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Bağlam Temelli Öğrenmenin Öğrencilerin İlgi ve Bilgi Düzeylerine Etkisi

Yıl 2011, Cilt: 40 Sayı: 40, 1 - 10, 01.06.2011

Öz

Bu çal mada mikroorganizmalar konusu ö rencilere çe itli ba lamlar yardyla aktar lm ve bu ekildelenen dersin ö rencilerin ilgi ve bilgi düzeylerine etkileri aralm r. Ararmada “öntest-sontest kontrol gruplu denememodeli” kullan lmAra olu turmaktad r. Haz rlanan ders içerikleri üç hafta boyunca uygulanmal narak haz rlanan içeriklerle i lenmi , kontrol grubunda ise düz anlat m ve soru cevap yöntemleri kullan larak aktar lmElde edilen veriler SPSS program kullan larak de erlendirilmi tir. Ön test ve son testte ölçülen ilgi düzeyi her iki grupta daistatistiksel olarak anlaml bir farkl k göstermi tir. Ancak deney grubunda uygulama sonras nda ö renci ilgisinde artoldu u tespit edilirken kontrol grubunda uygulama sonras nda ilgide azalma oldu u tespit edilmi tir. Bilgi testinden eldeedilen sonuçlar ise deney grubundaki ö rencilerin kontrol grubundaki ö rencilere göre daha yüksek puanlar elde ettiklerini veher iki grubun puanlar aras ndaki fark n istatistiksel olarak anlaml oldu unu göstermi tir

Kaynakça

  • Baumert, J., Bos, W. & Lehmann, R. (Hrsg.). (2000).
  • Naturwissenschaftsstudie. Opladen: Leske & Budrich. TIMSS/III: Dritte Internationale Mathematik-und Black, P. & Atkin, J. M. (1996). Changing the subject: Innovations in science, mathematichs and technology educations.
  • London: Routledge in association with OECD 1996. Demircio lu, H. (2008). “ f Ö retmeni Adaylar na Yönelik Maddenin Halleri Konusu ile ilgili Ba lam Temelli Materyal
  • Geli tirilmesi ve Etkilili inin ara lmas ”. Yay mlanmam doktora tezi, KTÜ Fen Bilimleri Enstitüsü, Trabzon. Duit, R. (1995): Empirische physikdidaktische Unterrichtsforschung. Unterrichtswissenschaft, 2, 98-105.
  • Gilbert, J. K. (2006). On the Nature of “Context” in chemical Education. International Journal of Science Education, 28( 9), –976.
  • Glynn, S. & Koballa, T. R. (2005). The contextual teaching and learning instructional approach. In R. E. Yager (Ed.),
  • Exemplary Science: Best Practices In Professional Development (75–84). Arlington, Va: National Science Teachers Association Press. Häußler, P. & Hoffmann, L. (1995). Physikunterricht – an den Interessen von Mädchen und Jungen orientiert.
  • Unterrichtswissenschaft, 23(2), 107-126. Heitzmann, A. (2004). Naturwissenschaftsdidaktik in der Lehrerinnen- und Lehrerbildung im Spannungsfeld zwischen
  • Natur- und Sozialwissenschaften. Beiträge zur Lehrerbildung, 22(1), 5-19. Hoffmann, L., Häußler, P. Lehrke, M. (1998). Die IPN-Interseenstudie Physik. Kiel: IPN. Kee, T. P.
  • & McGovan, P. M. (1998). Chemistry within; chemistry without. http://www.chem.vt.edu/confchernlI998/kee/kee.html adresinden 10.9.2006’da eri ildi.
  • Krapp, A. (2002). Structural and dynamic aspects of interest development: theoretical considerations from an ontogenetic perspective. Learning and Instruction, 12, 383-409.
  • Lubben, F., Campbell, B. and Dlamini, B. (1996) Contextualizing science teaching in Swaziland: some student reactions, Int.
  • J. Sci. Educ., 1996, Vol. 18, No. 3, 311-320
  • Millar, R., Osborne, J. ve Nott, S., 1998. Science Education for the Future, School Science Rewiev, 80, 291, 19-24.
  • OECD (2003). The PISA 2003 assessment framework – mathematics, reading, science and problem solving knowledge and skills. Paris: OECD Publishing.
  • OECD (2006). Assessing scientific, reading and mathematical literacy. A framework for PISA2006. Paris: OECD Publishing.
  • Osborne, J., & Collins, S. (2000). Pupils’ and parents views of the school science curriculum. London, UK: King’s College.
  • Rayner, A. (2005). Reflections on context-based science teaching: a case study of physics for students of physiotherapy.
  • Univerce Science Blended Learning Symposium Proceedings. Poster Presentation. Reid, N. (2000). The presentation of chemistry logically driven or applications-Ied?, Chemistry Education: Research and Practice in Europe, 1 (3),381-392.
  • Rioseco, M. (1995). Context Related Curriculum Planning for Science Teaching: A Proposal to Teach Science around Ozone
  • Problem, Science Educatin International. 6(4) 10-16. Sözbilir, M., Sadi, S., Kutu, H., Y ld m, A. (2007). Kimya e itiminde içeri e/ba lama dayal (context-based) Ö retim Yakla ve dünyadaki uygulamalar , I. Ulusal Kimya E itimiKongresi, 20-22 Haziran 2007.
Yıl 2011, Cilt: 40 Sayı: 40, 1 - 10, 01.06.2011

Öz

Kaynakça

  • Baumert, J., Bos, W. & Lehmann, R. (Hrsg.). (2000).
  • Naturwissenschaftsstudie. Opladen: Leske & Budrich. TIMSS/III: Dritte Internationale Mathematik-und Black, P. & Atkin, J. M. (1996). Changing the subject: Innovations in science, mathematichs and technology educations.
  • London: Routledge in association with OECD 1996. Demircio lu, H. (2008). “ f Ö retmeni Adaylar na Yönelik Maddenin Halleri Konusu ile ilgili Ba lam Temelli Materyal
  • Geli tirilmesi ve Etkilili inin ara lmas ”. Yay mlanmam doktora tezi, KTÜ Fen Bilimleri Enstitüsü, Trabzon. Duit, R. (1995): Empirische physikdidaktische Unterrichtsforschung. Unterrichtswissenschaft, 2, 98-105.
  • Gilbert, J. K. (2006). On the Nature of “Context” in chemical Education. International Journal of Science Education, 28( 9), –976.
  • Glynn, S. & Koballa, T. R. (2005). The contextual teaching and learning instructional approach. In R. E. Yager (Ed.),
  • Exemplary Science: Best Practices In Professional Development (75–84). Arlington, Va: National Science Teachers Association Press. Häußler, P. & Hoffmann, L. (1995). Physikunterricht – an den Interessen von Mädchen und Jungen orientiert.
  • Unterrichtswissenschaft, 23(2), 107-126. Heitzmann, A. (2004). Naturwissenschaftsdidaktik in der Lehrerinnen- und Lehrerbildung im Spannungsfeld zwischen
  • Natur- und Sozialwissenschaften. Beiträge zur Lehrerbildung, 22(1), 5-19. Hoffmann, L., Häußler, P. Lehrke, M. (1998). Die IPN-Interseenstudie Physik. Kiel: IPN. Kee, T. P.
  • & McGovan, P. M. (1998). Chemistry within; chemistry without. http://www.chem.vt.edu/confchernlI998/kee/kee.html adresinden 10.9.2006’da eri ildi.
  • Krapp, A. (2002). Structural and dynamic aspects of interest development: theoretical considerations from an ontogenetic perspective. Learning and Instruction, 12, 383-409.
  • Lubben, F., Campbell, B. and Dlamini, B. (1996) Contextualizing science teaching in Swaziland: some student reactions, Int.
  • J. Sci. Educ., 1996, Vol. 18, No. 3, 311-320
  • Millar, R., Osborne, J. ve Nott, S., 1998. Science Education for the Future, School Science Rewiev, 80, 291, 19-24.
  • OECD (2003). The PISA 2003 assessment framework – mathematics, reading, science and problem solving knowledge and skills. Paris: OECD Publishing.
  • OECD (2006). Assessing scientific, reading and mathematical literacy. A framework for PISA2006. Paris: OECD Publishing.
  • Osborne, J., & Collins, S. (2000). Pupils’ and parents views of the school science curriculum. London, UK: King’s College.
  • Rayner, A. (2005). Reflections on context-based science teaching: a case study of physics for students of physiotherapy.
  • Univerce Science Blended Learning Symposium Proceedings. Poster Presentation. Reid, N. (2000). The presentation of chemistry logically driven or applications-Ied?, Chemistry Education: Research and Practice in Europe, 1 (3),381-392.
  • Rioseco, M. (1995). Context Related Curriculum Planning for Science Teaching: A Proposal to Teach Science around Ozone
  • Problem, Science Educatin International. 6(4) 10-16. Sözbilir, M., Sadi, S., Kutu, H., Y ld m, A. (2007). Kimya e itiminde içeri e/ba lama dayal (context-based) Ö retim Yakla ve dünyadaki uygulamalar , I. Ulusal Kimya E itimiKongresi, 20-22 Haziran 2007.
Toplam 21 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Bilge Acar

Melek Yaman Bu kişi benim

Yayımlanma Tarihi 1 Haziran 2011
Yayımlandığı Sayı Yıl 2011 Cilt: 40 Sayı: 40

Kaynak Göster

APA Acar, B., & Yaman, M. (2011). Bağlam Temelli Öğrenmenin Öğrencilerin İlgi ve Bilgi Düzeylerine Etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 40(40), 1-10.