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Farklı Kavramsal Değişim Yöntemleri İle Alternatif Kavramları Gidermek ve Bilimsel Süreç Becerilerini Geliştirmek Mümkün Müdür? Elektrokimyasal Piller Örneği

Year 2013, Volume: 1 Issue: 1, 1 - 26, 01.03.2013

Abstract

Bu çalışmanın amacı, Fen Öğretimi Laboratuvar Uygulamaları dersi kapsamında “Elektrokimyasal Piller” konusundaki kavramlara yönelik, öğrencilerin hem Bilimsel Süreç Becerilerini (BSB) geliştirmelerine hem de olumlu yönde kavramsal değişim sağlamalarına fırsat sunan laboratuvar rehber materyali geliştirmek ve etkililiğini incelemektir. Araştırmanın örneklemi, Giresun Üniversitesi, Eğitim Fakültesi Fen Bilgisi Öğretmenliği Programının 2 şubesinde öğrenim gören toplam “49” 3. sınıf öğrencisinden oluşmaktadır. Araştırmada ön test-son test dizaynlı yarı deneysel yöntem kullanılmıştır. Deney grubunda, 5E’nin aşamalarına çalışma yaprağı (ÇY), bilgisayar animasyonları (BA), kavramsal değişim metni (KDM) ve deney gibi farklı kavramsal değişim yöntem/tekniklerinin adapte edilmesiyle zenginleştirilmiş laboratuvar rehber materyali; kontrol grubunda ise geleneksel öğretim yöntemi (teorik bilgi, soru-cevap ve deney) kullanılarak uygulamalar yürütülmüştür. Araştırmada veriler, Karslı ve Ayas (2013) tarafından geliştirilen Çoklu Formda Bilimsel Süreç Becerileri Testi (BİSBET) ve İki Aşamalı Elektrokimyasal Piller Kavram Testi (EPKT) kullanılarak toplanmıştır. BİSBET ve iki aşamalı EPKT’den elde edilen verilerin istatistiksel analizleri, deney ve kontrol grupları arasında hem BSB hem de kavramsal değişim başarıları yönünden deney grubu lehine anlamlı farklılıkların olduğunu (p< .05) göstermektedir. Araştırmada, 5E öğretim modeline dayandırılarak farklı öğretim yöntem ve tekniklerle zenginleştirilmiş laboratuvar rehber materyallerinin, öğrencilerin BSB’lerini geliştirmede ve onların ele alınan konularda alternatif kavramlarını gidererek olumlu yönde kavramsal değişim gerçekleştirmelerinde geleneksel yöntemlere göre daha başarılı olduğu sonuçlarına ulaşılmıştır.

References

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  • Bodner, G. M. (1990). Why Good Teaching Fails and Hard-Working Students Do Not Always Succeed. Spectrum, 28, 1, 27-32.
  • Huddle, P. A., White, M. W. & Rogers, F. (2000). Simulations for Teaching Chemical Equilibrium. Journal of Chemical Education, 77, 7, 920-926.
  • Karslı, F. & Ayas, A. (2013). Fen ve Teknoloji Dersi Öğretmen Adaylarının Bilimsel Süreç Becerilerinin Ölçülmesine İlişkin Bir Test Geliştirme Çalışması. Türk Fen Eğitimi Dergisi(TÜFED), 10 (2), 67-84.
  • Karslı, F. & Çalık, M. (2012). Can Freshman Science Student Teachers’ Alternative Conceptions of ‘Electrochemical Cells’ Be Fully Diminished? Asian Journal of Chemistry, 23, 12, 4854
  • Nieswandt, M. (2001). Problems and Possibilities for Learning in an Introductory Chemistry Course From a Conceptual Change Perspective. Science Education, 85, 158-179.
  • Ogude, A. N. & Bradley, J. D. (1994). Ionic Conduction and Electrical Neutrality in Operating Electrochemical Cells. Journal of Chemical Education, 71, 1, 29-34.
  • Orgill, M. & Bodner, G. (2004). What Research Tells Us About Using Analogies to Teach Chemistry. Chemistry Education Research and Practice in Europe, 5, 1, 15-32.
  • Orgill, M. & Bodner, G. (2004). What Research Tells Us About Using Analogies to Teach Chemistry. Chemistry Education Research and Practice in Europe, 5, 1, 15-32.
  • Sanger, M. J. & Greenbowe T. J. (1999). An Ana1ysis of College Chemistry Textbooks as Sources of Misconceptions and Errors in Electrochemistry: Galvanic, Electrolytic and Concentration Cells. Journal of Chemical Education, 76, 6, 853-860.
  • Sanger, M. J. & Greenbowe, T. J. (1997). Students' Misconceptions in E1ectrochemistry: Current Flow in Electrolytc Solutions and the Salt Bridge. Research, Science & Education, 7, 74, 8198
  • Schmidt, H. J., Marohn, A. & Harrison, A. G. (2007). Factors That Prevent Learning in Electrochemistry. Journal of Research in Science Teaching, 44, 2, 258-283.

Is it Possible to Eliminate Alternative Conceptions and to Improve Scientific Process Skills with Different Conceptual Change Methods? ‘An Example of Electrochemical Cells’

Year 2013, Volume: 1 Issue: 1, 1 - 26, 01.03.2013

Abstract

The aim of this study is to develop a laboratory guided material offering the opportunity on both improving Scientific Process Skills (SPS) and conceptual change of prospective science teachers about the concepts of “Electrochemical Cells” at the course of laboratory practices in science education and investigate the effectiveness of the material on them. The sample of the study consisted of 49 third-year students enrolled in two different classes of Department of Science Teaching Programmed in Faculty of Education in Giresun University. A quasi-experimental approach with a pre-test−post-test design was used in this study. Experimental group was instructed with enriched laboratory guide materials embedded different teaching methods and techniques such as worksheet, computer animations, conceptual change text, hands-on activities, and experiment within 5E model. Control group was instructed with traditional methods (theoretical knowledge, question-answer, and experiment). The data were gathered by means of Multiple Form of Scientific Process Skills Test (MSPST) developed by Karslı and Ayas (2013) and two- tier Electrochemical Cells Concept Tests (ECCT). The statistical analysis of the data obtained from the MSPST and two- tier ECCT indicated that there were significant differences in favor of the experimental group in terms of the prospective science teachers’ achievement both their SPS and conceptual change (p< 0.5). The results obtained from quantitative and qualitative data indicated that laboratory guide materials based on the 5E instructional model and enriched with different teaching methods and techniques helped the prospective science teachers both to improve their SPSs and achieve conceptual change together with removing their alternative conceptions.

References

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  • Aktamış, H. & Ergin, Ö. (2007). Bilimsel Süreç Becerileri ile Bilimsel Yaratıcılık Arasındaki İlişkinin Belirlenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33, 11-23.
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  • Anagün, Ş. & Yaşar, Ş. (2009). İlköğretim Beşinci Sınıf Fen ve Teknoloji Dersinde Bilimsel Süreç Becerilerinin Geliştirilmesi. İlköğretim Online, 8, 3, 843-865.
  • Ayas, A. & Demirbaş, A. (1997). Turkish Secondary Students’ Conception of Introductory Chemistry Concepts. Journal of Chemical Education, 74, 5, 518-521.
  • 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.
  • Aydoğan, S., Güneş, B. & Gülçiçek, Ç. (2003). Isı ve Sıcaklık Konusunda Kavram Yanılgıları. G. Ü. Gazi Eğitim Fakültesi Dergisi, 23, 2, 111-124.
  • Beaumont Walters, Y. & Soyibo, K. (2001). An Analysis of High School Students’ Performance on Five Integrated Science Process Skills. Journal of Research in Science & Technological Education, 19, 2, 133-143.
  • Bodner, G. M. (1990). Why Good Teaching Fails and Hard-Working Students Do Not Always Succeed. Spectrum, 28, 1, 27-32.
  • Canpolat, N., Pınarbaşı, T., Bayrakçeken, S. & Geban, Ö. (2004). Kimyadaki Bazı Yaygın Yanlış Kavramalar. Gazi Üniversitesi Eğitim Fakültesi Dergisi, 24, 1, 135-146.
  • Carey S., Evans, R., Honda M., Jay, E. & Unger, C. (1989). An Experiment is When You Try it and See if it Works‛: A Study of Grade 7 Students’ Understanding of the Construction of Scientific Knowledge. International Journal of Science Education, 11, 514-529.
  • Carin, A. A. & Bass, J. E. (2001). Teaching Science As Inquiry, Ninth Edition, Prentice-Hall, Inc., Upper Saddle River, New Jersey.
  • Colley, K. E. (2006). Understandig Ecology Content Knowledge and Acquiring Science Process Skills Through Project-Based Science Instruction. Science Activities, 43, 1, 26-33.
  • Coştu, B. & Ünal, S. (2005). Le-Chatelier Prensibinin Çalışma Yaprakları İle Öğretimi. Yüzüncü Yıl Üniversitesi Elektronik Eğitim Fakültesi Dergisi, 1, 1-10.
  • Dawson, C. C. (1999). The Effect of Explicit Instruction in Science Process Skills on Conceptual Change: A Case Study of Photosynthesis, PhD Thesis, University of Northern Colorado. Dole, J. A. (2000). Readers, Texts and Conceptual Change Learning. Reading and Writing Quarterly, 16, 99-118.
  • Doymus, K., Karacop, A. & Simsek, U. (2010). Effects of Jigsaw and Animation Techniques on Students’ Understanding of Concepts and Subjects in Electrochemistry. Education Technology Research Development, 5 6, 671-691.
  • 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.
  • Ekici, F. (2007). Yapılandırmacı Yaklaşıma Uygun 5E Öğrenme Döngüsüne Göre Hazırlanan Ders Materyalinin Lise 3. Sınıf Öğrencilerinin Yükseltgenme-İndirgenme Tepkimeleri ve Elektrokimya Konuları Anlamalarına Etkisi, Yüksek Lisans Tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
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  • Finley, F. N., Stewart, J. & Yarroch, W. L. (1982). Teachers' Perceptions of Important and Difficult Science Content. Science Education, 66, 4, 531-538.
  • Garnett, P. L. & Treagust D. F. (1992a). Conceptual Difficulties by Senior High School Students of Electrochemistry: Electric Circuits and Oxidation-Reduction Equations. Journal of Research in Science Teaching, 29, 2, 121-142.
  • Garnett, P. L. & Treagust, D. F. (1992b). Conceptua1 Difficulties Experienced by Senior High School Students of Electrochemistry: Electrochemical (Ga1vanic) and Electrolytic Cells. Journal of Research in Science Teaching, 29, 10, 1079-1099.
  • Gonzalez, F. M. (1997). Diagnosis of Spanish Primary School Students’ Common Alternative Science Concepts. School Science and Mathematics, 97, 2, 68-74.
  • Guzzetti, B. J., Williams, W. O., Skeels, S. A. & Wu, S. M. (1997). Influence of Text Structure on Learning Counterintuitive Physics Concepts. Journal of Research in Science Teaching, 34, 701-7
  • Huddle, P. A., White, M. W. & Rogers, F. (2000). Simulations for Teaching Chemical Equilibrium. Journal of Chemical Education, 77, 7, 920-926.
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There are 70 citations in total.

Details

Primary Language Turkish
Journal Section Research Article
Authors

Fethiye Karslı This is me

Alipaşa Ayas This is me

Publication Date March 1, 2013
Submission Date June 28, 2014
Published in Issue Year 2013 Volume: 1 Issue: 1

Cite

APA Karslı, F., & Ayas, A. (2013). Farklı Kavramsal Değişim Yöntemleri İle Alternatif Kavramları Gidermek ve Bilimsel Süreç Becerilerini Geliştirmek Mümkün Müdür? Elektrokimyasal Piller Örneği. Journal of Computer and Education Research, 1(1), 1-26.

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