Fen Bilimleri Öğretmen Adaylarının Kavramsal Değişimlerine Zenginleştirilmiş Laboratuvar Rehber Materyalinin Etkisi: Buharlaşma ve Kaynama*

Year 2017, Volume: 14 Issue: 1, 529 - 561, 03.04.2017

Fethiye Karslı , Alipaşa Ayas

Abstract

Bu çalışmanın amacı, ‘Buharlaşma ve Kaynama’
kavramlarının öğretiminde farklı kavramsal değişim yöntem/tekniklerin 5E
öğretim modelinin aşamalarında kullanılması sonucu oluşturulan
zenginleştirilmiş laboratuvar rehber materyalinin fen bilimleri öğretmen
adaylarının kavramsal değişimine etkisini araştırmaktır. Yarı deneysel
yönteme göre tasarlanan araştırmanın örneklemi, Giresun Üniversitesi’nin Fen
Bilimleri Öğretmenliği Anabilim Dalı’nda öğrenim gören toplam 97 3. sınıf
öğretmen adayından oluşmaktadır. Deney gruplarında bilgisayar animasyonları,
kavram haritası, kavramsal değişim metni ve bilimsel süreç becerilerine dayalı deney
etkinliklerinin çalışma yaprağı (ÇY) eşliğinde 5E öğretim modelinin aşamalarına
entegrasyonu sonucu oluşturulan zenginleştirilmiş laboratuvar rehber materyali
kullanılırken; kontrol gruplarında anlatım, soru-cevap ve kapalı uçlu deney
yöntemleri kullanılmıştır. Araştırmada veri toplamak için iki aşamalı ‘Buharlaşma
ve Kaynama Kavram Testi (BKKT)’ kullanılmıştır. BKKT’nin analizinden, deney
ve kontrol grupları arasında kavramsal değişim yönünden deney gruplarının daha
başarılı olduğu ortaya çıkmıştır. Yani
zenginleştirilmiş
laboratuvar rehber materyalinin öğretmen adaylarının ‘Buharlaşma ve Kaynama’ konusunda kavramsal anlamalarını
daha fazla arttırdığı, dolayısıyla pozitif yönde bir kavramsal değişim sağlamasında
daha etkili olduğu tespit edilmiştir.

Keywords

Buharlaşma ve Kaynama, Zenginleştirilmiş Laboratuvar Rehber Materyal, Kavramsal Değişim

Effect of the Enriched Laboratory Guide Material on Prospective Science Teachers’ Conceptual Change: Evaporation and Boiling*

Abstract

 

The aim of this study was to explore the effect of enriched laboratory
guide materials, integrating different conceptual change methods/techniques
according to stages of 5E model on changing prospective science teachers’ alternative
conceptions of “Evaporation and Boiling”. A quasi-experimental method was
employed. The study participants consisted of 97 prospective science teachers who
studied in the science education department of Education Faculty in Giresun University.
The experimental groups used the enriched laboratory guide materials,
integrating different conceptual change methods or techniques such as concept
map (CM), computer animations (CA), conceptual change text (CCT), worksheet and
experiments based on scientific process skills according to stages of 5E model.
The control groups used traditional teaching method as lecture,
questions-answers and close-ended experiments. To collect data, a two-tier
Evaporation and Boiling Concept Questionnaire (EBCQ) were used. The results
showed that the experimental groups were more successful in conceptual change
than the control groups. That is, study results indicate that the learning
environment designed in accordance with the enriched laboratory guide materials
was more efficient than the traditional learning environment in terms of students'
conceptual understanding and changing their' alternative conceptions.

Keywords

Evaporation and Boiling, Enriched Laboratory Guide Material, Conceptual Change

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