Mental Models of Preservice Science Teachers on the Change in Day Length

Yıl 2018, , 123 - 129, 16.12.2018

Mualla Bolat , Cumhur Türk , Nazan Ocak İskeleli

https://doi.org/10.18506/anemon.471382

Öz

This present study purposed to reveal the mental
models of science preservice teachers on the reason for the change in day
length that is related to many disciplines. The study was conducted with 286
preservice teachers studying (at grades from 1^st to 4^th)
in the department of science teaching of a university located in Black Sea
Region in Turkey during 2017-2018 academic year. An open-ended question was
asked to the preservice teachers. These answers were evaluated according to the
descriptive analysis and were examined in 3 different models. It was also
observed that the number of preservice teachers with a primitive model was the
highest in the first grade, and that the number of preservice teachers with a synthesis
model and a scientific model increased as the grade of education progressed. On
the basis of the results of the study, it was recommended that it would be
beneficial to create the teaching activities that will enable the preservice
teachers to comprehend the shape and movements of the Earth and the events
caused by their interaction with the Sun conceptually rather than memorization. 

Anahtar Kelimeler

Day Length, Mental Model, Science, Preservice Teacher

Fen Bilgisi Öğretmen Adaylarının Gün Uzunluğunun Değişimine İlişkin Zihinsel Modelleri

Öz

Bu
çalışmada pek çok bilim dalı ile ilişkisi olan gün uzunluğunun değişimi
nedeniyle ilgili fen bilgisi öğretmen adaylarının zihinsel modellerini ortaya
çıkarmak amaçlanmıştır. Çalışma 2017-2018 eğitim-öğretim yılında Türkiye’nin
Karadeniz Bölgesi’ndeki bir üniversitenin fen bilgisi öğretmenliği bölümünde öğrenim
görmekte olan (1, 2, 3 ve 4. sınıf) 286 öğretmen adayı ile gerçekleştirilmiştir.
Öğretmen adaylarına açık uçlu bir soru yöneltilmiştir. Cevaplar betimsel
analize göre değerlendirilerek, 3 farklı modelde incelenmiştir. İlkel modele
sahip öğretmen adayının en fazla birinci sınıfta olduğu, sınıf düzeyi artıkça
sentez model ve bilimsel modele sahip öğretmen adayı sayısının arttığı
görülmüştür. Çalışma sonuçlarından yola çıkarak Dünya’nın şekli, hareketleri ve
bunların Güneşle olan etkileşiminin sebep olduğu olayların öğretmen adaylarına
ezbere bilgi yerine kavramsal olarak anlamasını sağlayacak öğretim
etkinliklerinin yapılmasının yararlı olacağı önerilmiştir. 

Anahtar Kelimeler

Gün Uzunluğu, Zihinsel Model, Fen Bilgisi, Öğretmen Adayı

Kaynakça

• Atwood, R. K., & Atwood, V. A. (1996). Preservice elementary teachers' conceptions of the causes of seasons. Journal of Research in Science Teaching, 33(5), 553-563.
• Bao, L., & Redish, E. F. (2001). Concentration analysis: A quantitative assessment of student states. American Journal of Physics, 69(1), S45-S53.
• Baxter, J. (1989). Children’s understanding of familiar astronomical events. International Journal of Science Education, 11(5), 502-513.
• Bisard, W. J., Aron, R. H., Francek, M. A., & Nelson, B. D. (1994). Assessing selected physical science and earth science misconceptions of middle school through university preservice teachers: Breaking the science' misconception cycle'. Journal of College Science Teaching, 24(1), 38-42
• Bolat, M. (2016). The development and implementation of a model for teaching astronomy to deaf students. Journal of Education and Training Studies, 4(7), 14-27.
• Brewer, W. F. (2008). Naïve theories of observational astronomy: Review, analysis, and theoretical implications. In: S. Vosniadou (Ed.), International Handbook of Research on Conceptual Change, (pp.155-204). New York: Routledge.
• Buckley, B. C., & Boulter, C. J. (2000). Investigating the role of representations and expressed models in building mental models. In: Developing models in science education (pp. 119-135). Springer, Dordrecht.
• Chen, C. H., Yang, J. C., Shen, S., & Jeng, M. C. (2007). A desktop virtual reality earth motion system in astronomy education. Educational Technology & Society, 10(3), 289-304.
• Chiu, M. H., & Wong, S. C. (1995). Ninth graders’ mental models and processes generating inferences of four seasons. Chinese Journal of Science Education, 3(1), 23-68
• Coll, R.K., & Treagust, D.F. (2003). Investigation of secondary school, undergraduate, and graduate learners’ mental models of ionic bonding. Journal of Research in Science Teaching, 40(5), 464-486.
• Dunlop, J. (2000). How children observe the universe. Publications of the Astronomical Society of Australia, 17(2), 194-206.
• Franco, C., & Colinvaux, D. (2000). Grasping mental models. In: Developing models in science education. Springer Netherlands. pp. 93-118.
• Frede, V. (2008). Teaching astronomy for pre-service elementary teachers: A comparison of methods. Advances in Space Research, 42(11), 1819-1830.
• Greca, I. M., & Moreira, M. A. (2000). Mental models, conceptual models and modelling. Instructional Journal Science Education, 22(1), 1-11.
• Günbatar, S., & Sarı, M. (2005). Developing models for difficult and abstract concepts in electrics and magnetism. Gazi Journal of Education of Faculty, 25(1), 185-197.
• Güneş, B., Gülçiçek, Ç., & Bağcı, N. (2004). Eğitim fakültelerindeki fen ve matematik öğretim elemanlarının model ve modelleme hakkındaki görüşlerinin incelenmesi. Türk Fen Eğitimi Dergisi, 1(1), 35-48.
• Harrison, A. G., & Treagust, D. F. (2000). A typology of school science models. International Journal of Science Education, 22(9), 1011-1026.
• İyibil, Ü., & Sağlam Arslan, A. (2010). Fizik öğretmen adaylarının yıldız kavramına dair zihinsel modelleri. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 4(2), 25-27.
• Johnson-Laird, P.N., & Byrne, R. M. J. (2002). Conditionals: A theory of meaning, pragmatics and inference. Psychological Review, 109(4), 646-678.
• MEB (2017). Ortaöğretim coğrafya 9. sınıf ders kitabı. Ankara: Milli Eğitim Bakanlığı.
• Norman, D. A. (2014). Some observations on mental models. In Mental models (pp. 15-22). Psychology Press.
• Osborne, J., Black, P.J., Wadsworth, P., & Meadows, J. (1994). Space research report: The Earth in space. Liverpool, UK: University of Liverpool.
• Parker, J., & Heywood, D. (1998). The earth and beyond: Developing primary teachers' understanding of basic astronomical events. International Journal of Science Education, 20(5), 503-520.
• Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri. (Çev. M. Bütün & S. Beşirdemir,). Ankara: Pegem Akademi Yayıncılık.
• Plummer, J. D. (2006). Students’ development of astronomy concepts across time. Unpublished doctoral dissertation, University of Michigan, Ann Arbor.
• Redish, E. F. (1994). Implications of cognitive studies for teaching physics. American Journal American Journal of Physics, 62(9), 796-803.
• Schoon, K. J. (1992). Students' alternative conceptions of earth and space. Journal of Geological Education, 40(3), 209-214.
• Sebastià, B. M., & Torregrosa, J. M. (2005). Preservice elementary teachers’ conceptions of the Sun-Earth model: A proposal of a teaching-learning sequence. Astronomy Education Review, 4(1), 121-126
• Spicer, D. P. (1998). Linking mental models and cognitive maps as an aid to organizational learning. Career Development International, 3(3), 125-132.
• Trumper, R. (2006). Teaching future teachers’ basic astronomy concepts—seasonal changes—at a time of reform in science education. Journal of Research in Science Teaching, 43(9), 879-906.
• Tsai, C. C., & Chang, C. Y. (2005). Lasting effects of instruction guided by the conflict map: Experimental study of learning about the causes of the seasons. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 42(10), 1089-1111.
• Türk, C., & Kalkan, H. (2015). The effect of planetariums on teaching specific astronomy concepts. Journal of Science Education and Technology, 24(1), 1-15.
• Türk, C., & Kalkan, H. (2018). Teaching seasons with hands-on models: model transformation. Research in Science & Technological Education, 36(3), 324-352.
• Vosniadou, S. (1994). Capturing and modeling the process of conceptual change. Learning and Instruction, 4(1), 45–69.
• Vosniadou, S., & Brewer, W. F. (1992). Mental models of the earth: A study of conceptual change in childhood. Cognitive Psychology, 24(4), 535-585.
• Vosniadou, S., & Brewer, W. F. (1994). Mental models of the day/night cycle. Cognitive science, 18(1), 123-183.
• Vosniadou, S., Skopeliti, I., & Ikospentaki, K. (2004). Modes of knowing and ways of reasoning in elementary astronomy. Cognitive Development, 19(2), 203-222.
• Yıldırım, A., & Şimşek, H. (2008). Nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.