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The Effect of Role Play instruction method on 7th Grade Students the Forming Mental Images about the Particle Model of Matter

Yıl 2007, Cilt: 27 Sayı: 2, 327 - 339, 01.06.2007

Öz

The aim of this study was to compare the effect of role-play instruction method and traditional instruction methods on 7th grade students\' the forming mental images about the particle model of matter. The participants of the study were 46 7th grade students in the 2005-2006 academic years. The research design employed in this study was the semi-experimental pretest-posttest control group design. The content analysis technique, one of the qualitative research methods, was used in the data colleting and evaluating process. The findings of the study indicated that the role-play instruction method is more effective than traditional methods on 7th grade students\' the forming mental images about the particle model of matter.

Kaynakça

  • Abraham, M.R., Grzybowski, E.B., Renner, J.W. and Marek, E.A. (1992). “Understanding and Misunderstandings of Eighth Graders of Five Chemistry Concepts Found in Textbooks”, Journel of Research in Science Teaching, 29, 105-120.
  • Abraham, M.R., Williamson, V.M. and Westbrook, S.L., (1994) “A cross-age study of understanding of five chemistry concepts”, J. Res. In Sci. Teach., 31: 147- 165.
  • Atasoy, B. (2004). “Fen Öğrenimi ve Öğretimi”, Asil Yayın Dağıtım, Ankara, 23-24 64-69.
  • Aubusson, P., Fogwill, S., Barr, R. and Perkovic, L., (1997) “What happens when students do simulation-role-play in Science?”, Research in Science Education, 27 (5): 565-580.
  • Ben-Zvi, R., Eylon, B and Silberstein, J., (1988) “Students’ visualization of a chemical reaction”, Education in Chemistry, 117-120.
  • Ben-Zwi, R., Eylon, B. ve Silberstein, J., (1986) “Is an Atom of copper Malleable?”, J. Chem. Educ., 63: 64-66.
  • Black, M., (1979) “Can pupils use taught analogies for electric current?”, School science review, 69: 249-254.
  • Burton, L.D., (1997) “Hitting the issues head on: using role play in science education”, Paper presented at the annual meeting of the national science teachers association, New Orleans, (ERIC Document Reproduction Service No: ED 411 162),.
  • Chesler, M. and Fox, R. (1966) “Role-Playing Methods in the Classroom”, Science Research Associates, Chicago,.
  • Davidson, R.D., (1976) “The role of metaphor and analogy in learning”, Cognitive Learning in Children: Theories and Strategies, Levin, J.R. and Allen, V.L., Academic Press, New York, 135-162.
  • Del Pozo, R.M. (2001). “Prospective Teachers’ Ideas About The Relationships Between Concepts Describing The Composition of Matter”, International Journel of Research in Science Education, 23 (4), 353-371.
  • Dreistadt, R., (1969) “The use of analogies and incubation in obtaining insight in creative problem solving”, The journal of psychology, 71: 159-175.
  • Duit, R., (1991) “On the role of analogies and metaphors in learning science”, Science Education, 75 (6): 649-672.
  • Ebenezer, J.V. and Erickson, G.L., (1996) “Chemistry students’ conceptions of solubility: a phenomenography”, Science Education, 80 (2): 181-201.
  • Ebenezer, J.V., (2001) “A hypermedia environment to explore and negotiate students’ conceptions: animation of the solution Process of table salt”, Journal of Science Education and Technology, 10 (1): 73-92.
  • Farin, S., (1997) “Acting atoms”, Science Scope, 21 (3): 46-48.
  • Gabel, D.L. (1993). “Use of The Particle Nature of Matter in Developing Conceptual Understanding”, Journal of Chemical Education, 70 (3), 193-194.
  • Gabel, D.L., (1998) “The complexity of chemistry and implications for teaching”, International Handbook of Science Education, 1, Fraser, B.J. and Tobin K., Kluwer Academic Publisher, Great Britain, 233-248.
  • Gabel, D.L., Samuel, K.V. and Hunn, D. (1987) “Understanding the particulate nature of matter”, J. Chem. Edu., 64: 695-697.
  • Griffiths, A.K. and Preston, K.R. (1992). “Grade-12 Students’Misconceptions Relating to Fundamentel Charecteristics of Atoms and Molecules”, Journel of Research in Science Teaching, 29 (6), 611-628.
  • Hackling, M. W. and Garnett, P. J., (1986) “Chemical Equilibrium: Learning Difficulties and teaching strategies”, The Australian Science Teacher Journal, 31 (4): 8-13.
  • Harrison, A.G. and Treagust, D.F. (1996). “Secondary Students’ Mental Models of Atoms and Molecules: Implications for Teaching Chemistry”, Science Education, 80 (5), 509-534.
  • Joyce, B., and Weil, M., (1992) “Models of Teaching”, Allyn and Bacon, Boston, 89- 108.
  • Kadayıfçı, H. (2001). “Lise-3 Sınıftaki Öğrencilerin Kimyasal Bağlar Konusundaki Yanlış Kavramların Belirlenmesi ve Yapılandırıcı Yaklaşımın Yanlış Kavramaların Giderilmesi Üzerine Etkisi”, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Yüksek Lisans Tezi, Ankara.
  • Lawson, A.E., (1993) “The importance of analogy: a prelude to the special issue”, J. Res. Sci. Teach., 30 (10): 1213-1214.
  • McSharry, G. and Jones, S., (2000) “Role-play in science teaching and learning”, School Science Review, 82 (298): 73-81.
  • Nakhleh, M.B. and Samarapungavan, A. (1999). “Elementary School Chilrens’ Beliefs Abut Matter”, Journel of Research in Science Teaching, 36 (7), 777-805.
  • Paivio, A., “The mind’s eye in arts and science”, Poetics, 12 (1): 1-18. (1983).
  • Renström, L., Anderson, B., and Marton, F. (1990). “Students’ conception of matter”, Journel of Chemical Psychology, 82 (3): 555-559.
  • Resnick, M. and Wilensky, U., (1998) “Diving into complexity: developing probabilistic decentralized thinking through role-playing activities”, Journal of Learning Science, 7(2): 153-175.
  • Royer, J.M., and Cable, G.W., (1976) “Illustrations, analogies and facilitative transfer in prose learning”, The journal of psychology, 68: 205-209.
  • Shapiro, M. A., (1985) “Analogies, visualization and mental processing of science stories” Paper presented to the Information Systems Division of the International Communication Association, Honolulu,.
  • Solomon, J., Duveen, J., Scott, L. and McCharty, S., (1992) “Teaching about the nature of science trough history: Action research in the classroom”, J. Res. Sci. Teach., 29: 409-421.
  • Taylor, C.A., (1987) “Science Education and Information Transfer”, Pergamon, Oxford,.
  • Treagust, D. F., Duit, R., Lindaurer, I. and Joslin, P., (1992) “Science teachers’ use of analogies: observations from classroom practice”, International Journal of Science Education, 14: 413-422.
  • Treagust, D., Duit, R. and Nieswandt, M., (2000) “Sources of students’ difficultiesin learning chemistry”, Educación Química, 11 (2): 228-235.
  • Tsai, C.C. (2001). “Probing Students’ Cognitive Structures in Science: The Use of a Flow Map Method Coupled With a Meta-Listeining Technique”, Studies in Educational Evaluation, 27, 257-268.
  • Ünal, R. ve Zollman, D. (1997). “Students’ Description of an Atom: A Phenomenographic Analysis”, Department of Physics Kansas State University.
  • Van Ments, (1999) “The Effective Use of Role-Play: Practical Techniques for Improving Learning, 2nd Ed”, Kogan Page, London,.
  • Webb, M. J., (1985) “Analogies and their limitations”, School Science and Mathematics, 85: 645-650.
  • Weller, C. M., (1970) “The role of analogy in teaching science”, J. Res. Sci. Teach., 7: 113-119.
  • Yeğnidemir, D. (2000). “Temel eğitim 8. Sınıf Öğrencilerinde Madde ve Maddenin Tanecikli-Boşluklu-Hareketli Yapısı ile ilgili Yanlış Kavramaların Tespiti ve Giderilmesi”, Gazi Üniversitesi Fen bilimleri Enstitüsü, Yüksek Lisans Tezi, Ankara.

Maddenin Tanecikli Doğası Hakkında İlköğretim 7. Sınıf Öğrencilerinin İmaj Oluşturmalarına Rol Oynama Öğretim Yönteminin Etkisi

Yıl 2007, Cilt: 27 Sayı: 2, 327 - 339, 01.06.2007

Öz

Bu çalışmada ilköğretim 7. sınıf öğrencilerinin maddenin tanecikli doğası hakkında imaj oluşturmalarında rol oynama öğretim yönteminin etkisi geleneksel öğretim yöntemi ile karşılaştırılarak araştırılmıştır. 2005-2006 Öğretim Yılında 46 ilköğretim 7. sınıf öğrencisinin katıldığı bu çalışmada yarı deneysel ön test-son test kontrol grup deseni uygulanmıştır. Çalışmada veri toplama, veri analizi ve sonuçların tartışılması süreçlerinde ise nitel araştırma metotlarından biri olan içerik analizinden faydalanılmıştır. Araştırma sonucunda elde edilen sonuçlardan maddenin tanecikli doğası hakkında imaj oluşturulmasında rol oynama öğretim yönteminin daha etkili olduğu bulunmuştur.

Kaynakça

  • Abraham, M.R., Grzybowski, E.B., Renner, J.W. and Marek, E.A. (1992). “Understanding and Misunderstandings of Eighth Graders of Five Chemistry Concepts Found in Textbooks”, Journel of Research in Science Teaching, 29, 105-120.
  • Abraham, M.R., Williamson, V.M. and Westbrook, S.L., (1994) “A cross-age study of understanding of five chemistry concepts”, J. Res. In Sci. Teach., 31: 147- 165.
  • Atasoy, B. (2004). “Fen Öğrenimi ve Öğretimi”, Asil Yayın Dağıtım, Ankara, 23-24 64-69.
  • Aubusson, P., Fogwill, S., Barr, R. and Perkovic, L., (1997) “What happens when students do simulation-role-play in Science?”, Research in Science Education, 27 (5): 565-580.
  • Ben-Zvi, R., Eylon, B and Silberstein, J., (1988) “Students’ visualization of a chemical reaction”, Education in Chemistry, 117-120.
  • Ben-Zwi, R., Eylon, B. ve Silberstein, J., (1986) “Is an Atom of copper Malleable?”, J. Chem. Educ., 63: 64-66.
  • Black, M., (1979) “Can pupils use taught analogies for electric current?”, School science review, 69: 249-254.
  • Burton, L.D., (1997) “Hitting the issues head on: using role play in science education”, Paper presented at the annual meeting of the national science teachers association, New Orleans, (ERIC Document Reproduction Service No: ED 411 162),.
  • Chesler, M. and Fox, R. (1966) “Role-Playing Methods in the Classroom”, Science Research Associates, Chicago,.
  • Davidson, R.D., (1976) “The role of metaphor and analogy in learning”, Cognitive Learning in Children: Theories and Strategies, Levin, J.R. and Allen, V.L., Academic Press, New York, 135-162.
  • Del Pozo, R.M. (2001). “Prospective Teachers’ Ideas About The Relationships Between Concepts Describing The Composition of Matter”, International Journel of Research in Science Education, 23 (4), 353-371.
  • Dreistadt, R., (1969) “The use of analogies and incubation in obtaining insight in creative problem solving”, The journal of psychology, 71: 159-175.
  • Duit, R., (1991) “On the role of analogies and metaphors in learning science”, Science Education, 75 (6): 649-672.
  • Ebenezer, J.V. and Erickson, G.L., (1996) “Chemistry students’ conceptions of solubility: a phenomenography”, Science Education, 80 (2): 181-201.
  • Ebenezer, J.V., (2001) “A hypermedia environment to explore and negotiate students’ conceptions: animation of the solution Process of table salt”, Journal of Science Education and Technology, 10 (1): 73-92.
  • Farin, S., (1997) “Acting atoms”, Science Scope, 21 (3): 46-48.
  • Gabel, D.L. (1993). “Use of The Particle Nature of Matter in Developing Conceptual Understanding”, Journal of Chemical Education, 70 (3), 193-194.
  • Gabel, D.L., (1998) “The complexity of chemistry and implications for teaching”, International Handbook of Science Education, 1, Fraser, B.J. and Tobin K., Kluwer Academic Publisher, Great Britain, 233-248.
  • Gabel, D.L., Samuel, K.V. and Hunn, D. (1987) “Understanding the particulate nature of matter”, J. Chem. Edu., 64: 695-697.
  • Griffiths, A.K. and Preston, K.R. (1992). “Grade-12 Students’Misconceptions Relating to Fundamentel Charecteristics of Atoms and Molecules”, Journel of Research in Science Teaching, 29 (6), 611-628.
  • Hackling, M. W. and Garnett, P. J., (1986) “Chemical Equilibrium: Learning Difficulties and teaching strategies”, The Australian Science Teacher Journal, 31 (4): 8-13.
  • Harrison, A.G. and Treagust, D.F. (1996). “Secondary Students’ Mental Models of Atoms and Molecules: Implications for Teaching Chemistry”, Science Education, 80 (5), 509-534.
  • Joyce, B., and Weil, M., (1992) “Models of Teaching”, Allyn and Bacon, Boston, 89- 108.
  • Kadayıfçı, H. (2001). “Lise-3 Sınıftaki Öğrencilerin Kimyasal Bağlar Konusundaki Yanlış Kavramların Belirlenmesi ve Yapılandırıcı Yaklaşımın Yanlış Kavramaların Giderilmesi Üzerine Etkisi”, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Yüksek Lisans Tezi, Ankara.
  • Lawson, A.E., (1993) “The importance of analogy: a prelude to the special issue”, J. Res. Sci. Teach., 30 (10): 1213-1214.
  • McSharry, G. and Jones, S., (2000) “Role-play in science teaching and learning”, School Science Review, 82 (298): 73-81.
  • Nakhleh, M.B. and Samarapungavan, A. (1999). “Elementary School Chilrens’ Beliefs Abut Matter”, Journel of Research in Science Teaching, 36 (7), 777-805.
  • Paivio, A., “The mind’s eye in arts and science”, Poetics, 12 (1): 1-18. (1983).
  • Renström, L., Anderson, B., and Marton, F. (1990). “Students’ conception of matter”, Journel of Chemical Psychology, 82 (3): 555-559.
  • Resnick, M. and Wilensky, U., (1998) “Diving into complexity: developing probabilistic decentralized thinking through role-playing activities”, Journal of Learning Science, 7(2): 153-175.
  • Royer, J.M., and Cable, G.W., (1976) “Illustrations, analogies and facilitative transfer in prose learning”, The journal of psychology, 68: 205-209.
  • Shapiro, M. A., (1985) “Analogies, visualization and mental processing of science stories” Paper presented to the Information Systems Division of the International Communication Association, Honolulu,.
  • Solomon, J., Duveen, J., Scott, L. and McCharty, S., (1992) “Teaching about the nature of science trough history: Action research in the classroom”, J. Res. Sci. Teach., 29: 409-421.
  • Taylor, C.A., (1987) “Science Education and Information Transfer”, Pergamon, Oxford,.
  • Treagust, D. F., Duit, R., Lindaurer, I. and Joslin, P., (1992) “Science teachers’ use of analogies: observations from classroom practice”, International Journal of Science Education, 14: 413-422.
  • Treagust, D., Duit, R. and Nieswandt, M., (2000) “Sources of students’ difficultiesin learning chemistry”, Educación Química, 11 (2): 228-235.
  • Tsai, C.C. (2001). “Probing Students’ Cognitive Structures in Science: The Use of a Flow Map Method Coupled With a Meta-Listeining Technique”, Studies in Educational Evaluation, 27, 257-268.
  • Ünal, R. ve Zollman, D. (1997). “Students’ Description of an Atom: A Phenomenographic Analysis”, Department of Physics Kansas State University.
  • Van Ments, (1999) “The Effective Use of Role-Play: Practical Techniques for Improving Learning, 2nd Ed”, Kogan Page, London,.
  • Webb, M. J., (1985) “Analogies and their limitations”, School Science and Mathematics, 85: 645-650.
  • Weller, C. M., (1970) “The role of analogy in teaching science”, J. Res. Sci. Teach., 7: 113-119.
  • Yeğnidemir, D. (2000). “Temel eğitim 8. Sınıf Öğrencilerinde Madde ve Maddenin Tanecikli-Boşluklu-Hareketli Yapısı ile ilgili Yanlış Kavramaların Tespiti ve Giderilmesi”, Gazi Üniversitesi Fen bilimleri Enstitüsü, Yüksek Lisans Tezi, Ankara.
Toplam 42 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Nusret Kavak Bu kişi benim

Yayımlanma Tarihi 1 Haziran 2007
Yayımlandığı Sayı Yıl 2007 Cilt: 27 Sayı: 2

Kaynak Göster

APA Kavak, N. (2007). Maddenin Tanecikli Doğası Hakkında İlköğretim 7. Sınıf Öğrencilerinin İmaj Oluşturmalarına Rol Oynama Öğretim Yönteminin Etkisi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 27(2), 327-339.
AMA Kavak N. Maddenin Tanecikli Doğası Hakkında İlköğretim 7. Sınıf Öğrencilerinin İmaj Oluşturmalarına Rol Oynama Öğretim Yönteminin Etkisi. GEFAD. Haziran 2007;27(2):327-339.
Chicago Kavak, Nusret. “Maddenin Tanecikli Doğası Hakkında İlköğretim 7. Sınıf Öğrencilerinin İmaj Oluşturmalarına Rol Oynama Öğretim Yönteminin Etkisi”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 27, sy. 2 (Haziran 2007): 327-39.
EndNote Kavak N (01 Haziran 2007) Maddenin Tanecikli Doğası Hakkında İlköğretim 7. Sınıf Öğrencilerinin İmaj Oluşturmalarına Rol Oynama Öğretim Yönteminin Etkisi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 27 2 327–339.
IEEE N. Kavak, “Maddenin Tanecikli Doğası Hakkında İlköğretim 7. Sınıf Öğrencilerinin İmaj Oluşturmalarına Rol Oynama Öğretim Yönteminin Etkisi”, GEFAD, c. 27, sy. 2, ss. 327–339, 2007.
ISNAD Kavak, Nusret. “Maddenin Tanecikli Doğası Hakkında İlköğretim 7. Sınıf Öğrencilerinin İmaj Oluşturmalarına Rol Oynama Öğretim Yönteminin Etkisi”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 27/2 (Haziran 2007), 327-339.
JAMA Kavak N. Maddenin Tanecikli Doğası Hakkında İlköğretim 7. Sınıf Öğrencilerinin İmaj Oluşturmalarına Rol Oynama Öğretim Yönteminin Etkisi. GEFAD. 2007;27:327–339.
MLA Kavak, Nusret. “Maddenin Tanecikli Doğası Hakkında İlköğretim 7. Sınıf Öğrencilerinin İmaj Oluşturmalarına Rol Oynama Öğretim Yönteminin Etkisi”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, c. 27, sy. 2, 2007, ss. 327-39.
Vancouver Kavak N. Maddenin Tanecikli Doğası Hakkında İlköğretim 7. Sınıf Öğrencilerinin İmaj Oluşturmalarına Rol Oynama Öğretim Yönteminin Etkisi. GEFAD. 2007;27(2):327-39.