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Teaching the Relationship between Metabolic Rate and O2 Consumption of Animals with Fixed/Variable Body Temperature by Use of the Predict-Observe-Explain (POE) Strategy

Year 2020, Issue: 50, 1 - 22, 01.09.2020
https://doi.org/10.9779/pauefd.473054

Abstract

This study aims to teach the relationship between metabolic rate and oxygen consumption to pre-service science teachers by using the POE strategy. Among the qualitative research methods, the case study design was used. The study sample consisted of 32 pre-service science teachers from a university’s faculty of education department of science education, who took the course “General Biology Laboratory”. A work sheet titled “Oxygen Consumption of Animals” prepared based on the Predict-Observe-Explain (POE) strategy was used for data collection. The data was analyzed using frequencies (f) and percentages (%). At the end of the study, 95.3% of the participants were found to be actively involved in the prediction step. It was also found that all of the participants made observations and expressed their reasons, while 98.5% participated in the explanation step. These findings reveal that pre-service science teachers tend to be actively involved in all steps when such kind of teaching strategy is presented to them.

References

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Sabit ve Değişken Vücut Sıcaklığına Sahip Olan Hayvanlarda O2 Miktarı ile Metabolizma Hızı Arasındaki İlişkinin Tahmin-Gözlem-Açıklama (TGA) Yöntemiyle Öğretimi

Year 2020, Issue: 50, 1 - 22, 01.09.2020
https://doi.org/10.9779/pauefd.473054

Abstract

Bu çalışmada, fen bilgisi öğretmen adaylarına, kullanılan oksijen miktarıyla metabolizma hızı arasındaki ilişkinin, TGA yöntemiyle öğretimi amaçlanmıştır. Nitel araştırma yöntemlerinden, durum çalışması deseninin uygulandığı çalışmaya; 2014-2015 eğitim-öğretim yılının bahar döneminde bir üniversitenin eğitim fakültesinin fen bilgisi öğretmenliği anabilim dalında öğrenim gören ve “Genel Biyoloji Laboratuvarı” dersini alan 32 öğretmen adayı katılmıştır. Araştırmada, veri toplama aracı olarak “Hayvanlarda Oksijen Tüketimi” başlıklı TGA yöntemine göre düzenlenmiş bir çalışma yaprağı kullanılmıştır. Verilerin analizinde, frekans (f) ve yüzde (%) dağılımlarından yararlanılmıştır. Sonuç olarak öğretmen adaylarının %95,3’ünün tahminde bulunarak sürece etkin biçimde katıldığı, tamamının gözlem yaparak gözlemlerine gerekçe yazdıkları ve %98,5’ inin de açıklama aşamasına katıldığı tespit edilmiştir. Bu sonuçlardan hareketle öğretmen adaylarının, bu tür bir öğretim yaklaşımının öne çıkarılması halinde, tüm aşamalara etkin biçimde katılma eğiliminde oldukları anlaşılmaktadır.

References

  • Akçay, S. (2016). Prospective elementary science teachers’ understanding of photosynthesis and cellular respiration in the context of multiple biological levels as nested systems. Journal Of Biological Education, 51(1), 52-65.
  • Altınok, O. (2017). TGA tekniğine dayalı laboratuvar etkinliklerinin fen bilgisi öğretmen adaylarının argüman oluşturma becerilerine etkisinin incelenmesi. [Investigating the effects of poe technique-based laboratory activities on preservice science teachers' argumentation skills]. Recep Tayyip Erdoğan Üniversitesi, Fen Bilimleri Enstitüsü. Yüksek Lisans Tezi. 130 s.
  • Ayvacı, H. Ş., & Küçük, M. (2005). İlköğretim okulu müdürlerinin fen bilgisi laboratuvarlarının kullanımı üzerindeki etkileri [The effects of primary school principals on using science laboratories]. Milli Eğitim Dergisi, 165, 1-10.
  • Barrie, S. C., Bucat, R. B., Buntine, M. A., Silva, K. B., Crisp, G. T., George, A. V., Jamie, I. M., Kable, S. H., Lim, K. F., Pyke, S. M., Read, J. R., Sharma, M. D., & Yeung, A. (2015). Development, evaluation and use of a student experience survey in undergraduate science laboratories: the advancing science by enhancing learning in the laboratory student laboratory learning experience survey. International Journal of Science Education, 37(11), 1795-1814, DOI:10.1080/09500693.2015.1052585.
  • Bauhardt, V. (1990). Veranderung der einstellung gegenuber gliedertieren durch interaktion mit lebenden tieren im biologieunterricht, Diss. In Miinchner Schriften zur Didaktik der Biologie, éd. Killermann, W., (7). Munich: University of Munich.
  • Bennett, S. W. (2000). University practical work: Why do we do it? Education in Chemistry, 37, 49–50.
  • Bilen, K., & Aydoğdu, M. (2010). Bitkilerde fotosentez ve solunum kavramlarının öğretiminde TGA (tahmin et-gözle-açıkla) stratejisinin kullanımı [Using the predict-observe-explain (POE) strategy to teach of concetps photosynthesis and respiration in plants]. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7(14), 179-194.
  • Boud, D., Dunn, J., & Hegarty-Hazel, E. (1986). Teaching in laboratories. Guildford: SRHE & NFER-Nelson.
  • Börner, A. (2004). Zur analyse von biologieinteressen der jahrgangsstufen 11 und 12 im rahmen einer interwievstudie [For the analysis of biology interests of grades 11 and 12 as part of an inter- labor study] (Unpublished master's thesis). Universität Leipzig, Germany.
  • Cengiz, E. (2018). Maddenin tanecikli yapısının öğretimi için kullanılan tahmin-gözlem-açıklama stratejisine dayalı bir etkinlik. Araştırma Temelli Etkinlik Dergisi, 8(1), 51-69.
  • Chang, J. L., Chen, C. C., Tsai, C. H., Chen, Y. C., Chou, M. H., & Chang, L. C. (2013). Probing and fostering students’ reasoning abilities with a cyclic predict-observe-explain strategy. Chiu, M. H., Tuan, H. L., Wu, H. K., Lin, J. W., & Chou, C. C. (Eds.), Chemistry education and sustainability in the global age (pp. 49-57). New York, London: Springer Science & Business Media.
  • Clarke, A. (2004). Is there a universal temperature dependence of metabolism? Functional Ecology, 18(2), 252–256. doi:10.1111/j.0269-8463.2004.00842.x
  • Çetin, Y. S. (2013). Ortaokul 2. sınıf fen ve teknoloji dersi solunum sistemi konusunun öğretiminde animasyonlarla desteklenmiş “tahmin-gözlem-açıklama” stratejisinin öğrenci başarısına etkisi [The effect of the prediction-observation-explain (POE) strategy enriched by animations in the instruction of respiratory system in 2nd classes of the secondary school in science and technology lesson] (Master's thesis). Atatürk Üniversitesi, Eğitim Bilimleri Enstitüsü (331718).
  • Çokadar, H. (2012). Photosynthesis and respiration processes: Prospective teachers' conception levels. Education & Science, 37(164), 81-93.
  • Dalziel, J. (2010). Practical e-teaching strategies for predict-observe-explain problem-based learning and role plays. Macquarie University: N.S.W LAMS International.
  • Deters, K. M. (2005). Student opinions regarding inquiry-based labs. Journal of Chemical Education, 82, 1178-1180.
  • Dikmenli Vardar, G. (2015). Solunum sistemi konusunun ilköğretimde dramatizasyon tekniği ile öğretiminin öğrenci başarısına etkisi [The effect of teaching the respiratory system by dramatization technique to the students' achievements in primary school] (Master's thesis). Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü (397476).
  • Dudley, B. A. C. (1973). Investigating the effect of size upon the metabolic rate of mammals. Journal Of Biological Education, 7(3), 37-44.
  • Friedler, Y., & Tamir, P. (1990). Life in science laboratory classrooms at secondary level. In E., Hegarty-Hazel (Ed.), The student laboratory and the science cirriculum. Part 6 2. London, NY: Routledge.
  • Gillooly, J. F., Charnov, E. L., West, G. B., Savage, V. M., & Brown, J. H. (2002). Effects of size and temperature on developmental time. Nature 417, 70–73.Gunstone, R. F., & White, R. T. (1981). Understanding of gravity. Science Education, 65, 291-299.
  • Hanif, M., Sneddon, P., Al-Ahmadi, F., & Reid, N. (2009). The perceptions, views and opinions of university students about physics learning during undergraduate laboratory work. European Journal of Physics, 30, 85-96.
  • Hemmingsen, A. M. (1950). The relation of standard (basal) energy metabolism to total fresh weight of living organisms. Reports of the Steno Memorial Hospital and the Nordisk Insulinlaboratorium 4, 1–48.
  • Hemmingsen, A. M. (1960). Energy metabolism as related to body size and respiratory surfaces, and its evolution. Reports of the Steno Memorial Hospital and the Nordisk Insulinlaboratorium 9, 1–110.
  • Hilario, J. S. (2015). The use of Predict-Observe-Explain-Explore (POEE) as a new Teaching strategy in general Chemistry-laboratory. International Journal of Education and Research, 3(2), 37-48.
  • Hofstein, A., & Lunetta, V. N. (2004). The laboratory in science education: Foundations for the twenty-first century. Science Education, 88, 28–54.
  • Hoyt, C. M., & Wallenstein, M. D. (2011). Soil respiration and student ınquiry: A perfect match. Science Activities, 48(4), 119-128. doi:10.1080/00368121.2011.558133.
  • Johnstone, A. H., & Al-Shuaili, A. (2001). Learning in the laboratory; some thoughts from the literature. University Chemistry Education, 5, 42–51.
  • Kaplan-Öztuna, A. (2013). Durum çalışması [Case study]. S. Baştürk (Ed.), Bilimsel araştırma yöntemleri içinde [Within scientific research methods] (pp. 197-217). Ankara: Vize.
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There are 69 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Sema Nur Güngör 0000-0001-5755-4280

Prof.dr. Muhlis Özkan 0000-0001-6011-1675

Publication Date September 1, 2020
Submission Date April 22, 2019
Acceptance Date June 25, 2020
Published in Issue Year 2020 Issue: 50

Cite

APA Güngör, S. N., & Özkan, P. M. (2020). Teaching the Relationship between Metabolic Rate and O2 Consumption of Animals with Fixed/Variable Body Temperature by Use of the Predict-Observe-Explain (POE) Strategy. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi(50), 1-22. https://doi.org/10.9779/pauefd.473054