BibTex RIS Kaynak Göster

DEVELOPMENT AND APPLICATION OF A DIAGNOSTIC TEST RELATED TO CONCEPTIONS OF DIFFUSION AND OSMOSIS

Yıl 2013, , 49 - 76, 31.08.2013
https://doi.org/10.14520/adyusbd.462

Öz

In the study, it was described the process of development and application a diagnostic test identifying and documenting students’ alternative conceptions related to diffusion and osmosis. The test development procedure had three general steps: defining the content boundaries of the test, identifying students’ alternative conceptions, and instrument development. Alternative conceptions were derived from a multiple-choice test which also required free responses in addition to literature. This first draft of the test was applied to 119 ninth graders from three different high schools. The alternative conceptions gathered from this administration and literature was used for developing second tiers of the items. In this way, the final version of the test was clarified and applied to 90 ninth and 73 tenth graders at Erzurum Anatolian High School. The reliability coefficient for the whole test is 0.62, average difficulty index is 0.55, and average discrimination power is 0.41. According to the results revealed from application of the test, high school students had many alternative conceptions on diffusion and osmosis.

Kaynakça

  • Atılboz, N.G. (2004). "Lise 1. Sınıf Öğrencilerinin Mitoz ve Mayoz Bölünme Konuları ile İlgili Anlama Düzeyleri ve Kavram Yanılgıları." Gazi Üniversitesi, Gazi Eğitim Fakültesi Dergisi, 24(3): 147–157.
  • Aykurt, C. & Akaydın, G. (2009). "Biyoloji Öğretmen Adaylarının Bitkilerde Madde Taşınması Konusundaki Kavram Yanılgıları." Kastamonu Eğitim Dergisi, 17(1): 103–110.
  • Beeth, M.E. (1993). Classroom environment and conceptual change instruction. 12 Mayıs 2008 tarihinde http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content _storage_01/0000019b/80/16/89/3d.pdf adresinden alınmıştır.
  • Beeth, M.E. (1995). Conceptual change instruction: Some theoretical and pedagogical issues. 30 Kasım 2007 tarihinde http://www.eric.ed.gov/ERICDocs/data/ ericdocs2sql/contentstorage _01/0000019b/80/16/89/2a.Pdf adresinden alınmıştır.
  • Büyüköztürk, Ş. (2004). Sosyal bilimler için veri analizi el kitabı. Ankara: PegemA Yayıncılık.
  • Caleon, I., & Subramaniam, R. (2010). "Development and Application of a Three-Tier Diagnostic Test to Assess Secondary Students’ Understanding of Waves." International Journal of Science Education 32(7): 939–961.
  • Christianson, R.G., & Fisher, K.M. (1999). "Comparison of Student Learning About Diffusion and Osmosis in Constructivist and Traditional Classrooms." International Journal of Science Education, 21(6): 687- 699.
  • Çakır, M. & Aldemir, B. (2011). "İki Aşamalı Genetik Kavramlar Tanı Testi Geliştirme ve Geçerlik Çalışması." Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(16): 335-353.
  • Çaycı, B., (2007). Kavram Öğreniminde Kavramsal Değişim Yaklaşımının Etkililiğinin İncelenmesi. Yayınlanmamış doktora tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Çinici, A. (2011). "Lise Öğrencilerinin Hayvanların Sınıflandırılması ile ilgili Alternatif Kavramları: Omurgalı Hayvanlar." Türk Fen Eğitimi Dergisi (TÜFED), 8(4): 1711
  • Çinici, A., Sözbilir, M., & Demir, Y. (2011). ”Effect of Cooperative and Individual Learning Activities on Students’ Understanding of Diffusion and Osmosis.” Eurasian Journal of Educational Research, 43: 19-36.
  • Çinici, A. (2013). "From Caterpillar to Butterfly: A Window for Looking into Students’ Ideas About Life Cycle and Life Forms of İnsects." Journal of Biological Education, 47(2): 84-95.
  • Çinici, A. & Demir, Y. (2013). "Teaching through Cooperative POE Tasks: A Path to Conceptual Change." The Clearing House 86: 1–10.
  • Çetin, G., Ertepınar, H., & Geban, Ö. (2004). "The Effect of Conceptual Change Approach on Students’ Ecology Achievement and Attitude Towards Biology." Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education), 26: 27–32.
  • Duit, R., & Treagust, D.F. (2003). "Conceptual Change: A Powerful Framework for Improving Science Teaching and Learning." International Journal of Science Education, 25(6): 671–688.
  • Friedler, Y., Amir, R., & Tamir, P. (1987). “High School Students' Difficulties in Understanding Osmosis.” International Journal of Science Education, 9(5): 541-5
  • Griffard, P.B., & Wandersee, J.H. (2001). "The Two-Tier İnstrument on Photosynthesis: What Does it Diagnose?" International Journal of Science Education, 23(10): 1039—1052.
  • Kılıç, S. (1999). Lise ve Üniversite Öğrencilerinde Difüzyon ve Osmoz Kavramları İle İlgili Yanlış Kavramalar. Yayınlanmamış yüksek lisans tezi Selçuk Üniversitesi, *Fen Bilimleri Enstitüsü, Konya.
  • Koo S.-A., & Chae H.K. (2007). "Text Analysis of Expression of Diffusion Phenomena in The Korean Middle School and Teachers’ Conceptual Understanding," Paper presented at the 2nd NICE Symposium, July 30-31, Taipei, TAIWAN.
  • Köse S., Ayas, A. & Taş, E. (2003). "Bilgisayar Destekli Öğretimin Kavram Yanılgıları Üzerine Etkisi: Fotosentez." Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 14(2): 106–112.
  • Lab Quiz. 28 Nisan 2013 tarihinde http://www.phschool.com/science/biologyplace/ labbench/lab1/quiz.html adresinden alınmıştır.
  • Leach, J., & Scott, P. (2003). "Individual and Sociocultural Views of Learning in Science Education." Science & Education, 12(1): 91–113.
  • Lin, S.-W. (2004). "Development and Aplication of A Two-Tier Diagnostic Test for High School Students Understanding of Flowering Plant Growth and Development." International Journal of Science and Mathematics Education, 2: 175–199. Meir, E., Perry, J., Stal, D., Maruca S. & Klopfer, E. (2005). "How Effective are Simulated Molecular-Level Experiments for Teaching Diffusion and Osmosis?" Cell Biology Education, 4(3): 235–248.
  • Odom, A. L., & Barrow, L. H. (1995). "Development and Application of A Two-Tier Diagnostic Test Measuring College Biology Students’ Understand of Diffusion and Osmosis After A Course of İnstruction." Journal of Research in Science Teaching, 32(1): 45-61.
  • Odom, A. L. (1995). "Secondary & College Biology Students' Misconceptions About Diffusion & Osmosis." The American Biology Teacher, 57(7): 409–415.
  • Odom, A.L., & Kelly, P.V. (2001). "Integrating Concept Mapping and the Learning Cycle to Teach Diffusion and Osmosis Concepts to High School Biology Students." Science Education, 85(6): 615 – 635.
  • Quiz engine. 28 Nisan 2013 tarihinde http://www.bbc.co.uk/apps/ifl/schools/ gcsebitesize/biology/quizengine/quiz=diffusionosmosish&templateStyle=biolo gy adresinden alınmıştır.
  • Rebich, S., & Gautier, C. (2005). "Concept Mapping to Reveal Prior Knowledge and Conceptual Change in A Mock Summit Course on Global Climate Change." Journal of Geoscience Education, 53(4): 355–365.
  • Sanger, M. J., Brecheisen, D. M., & Hynek B. M. (2001). "Can Computer Animations Affect College Biology Students' Conceptions About Diffusion & Osmosis?" The American Biology Teacher, 63(2): 104–109.
  • Simpson, M. & Arnold, B. (1982). "The İnappropriate Use of Subsumers in Biology Learning." European Journal of Science Education, 4: 173–182.
  • Tan, K.C.D., Goh, N.K., Chia, L.S., & Treagust, D.F. (2002). "Development and Application of A Two-Tier Multiple Choice Diagnostic İnstrument to Assess High School Students’ İnorganic Chemistry Qualitative Analysis." Journal of Research in Science Teaching, 39(4): 283-301.
  • Tan, K.C.D, Taber, K.S., Goh, N.-K., & Chia, L.-S. (2005). "The Ionisation Energy Diagnostic Instrument: A Two-Tier Multiple-Choice Instrument to Determine High School Students’ Understanding of İonisation Energy." Chemistry Education Research and Practice, 6(4): 180–197.
  • Tarakçı, M., Hatipoğlu, S., Tekkaya, C. ve Özden, M. Y. (1999). "Across, Age Study of High School Students' Understanding of Dıffusion and Osmosis." Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 15(1): 84 – 93.
  • Tatar, N. ve Koray, Ö.C. (2005). "İlköğretim Sekizinci Sınıf Öğrencilerinin “Genetik” Ünitesi Hakkındaki Kavram Yanılgılarının Belirlenmesi." Kastamonu Eğitim Dergisi, 13(2): 415–426.
  • Tongchai, A., Sharma, M.D., Johnston, I.D., Arayathanitkul, K., & Soankwan, C. (2009). "Developing, Evaluating and Demonstrating the Use of A Conceptual Survey in Mechanical Waves." International Journal of Science Education, 31(18): 2437– 24
  • Treagust, D.F. (1988). "Development and Use of Diagnostic Tests to Evaluate Students Misconceptions in Science." International Journal of Science Education, 10: 159–169.
  • Tweedy, M.E., & Hoese, W. J. (2005). "Diffusion Activities in Collage Laboratory Manuals." Journal of Biological Education, 39(4): 150-155.
  • Westbrook, S.L., & Marek, E. A. (1991). "A Cross-Age Study of Student Understanding of the Concept of Diffusion." Journal of Research in Science Teaching, 28 (8): 649-6
  • Yıldırım, O., Nakiboğlu, C. ve Sinan, O. (2004). "Fen Bilgisi Öğretmen Adaylarının Difüzyon İle İlgili Kavram Yanılgıları." BAÜ Fen Bilimleri Enstitüsü Dergisi, 6(1): 79Zuckerman, J.T. (1993). Accurate and Inaccurate Conceptions about Osmosis that Accompaniment Meaningful Problem Solving. (ERIC Document Reproduction Service No: ED 360 176).

DİFÜZYON VE OSMOZ KAVRAMLARINA YÖNELİK TANI TESTİ GELİŞTİRİLMESİ VE UYGULANMASI

Yıl 2013, , 49 - 76, 31.08.2013
https://doi.org/10.14520/adyusbd.462

Öz

Bu çalışmada lise öğrencilerinin difüzyon ve osmoz konularıyla ilgili alternatif kavramlarının belirlenmesine yönelik bir teşhis testinin geliştirilme ve uygulanma süreci betimlenmiştir. Test geliştirme süreci üç temel adımdan oluşmaktadır: Bu adımlar; testteki konu alanlarının belirlenmesi, öğrencilerin alternatif kavramlarının belirlenmesi ve testin geliştirilmesidir. Alternatif kavramlar, literatüre ek olarak, açık uçlu sorular içeren çoktan seçmeli bir test ile belirlenmiştir. Testin bu ilk taslağı üç farklı liseden toplam 119 dokuzuncu sınıf öğrencisine uygulanmıştır. Bu uygulamadan ve literatürden elde edilen veriler, test maddelerinin ikinci aşamalarının geliştirilmesinde kullanılmıştır. Böylelikle son halini alan test 9. sınıftan 90 ve 10. sınıftan 73 olmak üzere toplam 163 Anadolu Lisesi öğrencisine uygulanmıştır. Testin güvenirlik katsayısı 0.62, ortalama zorluk indeksi 0.55 ve ortalama ayırıcılık gücü 0.41 olarak hesaplanmıştır. Testin uygulamasından elde edilen sonuçlara göre ise lise öğrencilerinin difüzyon ve osmoz kavramlarıyla ilgili çok sayıda alternatif kavramlarının olduğu belirlenmiştir.

Kaynakça

  • Atılboz, N.G. (2004). "Lise 1. Sınıf Öğrencilerinin Mitoz ve Mayoz Bölünme Konuları ile İlgili Anlama Düzeyleri ve Kavram Yanılgıları." Gazi Üniversitesi, Gazi Eğitim Fakültesi Dergisi, 24(3): 147–157.
  • Aykurt, C. & Akaydın, G. (2009). "Biyoloji Öğretmen Adaylarının Bitkilerde Madde Taşınması Konusundaki Kavram Yanılgıları." Kastamonu Eğitim Dergisi, 17(1): 103–110.
  • Beeth, M.E. (1993). Classroom environment and conceptual change instruction. 12 Mayıs 2008 tarihinde http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content _storage_01/0000019b/80/16/89/3d.pdf adresinden alınmıştır.
  • Beeth, M.E. (1995). Conceptual change instruction: Some theoretical and pedagogical issues. 30 Kasım 2007 tarihinde http://www.eric.ed.gov/ERICDocs/data/ ericdocs2sql/contentstorage _01/0000019b/80/16/89/2a.Pdf adresinden alınmıştır.
  • Büyüköztürk, Ş. (2004). Sosyal bilimler için veri analizi el kitabı. Ankara: PegemA Yayıncılık.
  • Caleon, I., & Subramaniam, R. (2010). "Development and Application of a Three-Tier Diagnostic Test to Assess Secondary Students’ Understanding of Waves." International Journal of Science Education 32(7): 939–961.
  • Christianson, R.G., & Fisher, K.M. (1999). "Comparison of Student Learning About Diffusion and Osmosis in Constructivist and Traditional Classrooms." International Journal of Science Education, 21(6): 687- 699.
  • Çakır, M. & Aldemir, B. (2011). "İki Aşamalı Genetik Kavramlar Tanı Testi Geliştirme ve Geçerlik Çalışması." Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(16): 335-353.
  • Çaycı, B., (2007). Kavram Öğreniminde Kavramsal Değişim Yaklaşımının Etkililiğinin İncelenmesi. Yayınlanmamış doktora tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Çinici, A. (2011). "Lise Öğrencilerinin Hayvanların Sınıflandırılması ile ilgili Alternatif Kavramları: Omurgalı Hayvanlar." Türk Fen Eğitimi Dergisi (TÜFED), 8(4): 1711
  • Çinici, A., Sözbilir, M., & Demir, Y. (2011). ”Effect of Cooperative and Individual Learning Activities on Students’ Understanding of Diffusion and Osmosis.” Eurasian Journal of Educational Research, 43: 19-36.
  • Çinici, A. (2013). "From Caterpillar to Butterfly: A Window for Looking into Students’ Ideas About Life Cycle and Life Forms of İnsects." Journal of Biological Education, 47(2): 84-95.
  • Çinici, A. & Demir, Y. (2013). "Teaching through Cooperative POE Tasks: A Path to Conceptual Change." The Clearing House 86: 1–10.
  • Çetin, G., Ertepınar, H., & Geban, Ö. (2004). "The Effect of Conceptual Change Approach on Students’ Ecology Achievement and Attitude Towards Biology." Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education), 26: 27–32.
  • Duit, R., & Treagust, D.F. (2003). "Conceptual Change: A Powerful Framework for Improving Science Teaching and Learning." International Journal of Science Education, 25(6): 671–688.
  • Friedler, Y., Amir, R., & Tamir, P. (1987). “High School Students' Difficulties in Understanding Osmosis.” International Journal of Science Education, 9(5): 541-5
  • Griffard, P.B., & Wandersee, J.H. (2001). "The Two-Tier İnstrument on Photosynthesis: What Does it Diagnose?" International Journal of Science Education, 23(10): 1039—1052.
  • Kılıç, S. (1999). Lise ve Üniversite Öğrencilerinde Difüzyon ve Osmoz Kavramları İle İlgili Yanlış Kavramalar. Yayınlanmamış yüksek lisans tezi Selçuk Üniversitesi, *Fen Bilimleri Enstitüsü, Konya.
  • Koo S.-A., & Chae H.K. (2007). "Text Analysis of Expression of Diffusion Phenomena in The Korean Middle School and Teachers’ Conceptual Understanding," Paper presented at the 2nd NICE Symposium, July 30-31, Taipei, TAIWAN.
  • Köse S., Ayas, A. & Taş, E. (2003). "Bilgisayar Destekli Öğretimin Kavram Yanılgıları Üzerine Etkisi: Fotosentez." Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 14(2): 106–112.
  • Lab Quiz. 28 Nisan 2013 tarihinde http://www.phschool.com/science/biologyplace/ labbench/lab1/quiz.html adresinden alınmıştır.
  • Leach, J., & Scott, P. (2003). "Individual and Sociocultural Views of Learning in Science Education." Science & Education, 12(1): 91–113.
  • Lin, S.-W. (2004). "Development and Aplication of A Two-Tier Diagnostic Test for High School Students Understanding of Flowering Plant Growth and Development." International Journal of Science and Mathematics Education, 2: 175–199. Meir, E., Perry, J., Stal, D., Maruca S. & Klopfer, E. (2005). "How Effective are Simulated Molecular-Level Experiments for Teaching Diffusion and Osmosis?" Cell Biology Education, 4(3): 235–248.
  • Odom, A. L., & Barrow, L. H. (1995). "Development and Application of A Two-Tier Diagnostic Test Measuring College Biology Students’ Understand of Diffusion and Osmosis After A Course of İnstruction." Journal of Research in Science Teaching, 32(1): 45-61.
  • Odom, A. L. (1995). "Secondary & College Biology Students' Misconceptions About Diffusion & Osmosis." The American Biology Teacher, 57(7): 409–415.
  • Odom, A.L., & Kelly, P.V. (2001). "Integrating Concept Mapping and the Learning Cycle to Teach Diffusion and Osmosis Concepts to High School Biology Students." Science Education, 85(6): 615 – 635.
  • Quiz engine. 28 Nisan 2013 tarihinde http://www.bbc.co.uk/apps/ifl/schools/ gcsebitesize/biology/quizengine/quiz=diffusionosmosish&templateStyle=biolo gy adresinden alınmıştır.
  • Rebich, S., & Gautier, C. (2005). "Concept Mapping to Reveal Prior Knowledge and Conceptual Change in A Mock Summit Course on Global Climate Change." Journal of Geoscience Education, 53(4): 355–365.
  • Sanger, M. J., Brecheisen, D. M., & Hynek B. M. (2001). "Can Computer Animations Affect College Biology Students' Conceptions About Diffusion & Osmosis?" The American Biology Teacher, 63(2): 104–109.
  • Simpson, M. & Arnold, B. (1982). "The İnappropriate Use of Subsumers in Biology Learning." European Journal of Science Education, 4: 173–182.
  • Tan, K.C.D., Goh, N.K., Chia, L.S., & Treagust, D.F. (2002). "Development and Application of A Two-Tier Multiple Choice Diagnostic İnstrument to Assess High School Students’ İnorganic Chemistry Qualitative Analysis." Journal of Research in Science Teaching, 39(4): 283-301.
  • Tan, K.C.D, Taber, K.S., Goh, N.-K., & Chia, L.-S. (2005). "The Ionisation Energy Diagnostic Instrument: A Two-Tier Multiple-Choice Instrument to Determine High School Students’ Understanding of İonisation Energy." Chemistry Education Research and Practice, 6(4): 180–197.
  • Tarakçı, M., Hatipoğlu, S., Tekkaya, C. ve Özden, M. Y. (1999). "Across, Age Study of High School Students' Understanding of Dıffusion and Osmosis." Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 15(1): 84 – 93.
  • Tatar, N. ve Koray, Ö.C. (2005). "İlköğretim Sekizinci Sınıf Öğrencilerinin “Genetik” Ünitesi Hakkındaki Kavram Yanılgılarının Belirlenmesi." Kastamonu Eğitim Dergisi, 13(2): 415–426.
  • Tongchai, A., Sharma, M.D., Johnston, I.D., Arayathanitkul, K., & Soankwan, C. (2009). "Developing, Evaluating and Demonstrating the Use of A Conceptual Survey in Mechanical Waves." International Journal of Science Education, 31(18): 2437– 24
  • Treagust, D.F. (1988). "Development and Use of Diagnostic Tests to Evaluate Students Misconceptions in Science." International Journal of Science Education, 10: 159–169.
  • Tweedy, M.E., & Hoese, W. J. (2005). "Diffusion Activities in Collage Laboratory Manuals." Journal of Biological Education, 39(4): 150-155.
  • Westbrook, S.L., & Marek, E. A. (1991). "A Cross-Age Study of Student Understanding of the Concept of Diffusion." Journal of Research in Science Teaching, 28 (8): 649-6
  • Yıldırım, O., Nakiboğlu, C. ve Sinan, O. (2004). "Fen Bilgisi Öğretmen Adaylarının Difüzyon İle İlgili Kavram Yanılgıları." BAÜ Fen Bilimleri Enstitüsü Dergisi, 6(1): 79Zuckerman, J.T. (1993). Accurate and Inaccurate Conceptions about Osmosis that Accompaniment Meaningful Problem Solving. (ERIC Document Reproduction Service No: ED 360 176).
Toplam 39 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Ayhan Çinici Bu kişi benim

Yavuz Demir Bu kişi benim

Yayımlanma Tarihi 31 Ağustos 2013
Yayımlandığı Sayı Yıl 2013

Kaynak Göster

APA Çinici, A., & Demir, Y. (2013). DİFÜZYON VE OSMOZ KAVRAMLARINA YÖNELİK TANI TESTİ GELİŞTİRİLMESİ VE UYGULANMASI. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi(13), 49-76. https://doi.org/10.14520/adyusbd.462