Ortaöğretim Kimya Ders Kitaplarında Grafik Düzenleyici Kullanımı

Abstract

Günümüz programları ve öğretim yaklaşımı çerçevesinde öğrencilerin üst düzey bilişsel becerilerinin geliştirilmesi ve kavramların öğretilmesi son derece önemlidir. Bu durum öğrencilerin derse aktif katılımını da gerektirmektedir. Kimya ders kitaplarında grafik düzenleyicilerin kullanılması hem öğrencilerin derse aktif katılımını artırabilir hem de üst düzey düşünme becerilerinin gelişmesine katkı sağlayabilir. Bu çalışmada, ortaöğretim kimya ders kitaplarında ne tür grafik düzenleyicilerin yer aldığını ve bu grafik düzenleyicilerin kullanım amaçları ile ders kitaplardaki yerleşimlerinin belirlenmesi amaçlanmıştır. Çalışma nitel araştırma metodolojisine dayalı olup, doküman inceleme yöntemi kullanılmıştır. Çalışmada 9, 10, 11 ve 12. sınıflar olmak üzere dört kimya ders kitabı, grafik düzenleyicilerin sınıflandırılmasına ilişkin bir kavram haritası dikkate alınarak analiz edilmiştir. Çalışmanın sonunda 9. sınıf kimya ders kitabında 15, 10. sınıf kimya ders kitabında 21, 11. sınıf kimya ders kitabında 8 ve 12. sınıf kimya ders kitabında 11 olmak üzere tüm kimya ders kitaplarında toplam 55 grafik düzenleyicinin bulunduğu belirlenmiştir.

Keywords

• Grafik düzenleyici
• kimya ders kitabı
• ortaöğretim

Usage of Graphic Organizers in Upper-Secondary School Chemistry Textbooks

Abstract

Within the framework of today's programs and teaching approach, it is extremely important to develop students' high-level cognitive skills and teach concepts. This situation also requires students' active participation in the lesson. Using graphic organizers in chemistry textbooks can both increase the active participation of students and contribute to the development of high-level thinking skills. Thus, this study aimed to identify what kinds of graphic organizers were placed in upper-secondary school chemistry textbooks and to determine the purpose of graphic organizer usage and the position of graphic organizers in the textbooks. The study is based on a qualitative research methodology and a document analysis method was used. Four chemistry textbooks, 9th, 10th, 11th, and 12th grades were analyzed by taking into account a concept map concerning the classification of graphic organizers as a rubric. At the end of the study, it was found that 55 graphic organizers, 15 in the 9th-grade chemistry textbook, 21 in the 10th-grade chemistry textbook, eight in the 11th-grade chemistry textbook, and 11 in the 12th-grade chemistry textbook were placed in all chemistry textbooks analyzed.

Keywords

• Graphic organizer
• chemistry textbooks
• upper-secondary school

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