BibTex RIS Kaynak Göster

OKULÖNCESİ ÖĞRENCİLERİNİN GECE-GÜNDÜZ, MEVSİMLER VE AY'IN EVRELERİ KAVRAMLARINA İLİŞİKİN FİKİRLERİ

Yıl 2010, Cilt: 6 Sayı: 2, 267 - 280, 14.01.2013

Hüseyin Küçüközer , Ayberk Bostan

Öz

Bu çalışma ile okulöncesi öğrencilerinin gece gündüz, mevsimler ve Ay'ın evreleri ilgili fikirlerinin ortaya çıkarılması amaçlanmıştır. Alanyazında okulöncesi öğrencileri ile ilgili yapılmış birçok çalışmaya rastlanmasına rağmen bu çalışmaların çok azı astronomi ile ilgilidir. Bu araştırma Türkiye'de okulöncesi öğrencilerinin astronomi kavramlarını ortaya çıkarmaya yönelik yapılan ilk çalışmadır. Çalışmanın örneklemini 4 farklı anaokulundan seçilen 52 (6 yaş grubu) öğrenci oluşturmaktadır. Veri toplama aracı olarak yarı yapılandırılmış görüşme kullanılmıştır. Çalışmanın sonuçları okulöncesi öğrencilerinin her bir kavrama dair çok çeşitli fikirlere sahip olduğunu göstermektedir. Okulöncesi öğrencileri astronomi kavramlarına ilişkin formal bir eğitim almadıkları için öğrencilerin fikirleri naif fikirlerdir. Görüşmelerde okulöncesi öğrencileri bu kavramları ailelerinden, günlük deneyimlerinden ve gözlemlerinden öğrendiklerini belirtmiştir.

Anahtar Kelimeler

Okulöncesi öğrencileri gece-güzdüz mevsimler Ay‟ın evreleri kavram yanılgıları

Kaynakça

  • Agan, L. (2004). Stellar Ideas: Exploring Students‟ Understanding of Stars. Astronomy Education Review, 3(1), 77-97.
  • Arabacı, N., & Aksoy, B. (2005). Okul Öncesi Eğitime Katılım Programının Annelerin Bilgi Düzeylerine Etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29, 18-26.
  • Atwood, R.K., & Atwood, V.A. (1997). Effects of Instruction on Preservice Elementary Teachers‟ Conceptions of the Causes of Night and Day and the Seasons. Journal of Science Teacher Education, 8(1), 1-13.
  • Barnett, M., & Morran, J. (2002). Addressing Children‟s Alternative Frameworks of the Moon‟s Phases and Eclipses. International Journal of Science Education, 24(8), 859-879.
  • Baxter, J. (1989). Children‟s Understanding of Familiar Astronomical Events. International Journal of Science Education, 11, 502-513.
  • Baxter, J. (1991). A Constructivist Approach to Astronomy in the National Curriculum. Physics Education, 26, 38-45.
  • Bisard, W., Aron, R., Francek, M., & Nelson, B. (1994). Assessing Selected Physical Science and Earth Science Misconceptions of Middle School through University Pre-service Teachers. Journal of College Science Teaching, 24, 38-42.
  • Brickhouse, N.W., Dagher, Z.R, Letts, W.J., & Shipman, H.L. (2000). Diversity of Students‟ Views about Evidence, Theory and the Interface Between Science and Religion in an Astronomy Course. Journal of Research in Science Teaching, 37(4), 340-362.
  • Dove, J. (2002). Does The Man In The Moon Ever Sleep? An Analysis of Students Answers about Simple Astronomical Events: A Case Study. International Journal of Science Education, 24(8), 823-834.
  • Dunlop, J. (2000). How Children Observe the Universe. Electronic Publications of the Astronomical Society of Australia, 17(2), 194-206.
  • Güler, T., & Akman, B. (2006). 6 Yaş Çocuklarının Bilim ve Bilim İnsanı Hakkındaki Görüşleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 31, 55-66.
  • Hannust, T., & Kikas, E. (2007). Children‟s Knowledge of Astronomy and Its Change in Course of Learning. Early Childhood Research Quarterly, 22(1), 89-104.
  • Kikas, E. (2004). Teachers‟ Conceptions and Misconceptions Concerning Three Natural Phenomena. Journal of Research in Science Teaching, 41(5), 432-448.
  • Küçüközer, H. (2007). Prospective Science Teachers‟ Conceptions about Astronomical Subjects. Science Education International, 18(1), 113-130.
  • Leighton, J. (2003). Children‟s and Adults‟ Knowledge and Models of Reasoning about the Ozone Layer and Its Depletion. International Journal of Science Education, 25(1), 117-139.
  • Nuutinen, S. (2005). Examining Young Children‟s Conceptual Change Process in Floating and Sinking from a Social Constructivist Perspective. International Journal of Science Education, 27(3), 259-279.
  • Paik, S., Kim, H., Cho, B., & Park, J. (2004). K-8th Grade Korean Students‟ Conceptions of „Changes of State‟ and „Conditions for Changes of State‟. International Journal of Science Education, 26(2), 207-224.
  • 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.
  • Ravanis, K., & Bagakis, K. (1998). Science Education in Kindergarten: Sociocognitive Perspective. International Journal of Early Years Education, 6(3), 315-327.
  • Ravanis, K. (2004). What Factors Does Friction Depend on? A Social- cognitive Teaching, Intervion with Young Children. International Journal of Science Education, 26(8), 997-1007.
  • Sadler, P. (1992). The Initial Knowledge State of High School Astronomy Students. Unpublished PhD Dissertation; Harvard University, Faculty of the Graduate School of Education; USA.
  • Sharp, J. (1996). Children‟s Astronomical Beliefs: A Preliminary Study of Year 6 Children in South-West England. International Journal of Science Education, 18(6), 685-712.
  • Suzuki, M. (2003). Conversations about the Moon with Prospective teachers in Japan. Science Teacher Education, 87, 892-910.
  • Trumper, R. (2001a). A Cross-age Study of Senior High School Students‟ Conceptions of Basic Astronomy Concepts. Research in Science &Technological Education, 19(1), 97-107.
  • Trumper, R. (2001b). A Cross-College Age Study of Science and Nonscience Students‟ Conceptions of Basic Astronomy Concepts in Preservice Training for High-School Teachers. Journal of Science Education and Technology, 10(2), 189-195.
  • Trundle, K.C., Atwood, R.K., & Christopher, J.E. (2007). A Longitudinal Study of Conceptual Change: Preservice Elementary Teachers‟ Conceptions of Moon Phases. Journal of Research in Science Teaching, 44(2), 303-326.
  • Url1, (2003). Guidelines for Preschool Learning Experiences. Massachusetts Department of Education. Retrieved January 25, 2008 from http://www.eec.state.ma.us/docs/TAGuidelinesForPreschoolLearningExp eriences.pdf
  • Valanides, N., Gritsi, F., Kampeza, M., & Ravanis, K. (2000). Changing Pre- school Children‟s Conceptions of the Day/Night Cycle. International Journal of Early Years Education, 8(1), 27-39.
  • Vosniadou, S., & Brewer, W.F. (1992). Mental Models of the Earth: A Study of Conceptual Change in Childhood. Cognitive Psychology, 24, 535-585.
  • Vosniadou, S., & Brewer, W.F. (1994). Mental Models pf the Day/Night Cycle. Cognitive Science, 18, 123-184.
  • Wandersee, J. H., Mintzes, J. J., & Novak, J. D. (1994). Research on Alternative Conceptions in science. In D. Gabel (Eds.) Handbook of Research on Science Teaching and Learning: A Project of the National Science Teachers Association (pp. 177-210). New York: Macmillan.
  • Zeilik, M. (1998). Misconceptions and Their Change in University-level Astronomy Courses. The Physics Teacher, 36, 104-107.

Yıl 2010, Cilt: 6 Sayı: 2, 267 - 280, 14.01.2013

Hüseyin Küçüközer , Ayberk Bostan

Öz

Kaynakça

  • Agan, L. (2004). Stellar Ideas: Exploring Students‟ Understanding of Stars. Astronomy Education Review, 3(1), 77-97.
  • Arabacı, N., & Aksoy, B. (2005). Okul Öncesi Eğitime Katılım Programının Annelerin Bilgi Düzeylerine Etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29, 18-26.
  • Atwood, R.K., & Atwood, V.A. (1997). Effects of Instruction on Preservice Elementary Teachers‟ Conceptions of the Causes of Night and Day and the Seasons. Journal of Science Teacher Education, 8(1), 1-13.
  • Barnett, M., & Morran, J. (2002). Addressing Children‟s Alternative Frameworks of the Moon‟s Phases and Eclipses. International Journal of Science Education, 24(8), 859-879.
  • Baxter, J. (1989). Children‟s Understanding of Familiar Astronomical Events. International Journal of Science Education, 11, 502-513.
  • Baxter, J. (1991). A Constructivist Approach to Astronomy in the National Curriculum. Physics Education, 26, 38-45.
  • Bisard, W., Aron, R., Francek, M., & Nelson, B. (1994). Assessing Selected Physical Science and Earth Science Misconceptions of Middle School through University Pre-service Teachers. Journal of College Science Teaching, 24, 38-42.
  • Brickhouse, N.W., Dagher, Z.R, Letts, W.J., & Shipman, H.L. (2000). Diversity of Students‟ Views about Evidence, Theory and the Interface Between Science and Religion in an Astronomy Course. Journal of Research in Science Teaching, 37(4), 340-362.
  • Dove, J. (2002). Does The Man In The Moon Ever Sleep? An Analysis of Students Answers about Simple Astronomical Events: A Case Study. International Journal of Science Education, 24(8), 823-834.
  • Dunlop, J. (2000). How Children Observe the Universe. Electronic Publications of the Astronomical Society of Australia, 17(2), 194-206.
  • Güler, T., & Akman, B. (2006). 6 Yaş Çocuklarının Bilim ve Bilim İnsanı Hakkındaki Görüşleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 31, 55-66.
  • Hannust, T., & Kikas, E. (2007). Children‟s Knowledge of Astronomy and Its Change in Course of Learning. Early Childhood Research Quarterly, 22(1), 89-104.
  • Kikas, E. (2004). Teachers‟ Conceptions and Misconceptions Concerning Three Natural Phenomena. Journal of Research in Science Teaching, 41(5), 432-448.
  • Küçüközer, H. (2007). Prospective Science Teachers‟ Conceptions about Astronomical Subjects. Science Education International, 18(1), 113-130.
  • Leighton, J. (2003). Children‟s and Adults‟ Knowledge and Models of Reasoning about the Ozone Layer and Its Depletion. International Journal of Science Education, 25(1), 117-139.
  • Nuutinen, S. (2005). Examining Young Children‟s Conceptual Change Process in Floating and Sinking from a Social Constructivist Perspective. International Journal of Science Education, 27(3), 259-279.
  • Paik, S., Kim, H., Cho, B., & Park, J. (2004). K-8th Grade Korean Students‟ Conceptions of „Changes of State‟ and „Conditions for Changes of State‟. International Journal of Science Education, 26(2), 207-224.
  • 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.
  • Ravanis, K., & Bagakis, K. (1998). Science Education in Kindergarten: Sociocognitive Perspective. International Journal of Early Years Education, 6(3), 315-327.
  • Ravanis, K. (2004). What Factors Does Friction Depend on? A Social- cognitive Teaching, Intervion with Young Children. International Journal of Science Education, 26(8), 997-1007.
  • Sadler, P. (1992). The Initial Knowledge State of High School Astronomy Students. Unpublished PhD Dissertation; Harvard University, Faculty of the Graduate School of Education; USA.
  • Sharp, J. (1996). Children‟s Astronomical Beliefs: A Preliminary Study of Year 6 Children in South-West England. International Journal of Science Education, 18(6), 685-712.
  • Suzuki, M. (2003). Conversations about the Moon with Prospective teachers in Japan. Science Teacher Education, 87, 892-910.
  • Trumper, R. (2001a). A Cross-age Study of Senior High School Students‟ Conceptions of Basic Astronomy Concepts. Research in Science &Technological Education, 19(1), 97-107.
  • Trumper, R. (2001b). A Cross-College Age Study of Science and Nonscience Students‟ Conceptions of Basic Astronomy Concepts in Preservice Training for High-School Teachers. Journal of Science Education and Technology, 10(2), 189-195.
  • Trundle, K.C., Atwood, R.K., & Christopher, J.E. (2007). A Longitudinal Study of Conceptual Change: Preservice Elementary Teachers‟ Conceptions of Moon Phases. Journal of Research in Science Teaching, 44(2), 303-326.
  • Url1, (2003). Guidelines for Preschool Learning Experiences. Massachusetts Department of Education. Retrieved January 25, 2008 from http://www.eec.state.ma.us/docs/TAGuidelinesForPreschoolLearningExp eriences.pdf
  • Valanides, N., Gritsi, F., Kampeza, M., & Ravanis, K. (2000). Changing Pre- school Children‟s Conceptions of the Day/Night Cycle. International Journal of Early Years Education, 8(1), 27-39.
  • Vosniadou, S., & Brewer, W.F. (1992). Mental Models of the Earth: A Study of Conceptual Change in Childhood. Cognitive Psychology, 24, 535-585.
  • Vosniadou, S., & Brewer, W.F. (1994). Mental Models pf the Day/Night Cycle. Cognitive Science, 18, 123-184.
  • Wandersee, J. H., Mintzes, J. J., & Novak, J. D. (1994). Research on Alternative Conceptions in science. In D. Gabel (Eds.) Handbook of Research on Science Teaching and Learning: A Project of the National Science Teachers Association (pp. 177-210). New York: Macmillan.
  • Zeilik, M. (1998). Misconceptions and Their Change in University-level Astronomy Courses. The Physics Teacher, 36, 104-107.
Toplam 32 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Hüseyin Küçüközer

Ayberk Bostan

Yayımlanma Tarihi 14 Ocak 2013
Gönderilme Tarihi 19 Aralık 2012
Yayımlandığı Sayı Yıl 2010 Cilt: 6 Sayı: 2

Kaynak Göster

APA Küçüközer, H., & Bostan, A. (2013). OKULÖNCESİ ÖĞRENCİLERİNİN GECE-GÜNDÜZ, MEVSİMLER VE AY’IN EVRELERİ KAVRAMLARINA İLİŞİKİN FİKİRLERİ. Eğitimde Kuram Ve Uygulama, 6(2), 267-280.