Fen ve Teknoloji Öğretmen Adaylarının Argümantasyon Yoluyla Kimyadaki Kavramsal Anlamalarının Geliştirilmesi Üzerine Deneysel Bir Çalışma

Year 2017, Volume: 5 Issue: 2, 224 - 235, 20.12.2017

Cem Büyükekşi , Özlem Aydın Şengüleç Eralp Bahçivan Soner Yavuz

Abstract

Argümantasyon kullanılarak öğrenenler arasındaki etkileşimin arttırıldığı öğrenme ortamlarında, hangi yaş grubundan olursa olsun öğrenciler kendi iddialarını gerekçelendirecekleri ve/veya karşıt görüşleri dikkate alacakları için daha güçlü bir kavramsal anlamaya sahip olacaklardır. Bu sebeple, Fen eğitiminde argümantasyon kullanmanın önemi araştırmacılar tarafından son yıllarda sıkça vurgulanmaktadır. Argümantasyonun, Fen Bilgisi öğretmen adaylarının kavramsal anlamaları üzerine etkisini incelemeyi amaçlayan bu çalışma; ısı, sıcaklık, hal değişimi gibi temel kavramların eksik öğrenilmesinden dolayı birçok kavram yanılgılarının görüldüğü kaynama konusunda yürütülmüştür. Araştırmada deneysel desen kullanılmıştır. Çalışmanın katılımcıları olarak, uygun örneklem yöntemi ile Bülent Ecevit Üniversitesi’nde Genel Kimya ve Fizik laboratuvarı derslerine devam eden 1. Sınıf 52 Fen Bilgisi öğretmen adayı seçilmiştir. Çalışmada kaynama konusunda 27 öğrenciden oluşan kontrol grubuna “tahmin-gözle-açıkla” aktivitesi gerçekleştirilmiş; 25 öğrenciden oluşan deney grubuna ise argümantasyon tabanlı “tahmin-gözle-açıkla” aktivitesi gerçekleştirilmiştir. Veri toplama aracı olarak “Bireysel-ilk, Grup-içi, Gruplar-arası ve Bireysel-son” olarak isimlendirilen 4 bölümden oluşan argü-formlar kullanılmış, deney ve kontrol grubuna bu argü-formların farklı bölümleri uygulanarak toplanan veriler araştırmacılar tarafından analiz edilmiştir. Yapılan analizler sonucunda, katılımcıların gerekçelerinin bilimsellik düzeylerinde deney grubunda, kontrol grubuna göre daha fazla artış gözlemlenmiştir

Keywords

Argümantasyon, Kavramsal anlama, Kaynama

An Experimental Study On The Development of Pre-Service Science Teachers’ Conceptual Understanding in Chemistry Through The Argumentation

Abstract

In learning environments where the interaction between learners is enhanced through the use of argumentation, students will have a stronger conceptual understanding, regardless of the age group, as they will justify their own arguments and / or will take account of opposing views. For this reason, the importance of using argumentation in science education has been frequently emphasized by researchers in recent years. This study is conducted to investigate the effect of the Argumentation on the conceptual understanding of Science Teacher candidates through boiling concept, which may involve misconceptions because of misunderstanding fundamental concepts such as heat temperature and phase change. Experimental design and convenient sampling is applied in the study. Sample of the study is 52 1st grade Elementary Science Education students, who enrolled General Chemistry Laboratory and Physics Laboratory courses at Bülent Ecevit University. 25 students are randomly assigned for experimental group and 27 students are randomly assigned for control group. Both groups are assigned with Predict-Observe-Explain POE activity, however experimental group also treated with argumentation, which have four parts as individual-pre, in group, between groups, individual-post, used as data collection tool. As a result of analysis made, a further increase was observed in the experimental group at the scientific level of the participants' reasoning than the control group

Keywords

Argumentation, Conceptual Understanding, Boiling

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