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5. Sınıf Öğrencilerinin ‘Besinleri Tanıyalım’ Konusundaki Kavramsal Anlamalarına Bağlam Temelli Yaklaşımın Etkisi

Year 2017, Volume: 16 Issue: 3, 900 - 916, 21.04.2017

Fethiye Karslı , Ülkü Saka

https://doi.org/10.17051/ilkonline.2017.330230
Cited By: 2

Abstract

Bu çalışmanın amacı, beşinci sınıf öğrencilerinin ‘Besinleri Tanıyalım’ konusundaki kavramsal anlamalarına ve alternatif kavramlarının giderilmesine Bağlam Temelli Yaklaşım (BTY)’ın etkisini incelemektir. Ön test son test dizaynlı yarı deneysel yönteme göre desenlenen araştırmanın örneklemi, Giresun’da bulunan bir ortaokulun beşinci sınıflarında öğrenim gören toplam 40 öğrenciden oluşmaktadır. Deney grubunda dersler BTY’ye göre geliştirilen öğretim materyali ile işlenirken, kontrol grubunda yapılandırmacı yaklaşımın 5E öğretim modeline göre işlenmiştir. Araştırmada veri toplama aracı olarak iki aşamalı “Besinleri Tanıyalım Kavram Testi” (BTKT) ve kavramlar hakkında yarı yapılandırılmış mülakat kullanılmıştır. Araştırma sonucunda, BTY’ye göre tasarlanan öğrenme ortamının öğrencilerin kavramsal anlamalarında ve olumlu yönde kavramsal değişimlerinde 5E öğretim modeline göre tasarlanan öğrenme ortamından daha başarılı olduğu tespit edilmiştir. Ayrıca deney grubundaki öğrencilerin genellikle araştırma kapsamında konunun sunumunda seçilen Pepee karakterine ve onun yaptıklarına atıf yaparak daha doğru açıklamalar yapabildikleri dikkat çekmektedir.

Keywords

Bağlam Temelli Yaklaşım Besinleri Tanıyalım Kavramsal Değişim alternatif kavram

References

  • Abraham, M. R., Gryzybowski, E. B., Renner, J. W. & Marek, A. E. (1992). Understanding and Misunderstanding Of Eighth Graders Of Five Chemistry Concepts Found in Textbooks. Journal of Research in Science Teaching, 29, 105-120.
  • Acar, B. & Yaman, M. (2011). The effects of Context-Based Learning On Students’ Levels Of Knowledge And İnterest. H. U. Journal of Education, 40, 1–10.
  • Aktaş. L. (2013). Effect of computer-aided material on students’ success, which are prepared based on REACT strategy in particulate structure of material and heat topic, unpublished PhD thesis, Trabzon, Turkey: Karadeniz Technical University.
  • Belt S, T., Leisvik, M. J., Hyde, A. J. & Overton, T. L. (2005). Using a Context-Based Approach To Undergraduate Chemistry Teaching – A Case Study For İntroductory Physical Chemistry. Chemistry Education Research and Practice, 6(3), 166–179.
  • Bennett, J. & Lubben, F. (2006). Context-Based Chemistry: The Salters Approach. International Journal of Science Education, 28(9), 999–1015.
  • Bennett, J., Grasel, C., Parchmann, I. & Waddington, D. (2005). Context-Based And Conventional Approaches To Teaching Chemistry: Comparing Teachers’ Views. International Journal of Science Education, 27(13), 1521–1547.
  • Broman, K., Bernholt, S. & Parchmann, I. (2015). Analysing Task Design And Students’ Responses To Context-Based Problems Through Different Analytical Frameworks. Research in Science & Technological Education, 33(2), 143-161. DOI: 10.1080/02635143.2014.989495.
  • Bulte, A. M. W., Westbroek, H. B., De Jong, O. & Pilot, A. (2006). A Research Approach To Designing Chemistry Education Using Authentic Practices As Contexts. International Journal of Science Education, 28(9), 1063–1086.
  • Büyüköztürk, Ş. (2007). Sosyal Bilimler İçin Veri Analizi El Kitabı (7. Baskı). Pegem Akademi Yayıncılık, Ankara.
  • Campbell, B., Lubben, F. & Dlamini, Z. (2000). Learning Science Through Contexts: Helping Pupils Make Sense of Everyday Situations. International Journal of Science Education, 22, 239–252.
  • Cohen, L., Manion, L., & Morrison, K. (1997). Methodology of Educational Research. Athens: Ekfrasi.
  • CORD, (1999). Teaching Science Contextually. Waco, Texas, USA: CORD Communications, Inc.
  • Crawford, M. L. (2001). Teaching Contextually: Research, Rationale, And Techniques For İmproving Student Motivation And Achievement İn Mathematics And Science. Waco, Texas: CCI Publishing.
  • Çiğdemoğlu, C. & Geban, Ö. (2015). Improving Students’ Chemical Literacy Levels on Thermochemical And Thermodynamics Concepts Through A Context-Based Approach. Chemistry Education Research and Practice, 16, 302-317.
  • Demircioğlu, H., Dinç, M., & Çalık, M. (2013). The Effect Of Story Lines Embedded Within Context-Based Learning Approach On Grade 6 Students' Understanding Of 'Physical And Chemical Change' Concepts. Journal of Baltic Science Education, 12(5), 682-691.
  • Fensham, P. (2009). Real World Contexts in PISA Science: Implications for Context-Based Science Education. Journal of Research in Science Teaching, 46(8), 884–896.
  • Gilbert, J. K. (2006). On the Nature of ‘‘Context’’ in Chemical Education. International Journal of Science Education, 28(9), 957–976.
  • Gilbert, J. K., Bulte, A. M. W. & Pilot, A. (2011). Concept Development And Transfer in Context-Based Science Education. International Journal of Science Education, 33 (6), 817-837.
  • Glynn, S. M., & Koballa, Jr. T. R. (2005). The contextual teaching and learning instructional approach, exemplary science: Best practices in professional development. Ed. R. E. Yager, 75-84. Arlington, VA: NSTA press.
  • Hoffman, D., & Demuth, R. (2007). Chemie in Kontext in der Haupt Schule-Geht Den Das? Der Mathematis Cheund Natur Wissens Chaft Liche, Unterricht-MNU, 60(5), 299-303.
  • Ingram, S. J. (2003). The Effects of Contextual Learning Instruction on Science Achievement Male And Female Tenth Grade Students. PhD thesis, USA: University of South Alabama.
  • İpek Akbulut, H., Şahin Ç. & Çepni, S. (2014). Examining the Effect of Material Developed According to Dual Situated Learning Model on Students’ Cognitive Learning Levels and Conceptual Change. YYU Journal of Education Faculty, 11(1), 47-75.
  • Jonassen, D. H. (1991). Objectivism Versus Constructivism: Do We Need A New Philosophical Paradigm?. Educational technology research and development,39(3), 5-14.
  • Karslı, F. & Ayas, A. (2011). Developing a Laboratory Activity On Electrochemical Cell By Using 5e Learning Model For Teaching And Improving Science Process Skills. Western Anatolia Journal of Educational Sciences (WAJES), 1(1), 121-130.
  • Karslı, F. & Ayas, A. (2013). Farklı Kavramsal Değişim Yöntemleri Ile Alternatif Kavramlari Gidermek Ve Bilimsel Süreç Becerilerini Geliştirmek Mümkün Müdür? Elektrokimyasal Piller Örneği. Bilgisayar ve Eğitim Araştirmalari Dergisi, 1(1), 1-26.
  • Karslı, F. & Ayas, A. (2014). Developing a Laboratory Activity By Using 5e Learning Model On Student Learning Of Factors Affecting The Reaction Rate And Improving Scientific Process Skills. Procedia-Social and Behavioral Sciences 143, 663-668.
  • Karslı, F. & Çalık, M. (2012). Can Freshman Science Student Teachers’ Alternative Conceptions Of ‘Electrochemical Cells’ Be Fully Diminished? Asian Journal of Chemistry, 23(12), 485-491.
  • Karslı, F. & Kara Patan, K. (2016). Effects of the Context-Based Approach On Students' Conceptual Understanding: “The Umbra, the Solar Eclipse and the Lunar Eclipse”. Journal of Baltic Science Education, 15 (2).
  • Karslı, F. & Şahin, Ç. (2009). Developing Worksheet Based On Science Process Skills: Factors Affecting Solubility. Asia-Pasific Forum of Learning and Teaching, 10(1), Article 15.
  • Karslı, F. & Yiğit, M. (2015). Effect of Context-Based Learning Approach On 12 Grade Students' Conceptual Understanding About Alkanes. Inonu University Journal of the Faculty of Education, 16(1), 43-62. DOI:10.17679/iuefd.16124860.
  • Karslı, F. & Yiğit, M. (2015). Lise 12. Sınıf Öğrencilerinin Alkanlar Konusundaki Kavramsal Anlamalarına Bağlam Temelli Öğrenme Yaklaşımının Etkisi. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 16(1), 43–62.
  • Karslı, F. (2011). Fen bilgisi öğretmen adaylarının bilimsel süreç becerilerini geliştirmesinde ve kavramsal değişim sağlamasında zenginleştirilmiş laboratuar rehber materyallerinin etkisi. Yayınlanmamış Doktora Tezi, Karadeniz Teknik Üniversitesi, Trabzon.
  • King, D., Bellocchi, A & Ritchie, S. M. (2008). Making Connections: Learning and Teaching Chemistry in Context. Research Science in Education 38: 365–384.
  • Küçüközer, H., Bostan, A., Kenar, Z., Seçer, S., & Yavuz, S. (2008). Evaluation of Six Grade Science Textbooks According To Constructivist Learning Theory. Elementary Education Online, 7(1), 111-126.
  • Markic, S., & Eilks, I. (2006). Cooperative and Context-Based Learning On Electrochemical Cells in Lower Secondary Science Lessons- A Project Of Participatory Action Research. Science Education International, 4 (17), 253-273.
  • MEB (2013). İlköğretim Kurumları (ilkokullar ve ortaokullar) Fen Bilimleri Dersi (3, 4, 5, 6, 7 ve 8. sınıflar) Öğretim Programı. http://ttkb.meb.gov.tr/www/guncellenen-ogretimprogramlari-ve-kurul-kararlari/icerik/150.
  • Osborne, J., & Collins, S. (2000). Pupils'& Parents' Views Of The School Science Curriculum. London: Kings College.
  • Pilot, A. & Bulte, A. M. W. (2006). Why do You ‘‘Need to Know’’? Context-Based Education. International Journal of Science Education, 28(9), 953–956.
  • Ültay, E. (2014). Investigating the Effect Of The Activities Based On Explanation Assisted REACT Strategy İn Context-Based Learning Approach On Impulse, Momentum And Collisions. PhD thesis, Karadeniz Technical University.
  • Whitelegg, E., & Parry, M. (1999). Real-life Contexts for Learning Physics: Meanings, Issues and Practice. Physics Education, 34(2), 68.
  • Yağlı, A. (2013). Çocuğun Eğitiminde Ve Sosyal Gelişiminde Çizgi Filmlerin Rolü: Caillou Ve Pepee Örneği. Electronic Turkish Studies, 8(10).
  • Yıldırım, A., & Şimşek, H. (2006). Sosyal Bilimlerde Nitel Arastirma Yöntemleri. Seçkin Yayıncılık.

Year 2017, Volume: 16 Issue: 3, 900 - 916, 21.04.2017

Fethiye Karslı , Ülkü Saka

https://doi.org/10.17051/ilkonline.2017.330230
Cited By: 2

Abstract

References

  • Abraham, M. R., Gryzybowski, E. B., Renner, J. W. & Marek, A. E. (1992). Understanding and Misunderstanding Of Eighth Graders Of Five Chemistry Concepts Found in Textbooks. Journal of Research in Science Teaching, 29, 105-120.
  • Acar, B. & Yaman, M. (2011). The effects of Context-Based Learning On Students’ Levels Of Knowledge And İnterest. H. U. Journal of Education, 40, 1–10.
  • Aktaş. L. (2013). Effect of computer-aided material on students’ success, which are prepared based on REACT strategy in particulate structure of material and heat topic, unpublished PhD thesis, Trabzon, Turkey: Karadeniz Technical University.
  • Belt S, T., Leisvik, M. J., Hyde, A. J. & Overton, T. L. (2005). Using a Context-Based Approach To Undergraduate Chemistry Teaching – A Case Study For İntroductory Physical Chemistry. Chemistry Education Research and Practice, 6(3), 166–179.
  • Bennett, J. & Lubben, F. (2006). Context-Based Chemistry: The Salters Approach. International Journal of Science Education, 28(9), 999–1015.
  • Bennett, J., Grasel, C., Parchmann, I. & Waddington, D. (2005). Context-Based And Conventional Approaches To Teaching Chemistry: Comparing Teachers’ Views. International Journal of Science Education, 27(13), 1521–1547.
  • Broman, K., Bernholt, S. & Parchmann, I. (2015). Analysing Task Design And Students’ Responses To Context-Based Problems Through Different Analytical Frameworks. Research in Science & Technological Education, 33(2), 143-161. DOI: 10.1080/02635143.2014.989495.
  • Bulte, A. M. W., Westbroek, H. B., De Jong, O. & Pilot, A. (2006). A Research Approach To Designing Chemistry Education Using Authentic Practices As Contexts. International Journal of Science Education, 28(9), 1063–1086.
  • Büyüköztürk, Ş. (2007). Sosyal Bilimler İçin Veri Analizi El Kitabı (7. Baskı). Pegem Akademi Yayıncılık, Ankara.
  • Campbell, B., Lubben, F. & Dlamini, Z. (2000). Learning Science Through Contexts: Helping Pupils Make Sense of Everyday Situations. International Journal of Science Education, 22, 239–252.
  • Cohen, L., Manion, L., & Morrison, K. (1997). Methodology of Educational Research. Athens: Ekfrasi.
  • CORD, (1999). Teaching Science Contextually. Waco, Texas, USA: CORD Communications, Inc.
  • Crawford, M. L. (2001). Teaching Contextually: Research, Rationale, And Techniques For İmproving Student Motivation And Achievement İn Mathematics And Science. Waco, Texas: CCI Publishing.
  • Çiğdemoğlu, C. & Geban, Ö. (2015). Improving Students’ Chemical Literacy Levels on Thermochemical And Thermodynamics Concepts Through A Context-Based Approach. Chemistry Education Research and Practice, 16, 302-317.
  • Demircioğlu, H., Dinç, M., & Çalık, M. (2013). The Effect Of Story Lines Embedded Within Context-Based Learning Approach On Grade 6 Students' Understanding Of 'Physical And Chemical Change' Concepts. Journal of Baltic Science Education, 12(5), 682-691.
  • Fensham, P. (2009). Real World Contexts in PISA Science: Implications for Context-Based Science Education. Journal of Research in Science Teaching, 46(8), 884–896.
  • Gilbert, J. K. (2006). On the Nature of ‘‘Context’’ in Chemical Education. International Journal of Science Education, 28(9), 957–976.
  • Gilbert, J. K., Bulte, A. M. W. & Pilot, A. (2011). Concept Development And Transfer in Context-Based Science Education. International Journal of Science Education, 33 (6), 817-837.
  • Glynn, S. M., & Koballa, Jr. T. R. (2005). The contextual teaching and learning instructional approach, exemplary science: Best practices in professional development. Ed. R. E. Yager, 75-84. Arlington, VA: NSTA press.
  • Hoffman, D., & Demuth, R. (2007). Chemie in Kontext in der Haupt Schule-Geht Den Das? Der Mathematis Cheund Natur Wissens Chaft Liche, Unterricht-MNU, 60(5), 299-303.
  • Ingram, S. J. (2003). The Effects of Contextual Learning Instruction on Science Achievement Male And Female Tenth Grade Students. PhD thesis, USA: University of South Alabama.
  • İpek Akbulut, H., Şahin Ç. & Çepni, S. (2014). Examining the Effect of Material Developed According to Dual Situated Learning Model on Students’ Cognitive Learning Levels and Conceptual Change. YYU Journal of Education Faculty, 11(1), 47-75.
  • Jonassen, D. H. (1991). Objectivism Versus Constructivism: Do We Need A New Philosophical Paradigm?. Educational technology research and development,39(3), 5-14.
  • Karslı, F. & Ayas, A. (2011). Developing a Laboratory Activity On Electrochemical Cell By Using 5e Learning Model For Teaching And Improving Science Process Skills. Western Anatolia Journal of Educational Sciences (WAJES), 1(1), 121-130.
  • Karslı, F. & Ayas, A. (2013). Farklı Kavramsal Değişim Yöntemleri Ile Alternatif Kavramlari Gidermek Ve Bilimsel Süreç Becerilerini Geliştirmek Mümkün Müdür? Elektrokimyasal Piller Örneği. Bilgisayar ve Eğitim Araştirmalari Dergisi, 1(1), 1-26.
  • Karslı, F. & Ayas, A. (2014). Developing a Laboratory Activity By Using 5e Learning Model On Student Learning Of Factors Affecting The Reaction Rate And Improving Scientific Process Skills. Procedia-Social and Behavioral Sciences 143, 663-668.
  • Karslı, F. & Çalık, M. (2012). Can Freshman Science Student Teachers’ Alternative Conceptions Of ‘Electrochemical Cells’ Be Fully Diminished? Asian Journal of Chemistry, 23(12), 485-491.
  • Karslı, F. & Kara Patan, K. (2016). Effects of the Context-Based Approach On Students' Conceptual Understanding: “The Umbra, the Solar Eclipse and the Lunar Eclipse”. Journal of Baltic Science Education, 15 (2).
  • Karslı, F. & Şahin, Ç. (2009). Developing Worksheet Based On Science Process Skills: Factors Affecting Solubility. Asia-Pasific Forum of Learning and Teaching, 10(1), Article 15.
  • Karslı, F. & Yiğit, M. (2015). Effect of Context-Based Learning Approach On 12 Grade Students' Conceptual Understanding About Alkanes. Inonu University Journal of the Faculty of Education, 16(1), 43-62. DOI:10.17679/iuefd.16124860.
  • Karslı, F. & Yiğit, M. (2015). Lise 12. Sınıf Öğrencilerinin Alkanlar Konusundaki Kavramsal Anlamalarına Bağlam Temelli Öğrenme Yaklaşımının Etkisi. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 16(1), 43–62.
  • Karslı, F. (2011). Fen bilgisi öğretmen adaylarının bilimsel süreç becerilerini geliştirmesinde ve kavramsal değişim sağlamasında zenginleştirilmiş laboratuar rehber materyallerinin etkisi. Yayınlanmamış Doktora Tezi, Karadeniz Teknik Üniversitesi, Trabzon.
  • King, D., Bellocchi, A & Ritchie, S. M. (2008). Making Connections: Learning and Teaching Chemistry in Context. Research Science in Education 38: 365–384.
  • Küçüközer, H., Bostan, A., Kenar, Z., Seçer, S., & Yavuz, S. (2008). Evaluation of Six Grade Science Textbooks According To Constructivist Learning Theory. Elementary Education Online, 7(1), 111-126.
  • Markic, S., & Eilks, I. (2006). Cooperative and Context-Based Learning On Electrochemical Cells in Lower Secondary Science Lessons- A Project Of Participatory Action Research. Science Education International, 4 (17), 253-273.
  • MEB (2013). İlköğretim Kurumları (ilkokullar ve ortaokullar) Fen Bilimleri Dersi (3, 4, 5, 6, 7 ve 8. sınıflar) Öğretim Programı. http://ttkb.meb.gov.tr/www/guncellenen-ogretimprogramlari-ve-kurul-kararlari/icerik/150.
  • Osborne, J., & Collins, S. (2000). Pupils'& Parents' Views Of The School Science Curriculum. London: Kings College.
  • Pilot, A. & Bulte, A. M. W. (2006). Why do You ‘‘Need to Know’’? Context-Based Education. International Journal of Science Education, 28(9), 953–956.
  • Ültay, E. (2014). Investigating the Effect Of The Activities Based On Explanation Assisted REACT Strategy İn Context-Based Learning Approach On Impulse, Momentum And Collisions. PhD thesis, Karadeniz Technical University.
  • Whitelegg, E., & Parry, M. (1999). Real-life Contexts for Learning Physics: Meanings, Issues and Practice. Physics Education, 34(2), 68.
  • Yağlı, A. (2013). Çocuğun Eğitiminde Ve Sosyal Gelişiminde Çizgi Filmlerin Rolü: Caillou Ve Pepee Örneği. Electronic Turkish Studies, 8(10).
  • Yıldırım, A., & Şimşek, H. (2006). Sosyal Bilimlerde Nitel Arastirma Yöntemleri. Seçkin Yayıncılık.
There are 42 citations in total.

Details

Journal Section Araştırma Articlesi
Authors

Fethiye Karslı

Ülkü Saka This is me

Publication Date April 21, 2017
Published in Issue Year 2017 Volume: 16 Issue: 3

Cite

APA Karslı, F., & Saka, Ü. (2017). 5. Sınıf Öğrencilerinin ‘Besinleri Tanıyalım’ Konusundaki Kavramsal Anlamalarına Bağlam Temelli Yaklaşımın Etkisi. İlköğretim Online, 16(3), 900-916. https://doi.org/10.17051/ilkonline.2017.330230
AMA Karslı F, Saka Ü. 5. Sınıf Öğrencilerinin ‘Besinleri Tanıyalım’ Konusundaki Kavramsal Anlamalarına Bağlam Temelli Yaklaşımın Etkisi. İOO. April 2017;16(3):900-916. doi:10.17051/ilkonline.2017.330230
Chicago Karslı, Fethiye, and Ülkü Saka. “5. Sınıf Öğrencilerinin ‘Besinleri Tanıyalım’ Konusundaki Kavramsal Anlamalarına Bağlam Temelli Yaklaşımın Etkisi”. İlköğretim Online 16, no. 3 (April 2017): 900-916. https://doi.org/10.17051/ilkonline.2017.330230.
EndNote Karslı F, Saka Ü (April 1, 2017) 5. Sınıf Öğrencilerinin ‘Besinleri Tanıyalım’ Konusundaki Kavramsal Anlamalarına Bağlam Temelli Yaklaşımın Etkisi. İlköğretim Online 16 3 900–916.
IEEE F. Karslı and Ü. Saka, “5. Sınıf Öğrencilerinin ‘Besinleri Tanıyalım’ Konusundaki Kavramsal Anlamalarına Bağlam Temelli Yaklaşımın Etkisi”, İOO, vol. 16, no. 3, pp. 900–916, 2017, doi: 10.17051/ilkonline.2017.330230.
ISNAD Karslı, Fethiye - Saka, Ülkü. “5. Sınıf Öğrencilerinin ‘Besinleri Tanıyalım’ Konusundaki Kavramsal Anlamalarına Bağlam Temelli Yaklaşımın Etkisi”. İlköğretim Online 16/3 (April 2017), 900-916. https://doi.org/10.17051/ilkonline.2017.330230.
JAMA Karslı F, Saka Ü. 5. Sınıf Öğrencilerinin ‘Besinleri Tanıyalım’ Konusundaki Kavramsal Anlamalarına Bağlam Temelli Yaklaşımın Etkisi. İOO. 2017;16:900–916.
MLA Karslı, Fethiye and Ülkü Saka. “5. Sınıf Öğrencilerinin ‘Besinleri Tanıyalım’ Konusundaki Kavramsal Anlamalarına Bağlam Temelli Yaklaşımın Etkisi”. İlköğretim Online, vol. 16, no. 3, 2017, pp. 900-16, doi:10.17051/ilkonline.2017.330230.
Vancouver Karslı F, Saka Ü. 5. Sınıf Öğrencilerinin ‘Besinleri Tanıyalım’ Konusundaki Kavramsal Anlamalarına Bağlam Temelli Yaklaşımın Etkisi. İOO. 2017;16(3):900-16.

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