Elektrik Konusunda Kavram Yanılgıları ve Kavramsal Değişim Yaklaşımı

Abstract

Bu çalışma kavramsal değişim metinlerinin, onuncu sınıf öğrencilerinin elektrik kavramlarını anlamalarına katkısını ve bunların akılda tutulma durumunu araştırmak için gerçekleştirilmiştir. Elektrik ile ilgili kavram testi, öğrencilerin kavram yanılgılarını gözlemleyen öğretmenlerle yapılan mülakatlar ve ilgili literatür incelemesi sonucu geliştirilmiştir. Bu test, aynı öğretmen tarafından okutulan ve şehir merkezindeki bir lisenin iki sınıfından 66 onuncu sınıf öğrencisine ön-test, sontest ve ertelenmiş son-test olarak uygulanmıştır. Deney grubu, kavramsal değişim metinleri alan 32 kişilik bir sınıf, kontrol grubu ise 34 kişilik geleneksel eğitim alan bir sınıftan oluşmaktadır. Bu çalışmada, uygulamanın yanında önceki bilgiler ve mantıksal düşünme yetenek testi diğer bağımsız değişkenleri oluşturmaktadır. Sonuçlar, mantıksal düşünmenin, uygulamanın ve elektrik kavramıyla ilgili önceki bilgilerin, her birisinin öğrencilerin elektrik kavramlarını anlamalarına önemli bir katkı sağladığını göstermiştir. Bulgular kavramsal değişim metinleri kullanımının, geleneksel öğretimden daha iyi olduğunu ortaya koymuştur

Keywords

• Kavramsal değişim yaklaşımı, Kavram yanılgısı, Elektrik kavramları

Misconceptions in Electricity and Conceptual Change Strategy

Abstract

This research is about the contribution of conceptual change texts in accompanying with the concept mapping instruction to tenth-grade students‟ understanding of electricity concepts, and their retention of this understanding. Electricity concepts test are improved as a result of interview with teachers who observe students problems and literature search about this topic. The test was applied as pre-test, post-test, and delayed post-test total of 66 tenth-grade students in two classes of the same high school in center of Afyonkarahisar, taught by the same teacher. Electricity is the subject of tenth-grade according to the new secondary physics program. The experimental group was 32 students who received conceptual change texts in accompanying with concept mapping instruction in a class. The control group was a class of 34 students who received traditional instruction. In this study besides practice, previous information and the ability of logical thinking formed the other independent variations. Conclusions show that logical thinking, treatment and previous knowledge about concepts of electricity make a major contribution on students‟ understanding of these concepts. Result shows that in terms of keeping in mind, concept change texts in accompanying with concept map teaching better than traditional education

Keywords

• Conceptual change texts, Misconceptions, Electricity concepts

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