • Zvi-Assaraf, O., Dodick, J & Tripto, J. (2013). High school students’ understanding of the human body system. Research in Science Education, 43, 33-56.
There are 32 citations in total.

Details

Journal Section Araştırma Articlesi
Authors

Berat Ahi

Sibel Balcı This is me

Publication Date December 29, 2016
Published in Issue Year 2017 Volume: 16 Issue: 1

Cite

APA Ahi, B., & Balcı, S. (2016). “Burnumdan Aldığım Nefes Nereye Gidiyor?”: Çocukların Solunum Sistemi Hakkındaki Bilgileri. İlköğretim Online, 16(1). https://doi.org/10.17051/io.2017.34222
AMA Ahi B, Balcı S. “Burnumdan Aldığım Nefes Nereye Gidiyor?”: Çocukların Solunum Sistemi Hakkındaki Bilgileri. EEO. December 2016;16(1). doi:10.17051/io.2017.34222
Chicago Ahi, Berat, and Sibel Balcı. “‘Burnumdan Aldığım Nefes Nereye Gidiyor?’: Çocukların Solunum Sistemi Hakkındaki Bilgileri”. İlköğretim Online 16, no. 1 (December 2016). https://doi.org/10.17051/io.2017.34222.
EndNote Ahi B, Balcı S (December 1, 2016) “Burnumdan Aldığım Nefes Nereye Gidiyor?”: Çocukların Solunum Sistemi Hakkındaki Bilgileri. İlköğretim Online 16 1
IEEE B. Ahi and S. Balcı, “‘Burnumdan Aldığım Nefes Nereye Gidiyor?’: Çocukların Solunum Sistemi Hakkındaki Bilgileri”, EEO, vol. 16, no. 1, 2016, doi: 10.17051/io.2017.34222.
ISNAD Ahi, Berat - Balcı, Sibel. “‘Burnumdan Aldığım Nefes Nereye Gidiyor?’: Çocukların Solunum Sistemi Hakkındaki Bilgileri”. İlköğretim Online 16/1 (December 2016). https://doi.org/10.17051/io.2017.34222.
JAMA Ahi B, Balcı S. “Burnumdan Aldığım Nefes Nereye Gidiyor?”: Çocukların Solunum Sistemi Hakkındaki Bilgileri. EEO. 2016;16. doi:10.17051/io.2017.34222.
MLA Ahi, Berat and Sibel Balcı. “‘Burnumdan Aldığım Nefes Nereye Gidiyor?’: Çocukların Solunum Sistemi Hakkındaki Bilgileri”. İlköğretim Online, vol. 16, no. 1, 2016, doi:10.17051/io.2017.34222.
Vancouver Ahi B, Balcı S. “Burnumdan Aldığım Nefes Nereye Gidiyor?”: Çocukların Solunum Sistemi Hakkındaki Bilgileri. EEO. 2016;16(1).