The Effects of Structured Laboratory Activities on Middle School Students’ Views of Scientific Inquiry

Öz

The purpose of this study was to understand the effects of structured chemistry laboratory activities on middle school students’ views of scientific inquiry. Sample included 48 6th and 7th grade middle school students and the data was collected by VOSI-E instrument. The results illustrated that the structured laboratory activities had no effect on students’ perceived understandings of science. This result was also confirmed comparing the pre and post test results based on gender and grade levels of the participants. To ensure scientifically literate students, it is evident that the structured laboratory activities are not effective tools to enhance students’ views of scientific inquiry.

Anahtar Kelimeler

• Science and technology teaching,perceived of scientific inquiry,scientific literacy,structured laboratory activities

Yapılandırılmış Laboratuvar Uygulamalarının Ortaokul Öğrencilerinin Bilimsel Araştırma Görüşleri

Öz

Bu çalışmanın amacı, yapılandırılmış kimya laboratuar çalışmalarının ortaokul öğrencilerinin bilimsel araştırmalara yönelik algıları üzerine etkisini araştırmaktır. Olasılıksız uygun örneklemin kullanıldığı bu çalışmaya 60 ortaokul 6 ve 7. sınıf öğrencisi katılmış, bu öğrencilerden çalışmayı tamamlayan 48’inden toplanan veriler üzerinde istatistiksel işlemler yapılmıştır. Öğrencilerin bilimsel araştırma algıları VOSI-E ölçeği ile ölçülmüştür. Çalışma sonunda, yapılandırılmış kimya laboratuar çalışmalarının cinsiyet ve sınıf düzeylerine göre öğrencilerin sahip oldukları bilimsel araştırma algıları üzerinde bir etkisinin olmadığı anlaşılmıştır. Bilim okuryazarı bireyler yetiştirmek olan fen eğitiminde öğrencilerin bilimsel araştırma algılarının artırılmasında yapılandırılmış laboratuar çalışmalarının olumlu katkısının olmadığı, bu amaçla açık uçlu veya araştırmaya dayalı yöntemlerin daha etkin sonuçlar verebileceği önerilmektedir.

Anahtar Kelimeler

• Fen ve teknoloji eğitimi,bilimsel araştırma algısı,bilimsel okur-yazarlık,yapılandırılmış laboratuar uygulamaları

Kaynakça

1. Abd-El-Khalick, F., & Lederman, N. (2000). Improving science teachers’ conceptions of nature of science: a critical review of the literature. International Journal of Science Education, 22(7), 665-701.
2. American Association for the Advancement of Science (AAAS). (1993). Benchmarks for scientific literacy. Oxford: Oxford University Press.
3. American Association for the Advancement of Science (AAAS). (1999). Middle grades mathematics textbooks: A benchmarks-based evaluation. Washington, DC: American Association for the Advancement of Science.
4. Bell, R., Blair, M., Crawford, B., & Lederman, N. (2003). Just do it? Impact of a science apprenticeship program on high school students’ understanding of nature of science and scientific inquiry. Journal of Research in Science Teaching, 40, 487-509. Buccheri, G., Gurber, N. A., & Bruhwiler, C. (2011). The impact of gender on interest in science topics and the choice of scientific and technical vocations. International journal of Science Education, 33, 159-178. Bybee, R., & Fuchs, B. (2006). Preparing the 21st century workforce: A new reform in science and technology education. Journal of Research in Science Teaching, 43(4), 349-352.
5. Çepni, S., Ayas, A., Johnson, D., & Turgut. F. (1997). Fizik öğretimi. YÖK/Dünya Bankası Milli Eğitimi Geliştirme Projesi, Hizmet Öncesi Öğretmen Eğitimi, Ankara.
6. Hart, C., Mulhall, P., Berry, A., Loughran, J., & Gunstone, R. (2000). What is the purpose of this experiment?: Or can students learn something from doing experiments? Journal of Research in Science Teaching, 37(7), 655-675.
7. Hofstein, A. (2008). The laboratory in science education: From theory to practice. Fifth International Conference on Science, Mathematics and Technology Education, 16-19 January, Udon Thani, Thailand.
8. Hofstein, A., & Lunetta, V.N. (2004). The laboratory in science education: Foundations for the twenty-first century. Science Education, 88(1), 28-54.

9. Lederman, N.G. (1992). Students’ and teachers’ conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29, 331-359.
10. Lunetta, V.N. (1998). The school science laboratory: Historical perspectives and contexts for contemporary teaching. In B. Fraser ve K. Tobin (Eds.), International Handbook for Science Education-Part One. Dordrecht: Kluwer Academic Publishers.
11. McComas, W.F., Clough, M.P., & Almazroa, H. (1998). The role and character of the nature of science in science education. In W.F. McComas (Ed.), The nature of science in science education: Rationales and strategies. Dordrecht: Kluwer Academic Publishers. McComas, W.F., & Colburn, A.I. (1995). Laboratory learning: Addressing a neglected dimension of science teacher education. Journal of Science Teacher Education, 6(2), 120-124.
12. McWhirter, E.H. (1997). Perceived barriers to education and career: Ethnic and gender differences. Journal of Vocational Behavior, 50, 124-140.
13. Milli Eğitim Bakanlığı (MEB). (2004). İlköğretim fen ve teknoloji dersi öğretim programı. Ankara: Milli Eğitim Bakanlığı Yayınları.
14. Milli Eğitim Bakanlığı (MEB). (2013). İlköğretim fen bilimleri öğretim programı. Ankara: Milli Eğitim Bakanlığı Yayınları.
15. National Research Council (NRC). (1996). National science education standards. Washington, DC: National Academy Press.
16. National Science Foundation (NSF). (2009). Division of science resources statistics,women, minorities, and persons with disabilities in science and engineering NSF 09-305, Arlington, VA.
17. Özkal, K., Tekkaya, C., Dungur, S., Çakıroğlu, J., & Çakıroğlu, E. (2011). Elementary students’ scientific epistemological beliefs in relation to socio-economic status and gender. Journal of Science Teacher Education, 22, 115-127.
18. Schwartz, R.S., & Lederman, N. (2006). Scientists’ epistemological views of science. Paper presented at the annual conference of the American Educational Research Association. San Francisco, CA.
19. Schwartz, R.S. , Lederman, N.G., & Lederman, J.S. (2008). An instrument to assess views of scientific inquiry: The VOSI questionnaire. National Association for Research in Science Teaching, March 30-April 2, Baltimore, MD.
20. Southerland, S.A., Smith, L.K., Sowell, S., & Kittleson, J. (2007). Resisting unlearning: Understanding science education's response to the United State's national accountability movement. Review of Research in Education, 31, 45-77. Tamir, P. (1998). Assessment and evaluation in science education: Opportunities to learn and outcomes. In Fraser, B.J. ve Tobin K.G. (Eds.), International handbook of science education (pp. 761-789). Dordrecht, The Netherlands: Kluwer Academic.
21. Trautwein, U., & Lüdtke, O. (2007). Epistemological beliefs, school achievement, and college major: A large-scale longitudinal study on the impact of certainty beliefs. Contemporary Educational Psychology, 32, 348-366.
22. Tsai, C.C. (2000). Relationships between student scientific epistemological beliefs and perceptions of constructivist learning environments. Educational Research, 42, 193-205.