BibTex RIS Kaynak Göster

Temel Benzeşim Tanı Testi’nin Geliştirilmesi

Yıl 2009, Cilt: 37 Sayı: 37, 243 - 256, 01.06.2009

Öz

Bu çalışmanın amacı Birleştirici Benzeşim Yöntemi’ne (BBY) dayalı bir eğitimde kullanılacak olan öğretimmateryallerinin oluşturulması için gerekli olan ölçüm aracını geliştirmektir. Kuvvet Tanı Testi (KTT) diye adlandırılan buölçüm aracı sayesinde BBY ile ilgili alanyazında standart olarak önerilip kullanılan birleştirici ve temel benzeşimleriincelemek ve daha farklı benzeşimler bulup kullanmaya çalışmak mümkün olacaktır. Çalışmada ağırlıklı olarak KTT’nin buhalini alana kadar olan süreç, kavram yanılgılarının seçilişi, soru sayısının belirlenmesi, testin biçimi, yapılanyapılandırılmamış mülakatlar gibi testin gelişimine yönelik ayrıntılar detaylı olarak anlatılmıştır. KTT’in son hali Ankara’daokumakta olan iki farklı üniversitedeki 148 öğrenciye uygulanmıştır. Her soru ayrı ayrı ele alınmış ve öğrencilerin verdiklericevaplar, yanıtlarından ne kadar emin oldukları ve nedenleri incelenmiştir. Bütün bu verilerin ışığında KTT’in önemi veBBY’ye katkısı tartışılmıştır

Kaynakça

  • Bao, L., Hogg, K., & Zollman, D. (2002). Model analysis of fine structures of student models: An example with Newton’s third law. American Journal of Physics, 70(7), 766-778.
  • Brown, D.E. (1992). Using examples and analogies to remediate misconceptions in physics: Factors influencing conceptual change. Journal of Research in Science Teaching, 29, 17-34.
  • Brown, D.E. & Clement, J. (1989). Overcoming misconceptions via analogical reasoning: Abstract transfer versus explanatory model construction. Instructional Science, 18, 237-261.
  • Bryce, T. & MacMillan, K. (2005). Encouraging conceptual change: The use of bridging analogies in the teaching of action reaction forces and the ‘at rest’ condition in physics. International Journal of Science Education, 27(6), 737-763.
  • Camp, C.W. & Clement, J. (1994). Preconceptions in mechanics: Lessons dealing with students’ conceptual difficulties. Kendall/Hunt Publishing Company, Iowa, USA.
  • Champagne, A.B., Anderson, J.H., & Klopfer, L.E. (1980). Factors affecting the learning of classical mechanics. American Journal of Physics, 48(12), 1074-1079.
  • Clement, J. (1987). Generation of spontaneous analogies by students solving science problems. In D. Topping, D. Crowell, & V.Kobayashi (Eds.)(1989). Thinking across cultures. The third international conference. Hillsdale, N.J: Lawrence Erlbaum Associate.
  • Clement, J. (1993). Using bridging analogies and anchoring intuitions to deal with students’ preconceptions in physics. Journal of Research in Science Teaching, 30, 1241-1257.
  • Clement, J., Brown, D.E., & Zietsman, A. (1989). Not all preconceptions are misconceptions: Finding ‘anchoring conceptions’ for grounding instruction on students’ intuitions. International Journal of Science Education, 11, 554 565.
  • Dagher, Z.R. (1995a). Review of studies on the effectiveness of instructional analogies in science education. Science Education, 79(3), 295-312.
  • Dagher, Z.R. (1995b). Analysis of analogies used by science teachers. Journal of Research in Science Teaching, 32(3), 259 270.
  • Duit, R. (1991). On the role of analogies and metaphors in learning science. Science Education, 75(6), 649-672.
  • Fraenkel, J.R. & Wallen N.E. (2006). How to design and evaluate research in education, (6th ed.). McGraw-Hill, USA.
  • Gabel, D.L. & Sherwood, R. (1980). Effect of using analogies on chemistry achievement according to Piagetian levels. Science Education, 64, 709-716.
  • Gick, M.L. & Holyoak, K.J. (1983). Schema induction and analogical transfer. Cognitive Psychology, 15, 1-38.
  • Glynn, S.M., (1991). Explaining science concepts: A teaching-with-analogies model. In S. M. Glynn, R. H. Yeany, & B. K. Britton (eds.). The psychology of learning science (219-240). Hillsdale, NJ: Lawrance Erlbaum.
  • Griffith, W.T. (1985). Factors affecting performance in introductory physics courses. American Journal of Physics, 53(9), 839-842.
  • Halloun, I.A. & Hestenes, D. (1985). The initial knowledge state of college physics students. American Journal of Physics, 53(11), 1043-1048.
  • Hestenes, D., Wells, M., & Swackhamer, G. (1992). Force concept inventory. The Physics Teacher, 30, 141-158.
  • Heywood, D. (2002). The place of analogies in science education. Cambridge Journal of Education, 32(2), 233-247.
  • Kilbourn, B. (2002). Analogies. In J. Wallace and W. Louden (Eds.) Dilemmas of Science Teaching. Perspectives on Problems of Practice (163-166). London: RoutledgeFalmer.
  • Kolodner, J.L. (1997). Educational implications of analogy: A view from Case -Based Reasoning. American Psychologist, 52, 35-44.
  • Mason, L. (1994). Cognitive and metacognitive aspects in conceptual change by analogy. Instructional Science, 22, 157-187.
  • Maloney, D.P. (1984). Rule-governed approaches to physics- Newton’s third law. Physics Education, 19, 37-42.
  • Reif, F. (1981). Teaching problem solving: A scientific approach. The Physics Teacher, 19, 310-316.
  • Savinainen, A., Scott, P., & Viiri, J. (2005). Using a bridging representation and social interactions to foster conceptual change: Designing and evaluating instructional sequence for Newton's third law, Science Education, 89(2), 175-195.
  • Smith, J.P., diSessa, A.A., & Roschelle, J. (1994). Misconceptions reconceived: A constructivist analysis of knowledge in transition. The Journal of the Learning Sciences, 3(2), 115-163.
  • Spiro, R.J., Feltovich, P.J., Coulson, R.L., & Anderson, D.K. (1989). Multiple analogies for complex concepts: Antidotes for analogy-induced misconception in advanced knowledge acquisition. In Vosniadou, S. and Ortony, A., (eds.), Similarity and Analogical Reasoning, 498-531. Cambridge University Press, Cambridge.
  • Suzuki, H. (1994). The centrality of analogy in knowledge acquisition in instructional contexts. Human Development, 37, 207-219.
  • Venville, G. & Bryer, L. (2002). Analogies. In J. Wallace, & W. Louden (Eds.) Dilemmas of Science Teaching. Perspectives on Problems of Practice (162-163). London: RoutledgeFalmer.
  • Wong, E.D. (1993). Self-generated analogies as a tool for constructing and evaluating phenomena. Journal of Research in Science Teaching, 30, 367-380.
  • Yılmaz, S. (2007). Finding anchoring analogies to help students’ misconceptions in physics. Unpublished PhD Thesis, Middle East Technical University, Ankara, Turkey.
  • Yılmaz, S., Eryılmaz, A., & Geban, Ö. (2006). Assessing the impact of bridging analogies in mechanics. School Science and Mathematics, 106(6), 220-230.
  • Zeitoun, H.H. (1984). Teaching scientific analogies: A proposed model. Research in Science and Technological Education, 2, 107-125.
  • Zietsman, A. & Clement, J. (1997). The role of extreme case reasoning in instruction for conceptual change. The Journal of the Learning Sciences, 6(1), 61-89.
Yıl 2009, Cilt: 37 Sayı: 37, 243 - 256, 01.06.2009

Öz

Kaynakça

  • Bao, L., Hogg, K., & Zollman, D. (2002). Model analysis of fine structures of student models: An example with Newton’s third law. American Journal of Physics, 70(7), 766-778.
  • Brown, D.E. (1992). Using examples and analogies to remediate misconceptions in physics: Factors influencing conceptual change. Journal of Research in Science Teaching, 29, 17-34.
  • Brown, D.E. & Clement, J. (1989). Overcoming misconceptions via analogical reasoning: Abstract transfer versus explanatory model construction. Instructional Science, 18, 237-261.
  • Bryce, T. & MacMillan, K. (2005). Encouraging conceptual change: The use of bridging analogies in the teaching of action reaction forces and the ‘at rest’ condition in physics. International Journal of Science Education, 27(6), 737-763.
  • Camp, C.W. & Clement, J. (1994). Preconceptions in mechanics: Lessons dealing with students’ conceptual difficulties. Kendall/Hunt Publishing Company, Iowa, USA.
  • Champagne, A.B., Anderson, J.H., & Klopfer, L.E. (1980). Factors affecting the learning of classical mechanics. American Journal of Physics, 48(12), 1074-1079.
  • Clement, J. (1987). Generation of spontaneous analogies by students solving science problems. In D. Topping, D. Crowell, & V.Kobayashi (Eds.)(1989). Thinking across cultures. The third international conference. Hillsdale, N.J: Lawrence Erlbaum Associate.
  • Clement, J. (1993). Using bridging analogies and anchoring intuitions to deal with students’ preconceptions in physics. Journal of Research in Science Teaching, 30, 1241-1257.
  • Clement, J., Brown, D.E., & Zietsman, A. (1989). Not all preconceptions are misconceptions: Finding ‘anchoring conceptions’ for grounding instruction on students’ intuitions. International Journal of Science Education, 11, 554 565.
  • Dagher, Z.R. (1995a). Review of studies on the effectiveness of instructional analogies in science education. Science Education, 79(3), 295-312.
  • Dagher, Z.R. (1995b). Analysis of analogies used by science teachers. Journal of Research in Science Teaching, 32(3), 259 270.
  • Duit, R. (1991). On the role of analogies and metaphors in learning science. Science Education, 75(6), 649-672.
  • Fraenkel, J.R. & Wallen N.E. (2006). How to design and evaluate research in education, (6th ed.). McGraw-Hill, USA.
  • Gabel, D.L. & Sherwood, R. (1980). Effect of using analogies on chemistry achievement according to Piagetian levels. Science Education, 64, 709-716.
  • Gick, M.L. & Holyoak, K.J. (1983). Schema induction and analogical transfer. Cognitive Psychology, 15, 1-38.
  • Glynn, S.M., (1991). Explaining science concepts: A teaching-with-analogies model. In S. M. Glynn, R. H. Yeany, & B. K. Britton (eds.). The psychology of learning science (219-240). Hillsdale, NJ: Lawrance Erlbaum.
  • Griffith, W.T. (1985). Factors affecting performance in introductory physics courses. American Journal of Physics, 53(9), 839-842.
  • Halloun, I.A. & Hestenes, D. (1985). The initial knowledge state of college physics students. American Journal of Physics, 53(11), 1043-1048.
  • Hestenes, D., Wells, M., & Swackhamer, G. (1992). Force concept inventory. The Physics Teacher, 30, 141-158.
  • Heywood, D. (2002). The place of analogies in science education. Cambridge Journal of Education, 32(2), 233-247.
  • Kilbourn, B. (2002). Analogies. In J. Wallace and W. Louden (Eds.) Dilemmas of Science Teaching. Perspectives on Problems of Practice (163-166). London: RoutledgeFalmer.
  • Kolodner, J.L. (1997). Educational implications of analogy: A view from Case -Based Reasoning. American Psychologist, 52, 35-44.
  • Mason, L. (1994). Cognitive and metacognitive aspects in conceptual change by analogy. Instructional Science, 22, 157-187.
  • Maloney, D.P. (1984). Rule-governed approaches to physics- Newton’s third law. Physics Education, 19, 37-42.
  • Reif, F. (1981). Teaching problem solving: A scientific approach. The Physics Teacher, 19, 310-316.
  • Savinainen, A., Scott, P., & Viiri, J. (2005). Using a bridging representation and social interactions to foster conceptual change: Designing and evaluating instructional sequence for Newton's third law, Science Education, 89(2), 175-195.
  • Smith, J.P., diSessa, A.A., & Roschelle, J. (1994). Misconceptions reconceived: A constructivist analysis of knowledge in transition. The Journal of the Learning Sciences, 3(2), 115-163.
  • Spiro, R.J., Feltovich, P.J., Coulson, R.L., & Anderson, D.K. (1989). Multiple analogies for complex concepts: Antidotes for analogy-induced misconception in advanced knowledge acquisition. In Vosniadou, S. and Ortony, A., (eds.), Similarity and Analogical Reasoning, 498-531. Cambridge University Press, Cambridge.
  • Suzuki, H. (1994). The centrality of analogy in knowledge acquisition in instructional contexts. Human Development, 37, 207-219.
  • Venville, G. & Bryer, L. (2002). Analogies. In J. Wallace, & W. Louden (Eds.) Dilemmas of Science Teaching. Perspectives on Problems of Practice (162-163). London: RoutledgeFalmer.
  • Wong, E.D. (1993). Self-generated analogies as a tool for constructing and evaluating phenomena. Journal of Research in Science Teaching, 30, 367-380.
  • Yılmaz, S. (2007). Finding anchoring analogies to help students’ misconceptions in physics. Unpublished PhD Thesis, Middle East Technical University, Ankara, Turkey.
  • Yılmaz, S., Eryılmaz, A., & Geban, Ö. (2006). Assessing the impact of bridging analogies in mechanics. School Science and Mathematics, 106(6), 220-230.
  • Zeitoun, H.H. (1984). Teaching scientific analogies: A proposed model. Research in Science and Technological Education, 2, 107-125.
  • Zietsman, A. & Clement, J. (1997). The role of extreme case reasoning in instruction for conceptual change. The Journal of the Learning Sciences, 6(1), 61-89.
Toplam 35 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Serkan Yılmaz Bu kişi benim

Ali Eryılmaz Bu kişi benim

Yayımlanma Tarihi 1 Haziran 2009
Yayımlandığı Sayı Yıl 2009 Cilt: 37 Sayı: 37

Kaynak Göster

APA Yılmaz, S., & Eryılmaz, A. (2009). Temel Benzeşim Tanı Testi’nin Geliştirilmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 37(37), 243-256.