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Konya Bilim Merkezindeki Sergilerin Fen Bilimleri Dersindeki Kazanımlara ve Konulara Olan Uygunluk Düzeylerinin Belirlenmesi

Year 2017, Volume: 2 Issue: 1, 27 - 33, 31.12.2017

Abstract

Bu çalışmada 2014 yılında açılan Konya Bilim Merkezindeki sergilerin Fen Bilimleri dersi kazanım ve konularıyla ilişkisi incelenmiştir. Araştırmada nitel araştırma türlerinden doküman incelemesi kullanılmıştır. Bu yöntem araştırmada hedeflenen olgu ve olaylar hakkında bilgi içeren yazılı materyallerin analizini kapsar. Bu kapsamda Konya Bilim merkezindeki sergiler ve bu sergilerin içerikleri Fen Bilimleri dersi 5-8. Sınıf öğretim programındaki kazanımlarla ve Fen Bilimleri dersinin içerikleri ile karşılaştırılmıştır. Araştırma sonucunda Konya Bilim Merkezindeki sergilerin Fen Bilimleri dersindeki kazanımların yaklaşık yarısını kapsadığı tespit edilmiştir. Bu kapsamda 5. Sınıf Fen Bilimleri toplam kazanım sayısı 40 iken 21 kazanımın sergilerle ilişkili olduğu görülmüştür. 6. Sınıf Fen Bilimleri toplam ders kazanım sayısı 52 olup bu kazanımların 25’i bilim merkezlerindeki sergilerle ilişkilidir. Yine 7. Sınıf Fen Bilimleri dersi kazanım sayısı 78 iken bunlardan 22’si sergilerle ilişkilidir. 8. Sınıf Fen Bilimleri dersinde de 78 kazanım bulunmakta olup bunların 38’i sergilerle ilişkilidir.

References

  • Beiers, J. R. & C. J. Mcrobbie. (1992). Learning in interactive science centers. Research in Science Education. Annual Publication of the Australisian Science Education Research Association. 22, 38-45.
  • Bozdoğan, A. E. (2007). Role and Importance Of Science And Technology Museum in Education. Unpublished doctoral dissertation, Gazi University, Enstitude of Educational Science. Ankara, Turkey. (Unpublished Doktoral Dissertation).
  • Bozdoğan, A. E. (2012). The practice of prospective science teachers regarding the planning of education based trips: Evaluation of six different field trips. Educational Sciences: Theory & Practice. 12(2), 1049-1072.
  • Bozdoğan, A. E. ve Yalçın, N. (2006). Bilim Merkezlerinin İlköğretim Öğrencilerinin Fene Karşı İlgi Düzeylerinin Değişmesine Ve Akademik Başarılarına Etkisi: Enerji Parkı. Ege Eğitim Dergisi, 7(2), 95- 114.
  • Gerber, B.L., Cavallo, A.M.L. and Marek, E. A. (2001). Relationships among informal learning environments, teaching procedures and scientific reasoning ability. International Journal of Science Education, 23, 535- 549.
  • Griffin, J. & Symington, D. (1997). Moving from task-oriented to learning-oriented strategies on school excursions to museums. Science Education, 81 (6), 763–779. Hannu, S. (1993). Science centre education. Motivation and learning in informal education. Helsinki University Department of Teacher Education. Finland. (Unpublished Doctoral Dissertation).
  • Henriksen, E. K. and D. Jorde. (2001). High school students’ understanding of radiation and the environment: Can museums play a role? Science Education 85, 189–206.
  • Karasar, N. 1999. Bilimsel araştırma yöntemi, 9. Basım, Ankara, Nobel Yayın Dağıtım.
  • Kisiel, J. (2003). Teachers, museums, and worksheets: A closer look at learning experience. Journal of Science Teacher Education, 14, 3-21.
  • Knapp, D. (2000). Memorable experiences of a science field trip. School Science and Mathematics. 100(2), p. 65-72.
  • Lakin, L. (2006). Science beyond the classroom. Journal of Biological Education, 40(2), 88-90.
  • Michie, M. (1998). Factors influencing secondary science teachers to organize and conduct field trips. Australian Science Teacher Journal, 44, 43 – 50.
  • Olson, J. K.; Cox-Petersen, A. M. & McComas, W. F. (2001). The inclusion of informal environments in science teacher preparation. Journal of Science Teacher Education, 12, 155-173.
  • Rapp, W. (2005). Inquiry-based environments for the inclusion of students with exceptional learning needs. Remedial And Special Education. 26(5), p. 297–310.
  • Tal, T. & Steiner, L. (2006). Patterns of teacher-museum staff relationships: School visits to the educational centre of a science museum. Canadian Journal of Science, Mathematics and Technoiogy Education. 6(1), 25-46.
  • Tal, T. & Morag, O. (2009). Reflective practice as a means for preparing to teach outdoors in an ecological garden. Journal of Science Teacher Education, 20, 245-262.
Year 2017, Volume: 2 Issue: 1, 27 - 33, 31.12.2017

Abstract

References

  • Beiers, J. R. & C. J. Mcrobbie. (1992). Learning in interactive science centers. Research in Science Education. Annual Publication of the Australisian Science Education Research Association. 22, 38-45.
  • Bozdoğan, A. E. (2007). Role and Importance Of Science And Technology Museum in Education. Unpublished doctoral dissertation, Gazi University, Enstitude of Educational Science. Ankara, Turkey. (Unpublished Doktoral Dissertation).
  • Bozdoğan, A. E. (2012). The practice of prospective science teachers regarding the planning of education based trips: Evaluation of six different field trips. Educational Sciences: Theory & Practice. 12(2), 1049-1072.
  • Bozdoğan, A. E. ve Yalçın, N. (2006). Bilim Merkezlerinin İlköğretim Öğrencilerinin Fene Karşı İlgi Düzeylerinin Değişmesine Ve Akademik Başarılarına Etkisi: Enerji Parkı. Ege Eğitim Dergisi, 7(2), 95- 114.
  • Gerber, B.L., Cavallo, A.M.L. and Marek, E. A. (2001). Relationships among informal learning environments, teaching procedures and scientific reasoning ability. International Journal of Science Education, 23, 535- 549.
  • Griffin, J. & Symington, D. (1997). Moving from task-oriented to learning-oriented strategies on school excursions to museums. Science Education, 81 (6), 763–779. Hannu, S. (1993). Science centre education. Motivation and learning in informal education. Helsinki University Department of Teacher Education. Finland. (Unpublished Doctoral Dissertation).
  • Henriksen, E. K. and D. Jorde. (2001). High school students’ understanding of radiation and the environment: Can museums play a role? Science Education 85, 189–206.
  • Karasar, N. 1999. Bilimsel araştırma yöntemi, 9. Basım, Ankara, Nobel Yayın Dağıtım.
  • Kisiel, J. (2003). Teachers, museums, and worksheets: A closer look at learning experience. Journal of Science Teacher Education, 14, 3-21.
  • Knapp, D. (2000). Memorable experiences of a science field trip. School Science and Mathematics. 100(2), p. 65-72.
  • Lakin, L. (2006). Science beyond the classroom. Journal of Biological Education, 40(2), 88-90.
  • Michie, M. (1998). Factors influencing secondary science teachers to organize and conduct field trips. Australian Science Teacher Journal, 44, 43 – 50.
  • Olson, J. K.; Cox-Petersen, A. M. & McComas, W. F. (2001). The inclusion of informal environments in science teacher preparation. Journal of Science Teacher Education, 12, 155-173.
  • Rapp, W. (2005). Inquiry-based environments for the inclusion of students with exceptional learning needs. Remedial And Special Education. 26(5), p. 297–310.
  • Tal, T. & Steiner, L. (2006). Patterns of teacher-museum staff relationships: School visits to the educational centre of a science museum. Canadian Journal of Science, Mathematics and Technoiogy Education. 6(1), 25-46.
  • Tal, T. & Morag, O. (2009). Reflective practice as a means for preparing to teach outdoors in an ecological garden. Journal of Science Teacher Education, 20, 245-262.
There are 16 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Tuğçe Açar This is me

Aykut Emre Bozdoğan This is me 0000-0002-5781-9960

Publication Date December 31, 2017
Published in Issue Year 2017 Volume: 2 Issue: 1

Cite

APA Açar, T., & Bozdoğan, A. E. (2017). Konya Bilim Merkezindeki Sergilerin Fen Bilimleri Dersindeki Kazanımlara ve Konulara Olan Uygunluk Düzeylerinin Belirlenmesi. Türkiye Bilimsel Araştırmalar Dergisi, 2(1), 27-33.