HİPOTEZ TEST SÜRECİNDE ÇOCUKLARIN VE YETİŞKİNLERİN BİLİMSEL DÜŞÜNME EĞİLİMLERİ

Yıl 2009, Cilt: 36 Sayı: 36, 340 - 350, 01.06.2009

Kemal Yürümezoğlu , Ayşe Oğuz

Anahtar Kelimeler

hipotetik-dedüktif yöntemi, bilimsel süreç becerileri, kavram yanılgısı, sıvıların kaldırma kuvveti

Kaynakça

• Bachelard, G. (1938). La formation de l’esprit scienttŞque. Paris: Librairie philosophique Vrin, réimpression, 1986.
• Buty, C., Tiberghien, A., & Le Maréchal, J. F. (2004). Learning hypotheses and an associated tool to design and to analyse teaching-learning sequences. International Journal of Science Education, 26(5), 579—604.
• Cho, H., Kahle, J. H., & Nordland, E. H. (1985). An investigation of high schoolbiology textbooks as sources of misconceptions and difŞculties in genetics and some suggestions for teaching genetics. Science Education, 69, 707- 719.
• Driver, R., Asoko, H., Leach, J., Scott, P., & Mortimer, E. (1994). Constructing scientiŞc lmowledge in the classroom. Educational Researcher, 23(7), 5-12.
• Fisher, K. M. (1983). Proceedings of the international seminar on misconceptions in science and mathematics. Ithaca, NY: Cornell University.
• Gettys, W. E., Keller, F. J., & Skove, M. J. (1995). Fizik 1. Cilt (Çeviri editörü: R. Ömür Akyüz). McGraw-Hill, İnc.- Literatür yaymcılık, Istanbul.
• Gilbert, J.K., & Watts, DM. (1983). Concepts, misconceptions and alternative conceptions: changing perspectives in science education. Studies in Science Education, 10, 61-98. http://ttkb.meb.gov.tr/indir/ttkb/programlar/lise/Fizikl.pdf erişim 22 temmuz 2008. http://www.Şzikprogrami.com/ erişim: 22 temmuz 2008.
• Kabapinar, F., Leach, J., & Scott, P. (2004). The design and evaluation of a teaching—learning.sequence addressing the solubility concept with Turkish secondary school students. International Journal of Science Education, 26(5), 635—65.
• Komorek, M. & Duit, R. (2004). The teaching experiment as a powerful method to develop and evaluate teaching and learning sequences in domain of non-linear systems. International Journal of Science Education, 26(5), 619-633.
• Kuhn, T. S. (1970). The Structure of ScientiŞc Revolutions (2Ild Ed.). Chicago: University of Chicago Press.
• La main a la pâte (eller hamurda: Katıhmcı eğitim): http:/lwww.inrp.fr/lamap/.
• Lakatos, I. (1994). The methodology of scientiŞc research programmes. In J. Worrall & G. Vurrie (Eds), The methodology of scientific research programmes: Philosophical papers Vol:1 (pp. 8—101). New York: Cambridge University Press.
• Méheut, M. & Psillos, D. (2004). Teaching-learning sequences: aims and tools for science educational research. International Journal of Science Education, 26(5), 515-535.
• Méheut, M. (2004). Designing and validating two teaching-leaming sequences about particle models. International Journal of Science Education, 26(5), 605-618.
• Oguz, A. & Yurumezoglu, K. (2008). Archimedes’ Principle: Experiment ClariŞes Buoyancy. Physics Education, 43(3), 247-248.
• Osborne, R. & Freyberg, P. (1985). Learning in science. Hong Kong: Heinemann Education.
• Özbek, N. K. (2006). İlköğretim fen ve teknoloji 5. sınıf ders kitabı. Ankara: Ada Yayıncılık.
• Park, J. & Kim, I. (1998). Analysis of students’ responses to contradictory results obtained by simple observation or controlling variables. Research in Science Education, 28, 365—376.
• Park, J., Kim, I., Kim, M., & Lee, M. (2001). Analysis of students’ processes of conŞrmation and falsiŞcation of their prior ideas about electrostatics. International Journal of Science Education, 23, 1219—1236.
• Popper, K. R. (1963). Conjectures and Refutations. London: Routledge and Keagan Paul.
• Popper, K. R. (1968). The logic of scientific discovery. London: Hutchinson.
• Robardet, G.( 1990). Enseigner les Sciences physiques â partir de situations problémes. Bulletin de l’Union des Physiciens, n°720, p.17.
• Sanger, M. J. & Greenbow, T. J. (1997). Common student misconceptions in electrochemistry: Galvanic, electrolytic, and concentration cells. Journal of Research in Science Teaching, 34, 377-398.
• Schoon, K. J. (1995). The origin and extent of alternative conceptions in the earth and space sciences: a survey of pre-service elementary teachers. Journal of Elementary Science Education, 7(2), 27—46.
• Tunç, T., Karadenıir, Z., Agalday, M., Merdeşe, H., Talo, H. ve diğerleri (2005). İlköğretim fen ve teknoloji 4. sınıf öğretmen kılavuz kitabı. M.E.B. Devlet Kitapları: Uniprint—Istanbul.
• Tunç, T., Karademir, Z., Agalday, M., Merdeşe, H., Talo, H. ve diğerleri (2005). İlköğretim fen ve teknoloji 4. sınıf ders kitabı. Istanbul: Semih Ofset Matbaacılık.
• Vienııot, L. (1996). Raisonner en physique : la part du sens commun. Editeur, Bruxelles : De Boeck Université.
• Viennot, L. and Rainson, S. (1999). Design and evaluation of a research-based teaching sequence: the superposition of electric Şeld. International Journal of Science Education, 21(1), 1—16.
• White, R. & Gunstone, R. (1992). Probing understanding. London: Falmer Press.
• Y11d1nm, C. 1997. Bilimsel Düşünme Yöntemi (Scientific Thinking Methods) (lSt Ed.), Ankara: Bilgi Yayınevi.
• Yılmaz, F., Atalay, H. B., Özgül, E., Kavaş, B., G., Şen,. N. ve ark. (2005). İlköğretim fen ve teknoloji 5. sınıf öğretmen kılavuz kitabı. M.E.B. Devlet Kitapları: Uniprint—Istanbul.