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Öğretmen Eğitimi Programında Havanın Özellikleriyle İlgili Eğlenceli Deneyler

Yıl 2012, Cilt: 6 Sayı: 2, 27 - 48, 01.12.2012

Mızrap Bulunuz Olga Jarrett

Öz

Bu araştırmanın amaçları: (1) öğrencilerin (lisans ve yüksek lisans) değerlendirmelerine göre havanın fiziksel özellikleriyle ilgili deneylerden çok eğlenceli ve az eğlenceli olanları belirlemek; (2) bu iki grup deneyleri belirleyip bunların öğretmen ve öğretmen adayaları tarafından kendi sınıflarında öğrenme istasyonu ya da gösteri deneyi olarak mı yaptırmayı planladıklarını incelemek ; (3) çok eğlenceli ve az eğlenceli deneylerin ortak özelliklerini ve farlılıklarını incelemektir. Öğrenciler fen öğretimi dersi kapsamında havanın özellikleriyle ilgili öğrenme istasyonları ve gösteri deneylerine katılmışlardır. Veri toplama aracı olarak yapılan deneylerle ilgili bir anket ve öğrencilerin deney raporları kullanılmıştır. Öğrenci raporlarının analizi, katılımcıların havanın fiziksel özelikleriyle ilgili kavram yanılgılarının olduğunu ortaya koymuştur. En eğlenceli deneylerin çoğunluğunun öğrenme istasyonu deneyleri değilde, gösteri deneyleri olması ilginç bir sonuçtur. Deneylerin eğlenceli bulunmasında, deneylerin katılımcılar için yeni, merak uyandıran ve farklı olmasıyla ilgili olduğu bulunmuştur. Deneylerin sınıfta gösteri veya öğrenme istasyonu olarak yaptırılması ile eğlenceliliği arasında bir ilişki bulunamamıştır. Öğrencilerin genellikle ateş ve cam malzeme gerektiren deneyleri laboratuvar güvenliği için gösteri deneyi olarak yaptırmayı planladıkları bulunmuştur.

Anahtar Kelimeler

Fen öğretimi öğrenme istasyonları gösteri deneyleri eğlencelilik.

Kaynakça

  • Baez, A. V. (1980). “Curiosity, creativity, competence and compassion guidelines for science education in the year 2000”, World trends in science education. Halifax, NS: Atlantic Institute of Education.
  • Borghi, L., De Ambrosis,, A., Massara, C. I., Grossi, M. G., & Zoppi, D. (1998). Knowledge of Air: A study of children aged between 6 and 8 years. International Journal of Science Education, 10(2), 179-188.
  • Brandwein, P. F. (1968). The method of intelligence. Paper presented at the NSTA Convention, Toronto.
  • Bulunuz, M, & Jarrett, O (2008). Development of positive interest and attitudes toward science and interest in teaching elementary science: influence of inquiry methods course experiences pp., 85-97. Paper presented at the Teacher Education Policy in Europe (TEPE 2008), Univesity of Ljubljana, Slovenia.
  • Bulunuz, M., Jarrett, O.S., & Bulunuz, N. (2009). Middle school students’ conceptions on pyhsical properties of air.Türk Fen Eğitimi Dergisi, 6(1), 37-49.
  • Bulunuz, M., & Jarrett, S. O. (2009). Undergraduate and master’s students' understanding about properties of air and the forms of reasoning used to explain air phenomena. Asia-Pacific Forum on Science Learning and Teaching, 10(2), article: 2.
  • Bulunuz, M. (2012). Motivational qualities of hands-on science activities for Turkish preservice preschool teachers. Eurasia Journal of Mathematics Science & Technology Education. 5(2), 73-82.
  • Driver, R., Leach, J., Scott, P., & Colin, W.R. (1994). Young people’s understanding of science concepts: implications of cross-age studies for curriculum planning. Studies in Science Education, 24, 75-100.
  • Festinger, L. (1957). A theory of cognitive dissonance, Row, Peterson and Co., Glass, L. W., Aiuto, R., & Andersen, H. O. (1993). Revitalizing teacher preparation in science: An agenda for action. Washington, DC: NSTA.
  • Feynman, R. P. (1985). “Surely you’re joking, Mr. Feynman!” Adventures of a curious character. New York: Bantam Books.
  • Frank, P. (1949). Einstein: His life and times. New York: Alfred A. Knopf.
  • Green, B. (1989). Discrepant Events: What Happens to Those Who Watch? School Science and Mathematics, 89(1), 26-29.
  • Gregory, R. (1997). Science through play. In R. Levinson & J. Thomas (Eds.). Science today: Problem or crisis? (pp. 192-205). London: Routledge.
  • Jarrett, O. S. (1998). Playfulness: A motivator in Elementary Science Teacher Preparation. School Science and Mathematics, 98(4), 181-187.
  • Jarrett, O. S. (1999). Science interest and confidence among pre-service elementary teachers. Journal of Elementary Science Education, 77(1), 49-59.
  • National Research Council. (1996) National Science Education Standards. Washington, DC: National Academy Press.
  • Piaget, J. (1931) The Child’s Conception of the World. London: Routledge
  • Piaget, J. (1974a). To understand is to invent: The future of education. New York: Viking Press.
  • Piaget, J. (1974b). Child and reality: Problems of Genetic Psychology. London: Frederic Muller.
  • Sere, M. (1985). The Gaseous State. In E. R. Driver, E. Guesne and A. Tiberghien, Children’s Ideas in Science (pp. 105-223). Philadelphia: Open University Press.
  • Stake, R., Raths, J., St. John, A., Trumbull, D., Foster, M., Sullivan, S., & Jenness, D. (1993). Teacher preparation archives: Case studies of NSF funded middle school science and mathematics teacher preparation projects. Urbana, IL: University of Illinois.
  • Stepans I. J., M. Shiflett, R.E. Yager., and B. W. Saigo. (2001) Professional Development Standards (pp.25) In D. Siebert, W.J McIntosh (Eds) College Pathways to the Science Education Standards. Arlington,VA: National Science Teacher Association.
  • Tobin, K. (1993). The practice of constructivism in science education. Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Trumbull, D.J. (1990). Introduction. In E Duckworth, J. Easly, D. Hawking, & A. Henriques (Eds.), Science education: A minds-on approach for the elementary years (pp. 97-139). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Tytler, R. (1998). Children’s conceptions of air pressure: Exploring the nature of conceptual change. International Journal of Science Education. 20(8), 929-958.
  • Voss, H.G. and Keller, H. (1983). Curiosity and exploration: Theories and results. New York: Academic Press.
  • Wieler, B. (1998). Children’s misconceptions about science: A list compiled by the AIP Operation Physics Project. Retrived from http://www.amasci.com/miscon/opphys.html
  • Woodward, C. E. (1989). Art and elegance in the synthesis of organic compounds: Robert Burns Woodward. In D. B. Wallace & H. E. Gruber (Eds). Creative people at work: Twelve cognitive case studies (pp. 227-253). New York: Oxford University Press.

Yıl 2012, Cilt: 6 Sayı: 2, 27 - 48, 01.12.2012

Mızrap Bulunuz Olga Jarrett

Öz

Kaynakça

  • Baez, A. V. (1980). “Curiosity, creativity, competence and compassion guidelines for science education in the year 2000”, World trends in science education. Halifax, NS: Atlantic Institute of Education.
  • Borghi, L., De Ambrosis,, A., Massara, C. I., Grossi, M. G., & Zoppi, D. (1998). Knowledge of Air: A study of children aged between 6 and 8 years. International Journal of Science Education, 10(2), 179-188.
  • Brandwein, P. F. (1968). The method of intelligence. Paper presented at the NSTA Convention, Toronto.
  • Bulunuz, M, & Jarrett, O (2008). Development of positive interest and attitudes toward science and interest in teaching elementary science: influence of inquiry methods course experiences pp., 85-97. Paper presented at the Teacher Education Policy in Europe (TEPE 2008), Univesity of Ljubljana, Slovenia.
  • Bulunuz, M., Jarrett, O.S., & Bulunuz, N. (2009). Middle school students’ conceptions on pyhsical properties of air.Türk Fen Eğitimi Dergisi, 6(1), 37-49.
  • Bulunuz, M., & Jarrett, S. O. (2009). Undergraduate and master’s students' understanding about properties of air and the forms of reasoning used to explain air phenomena. Asia-Pacific Forum on Science Learning and Teaching, 10(2), article: 2.
  • Bulunuz, M. (2012). Motivational qualities of hands-on science activities for Turkish preservice preschool teachers. Eurasia Journal of Mathematics Science & Technology Education. 5(2), 73-82.
  • Driver, R., Leach, J., Scott, P., & Colin, W.R. (1994). Young people’s understanding of science concepts: implications of cross-age studies for curriculum planning. Studies in Science Education, 24, 75-100.
  • Festinger, L. (1957). A theory of cognitive dissonance, Row, Peterson and Co., Glass, L. W., Aiuto, R., & Andersen, H. O. (1993). Revitalizing teacher preparation in science: An agenda for action. Washington, DC: NSTA.
  • Feynman, R. P. (1985). “Surely you’re joking, Mr. Feynman!” Adventures of a curious character. New York: Bantam Books.
  • Frank, P. (1949). Einstein: His life and times. New York: Alfred A. Knopf.
  • Green, B. (1989). Discrepant Events: What Happens to Those Who Watch? School Science and Mathematics, 89(1), 26-29.
  • Gregory, R. (1997). Science through play. In R. Levinson & J. Thomas (Eds.). Science today: Problem or crisis? (pp. 192-205). London: Routledge.
  • Jarrett, O. S. (1998). Playfulness: A motivator in Elementary Science Teacher Preparation. School Science and Mathematics, 98(4), 181-187.
  • Jarrett, O. S. (1999). Science interest and confidence among pre-service elementary teachers. Journal of Elementary Science Education, 77(1), 49-59.
  • National Research Council. (1996) National Science Education Standards. Washington, DC: National Academy Press.
  • Piaget, J. (1931) The Child’s Conception of the World. London: Routledge
  • Piaget, J. (1974a). To understand is to invent: The future of education. New York: Viking Press.
  • Piaget, J. (1974b). Child and reality: Problems of Genetic Psychology. London: Frederic Muller.
  • Sere, M. (1985). The Gaseous State. In E. R. Driver, E. Guesne and A. Tiberghien, Children’s Ideas in Science (pp. 105-223). Philadelphia: Open University Press.
  • Stake, R., Raths, J., St. John, A., Trumbull, D., Foster, M., Sullivan, S., & Jenness, D. (1993). Teacher preparation archives: Case studies of NSF funded middle school science and mathematics teacher preparation projects. Urbana, IL: University of Illinois.
  • Stepans I. J., M. Shiflett, R.E. Yager., and B. W. Saigo. (2001) Professional Development Standards (pp.25) In D. Siebert, W.J McIntosh (Eds) College Pathways to the Science Education Standards. Arlington,VA: National Science Teacher Association.
  • Tobin, K. (1993). The practice of constructivism in science education. Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Trumbull, D.J. (1990). Introduction. In E Duckworth, J. Easly, D. Hawking, & A. Henriques (Eds.), Science education: A minds-on approach for the elementary years (pp. 97-139). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Tytler, R. (1998). Children’s conceptions of air pressure: Exploring the nature of conceptual change. International Journal of Science Education. 20(8), 929-958.
  • Voss, H.G. and Keller, H. (1983). Curiosity and exploration: Theories and results. New York: Academic Press.
  • Wieler, B. (1998). Children’s misconceptions about science: A list compiled by the AIP Operation Physics Project. Retrived from http://www.amasci.com/miscon/opphys.html
  • Woodward, C. E. (1989). Art and elegance in the synthesis of organic compounds: Robert Burns Woodward. In D. B. Wallace & H. E. Gruber (Eds). Creative people at work: Twelve cognitive case studies (pp. 227-253). New York: Oxford University Press.
Toplam 28 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Mızrap Bulunuz Bu kişi benim

Olga Jarrett Bu kişi benim

Yayımlanma Tarihi 1 Aralık 2012
Gönderilme Tarihi 2 Ocak 2015
Yayımlandığı Sayı Yıl 2012 Cilt: 6 Sayı: 2

Kaynak Göster

APA Bulunuz, M., & Jarrett, O. (2012). Öğretmen Eğitimi Programında Havanın Özellikleriyle İlgili Eğlenceli Deneyler. Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi, 6(2), 27-48.