İlköğretim 7. Sınıf Fen Bilgisi Dersinde Öğrenme Halkası Yaklaşımının Öğrencilerin Tutumları Üzerine Etkisi

Öz

Bu çalışmanın amacı; ilköğretim 7. sınıf fen bilgisi dersinde öğrenme halkası yaklaşımının, öğrencilerin fen düşüncelerini düzeltmek. Araştırmada ön test oğlu test kontrol deseni kullanılmıştır. Çalışma; 2004-2005 eğitim yılıının ikinci döneminde Ankara'da yapılmıştır. Araştırma, Araştırma öğretmenin girdiği iki farklı şubeden toplam 56 yedinci sınıf öğrenci katılımı ile gerçekleştirilmiştir. T-testi ve kovaryans analizleri kullanılmıştır. Sonuçlar öğrenme halkası yaklaşımı ile ders gören öğrencilerin fen bilgisi dersine olan tutumlarının, geleneksel fen öğrenimi göstermektedir. Çalışmadan elde edilen bulgulara göre, ilköğretim fen bilgisi dersinde öğrencilerin derse olan pozitif tutumlarını arttırmak için öğrenme halkası yaklaşımından yararlanılabilir

Anahtar Kelimeler

• Öğrenme Halkası Yaklaşımı,Tutum,Fen Eğitimi,İlköğretim.

The Effectiveness of the Learning Cycle Approach on Learners' Attitude toward Science in Seventh Grade Science Classes of Elementary School

Öz

The purpose of this study was to investigate the effectiveness of the learning cycle approach on learners’ attitude toward science in seventh grade science classes of elementary school. In this research, pretestposttest control group design was used. This study was administered to a total 56 seventh grade students who were being educated in two different science classes by the same teacher, in Ankara during the second term of 2004-2005. t-test and covariance analysis was used in the statistical analysis of data collected. The results indicated that the learning cycle instruction group produced significantly higher positive attitudes toward science as a school subject than the traditionally designed science instruction group. According to data results it can be utilized to the learning cycle approach can be used to increase students’ positive attitudes toward science on elementary science education.

Anahtar Kelimeler

• The Learning Cycle Approach,Attitude,Science Education,Elementary Education

Kaynakça

1. Abraham, M. R. (1989). Research on instructional strategies. Journal of College Science Teaching, 18 (3), 185-187.
2. Akçay, H., Tüysüz, C. ve Feyziolu, B. (2003). Bilgisayar Destekli Fen Bilgisi Öretiminin Örenci BaIarHsHna ve Tutumuna Etkisine Bir Örnek: Mol KavramH ve Avogadro SayHsH. The Turkish Online Journal of Technology-TOJET, 2 (2).
3. Allen, K. (1992). The effect of a textual reading activity at different phases in the science learning cycle on comprehension of science concept. Northern Arizona University (Unpublished Doctorate Thesis).
4. AltHnok, H. ve Ün AçHkgöz, K. (2006). IIbirlikli ve Bireysel Kavram HaritalamanHn Fen Bilgisi Dersine Yönelik Tutum Üzerindeki Etkileri. Hacettepe Üniversitesi Eitim Fakültesi Dergisi, 30, 21-29.
5. Barman, C. R. (1989). A procedure for helping prospective elementary teachers integrate the learning cycle into science textbooks. Journal of Science Teacher Education, 1 (2), 21-26.
6. Barman, C. R. (1992). An evaluation of the use of a technique designed to assist prospective elementary teachers use the learning cycle with science textbooks, School Science And Mathematics, 92 (2), 59-63.
7. Beisenherz, P. C., Dantonio M. & Richardson L. (2001). The learning cycle and instructional conversations. Science Scope, 24 (4), 34-38.
8. Bilgin, . ve Karaduman, A. (2005). Ibirlikli Örenmenin 8. SHnHf Örencilerinin Fen Dersine KarIH TutumlarHna Etkisinin ncelenmesi. %lköretim-Online.4(2), 32–45.[Online ]: http://ilkogretim-online.org.tr adresinden 20 temmuz 2008 tarihinde indirilmiItir.

9. Billings, R. L. (2001). Assessment of the learning cycle and inquiry based learning in high school physics education. Michigan State University (Unpublished Graduate Thesis).
10. Boylan, C. (1988). Enhancing learning in science. Research in Science and Technological Education, 6 (2), 205-217.
11. Brown, F. S. (1996). The effect of an inquiry-oriented environmental science course on preservice elementary teachers’ attitudes about science. Paper Presented at the Annual Meeting of the National Association for Research in Science Teaching (ERIC Documented Reproduction Service No: ED 393 697).
12. Büyüköztürk, (. (2001). Deneysel Desenler: Öntest-Sontest Kontrol Grubu Desen ve Veri Analizi. Ankara: Pegem A YayHncHlHk.
13. Büyüköztürk, (. (2004). Sosyal Bilimler Için Veri Analizi El Kitab: Istatistik, Aratrma Deseni SPSS Uygulamalar ve Yorum. Ankara: Pegem A YayHncHlHk.
14. Campbell, T.C. (1977). An evaluation of a learning cycle intervention strategy for enhancing the use of formal operational thought by beginning college physics students. (Doctoral dissertation, University of Nebraska). Dissertation Abstracts International, 38, 3903A.
15. Cavallo, A. M. (2001). Convection connections. Science and Children, 38 (8), 20.
16. Cavallo, A. M. & Laubach, T. A. (2001). Students’ science perceptions and enrollment decisions in differing learning cycle classrooms. Journal of Research in Science Teaching, 38 (9), 1029-1062.
17. Coakes, S. J. & Steed, L. G. (1997). SPSS, Analysis without anguish. John Wiley & Sons Pub.
18. Curtis, Krystal D. B. (1997). A modified research approach teaching style in a high school chemistry classroom. West Virginia University (Unpublished Doctorate Thesis).
19. Doru Atay, p. (2006). Relative influence of cognitive and motivational variables on genetic concepts in traditional and learning cycle classrooms. Middle East Technical University, Secondary Science And Mathemathics Education (Unpublished Doctorate Thesis).
20. Duran, L. B. (2003). Investigating brine shrimp. Science Activities, 40 (2), 30-34.
21. Ebrahim, A. (2004). The effects of traditional learning and a learning cycle inquiry learning strategy on students’ science achievement and attitudes toward elementary science. Ohio University (Unpublished Doctorate Thesis).
22. Edelson, D. C. (2001). Learning-for-use: a framework for the design of technology-supported inquiry activities. Journal of Research in Science Teaching, 38 (3), 355-385.
23. Eisenkraft, A. (2003). Expanding the 5-e model. The Science Teacher, 70 (6), 56-59.
24. Escadala, L. T. ve di. (2001). Students see the light. Science Teacher, 68 (4), 40-44.
25. Fabian, H. J. (1999). Developing computer based training programs for basic mammallian histology: didactic versus discovery-based design. Idaho State University. Department of Biological Sciences (Unpublished Doctorate Thesis).
26. Farrell, J. J., Moog R. S. & Spencer, J. N. (1999). A guided inquiry general chemistry course. Journal of Chemical Education, 76 (4), 570-575.
27. Friendrichsen, P. M. (2001). Moving from hands-on to inquiry-based: a biology course for prospective elementary teachers. The American Biology Teacher, 63 (8), 562-568.
28. Gerber, B. L. & Marek, E.A. (1996). Energy efficient architecture. The Science Teacher, 63 (3), 24-27.
29. German, P. J. (1988). Development of the attitude toward science in school assessment and its use to investigate the relationship between science achievement and attitude toward science in school. Journal of Research in Science Teaching, 25 (8), 689-703.
30. Gürdal, A., (ahin, F. ve Macarolu, E. (1996). Ilköretim Ikinci Kademe Örenciler Için Fen Bilgisi Tutum Ölçei. Marmara Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 1 (5), 3.
31. Granger, C. R. (1986). Restructuring introductory biology according to the learning cycle instructional strategy. St. Louis: Missouri University College of Arts and Sciences. (ERIC Document Reproduction Service No: ED 299 120).
32. Hampton, B. ve dierleri. (1995). The development and application of a diagnostic test to assess teachers understanding of the learning cycle. Paper Presented at the Annual Meeting of the National Association for Research in Science Teaching, San Francisco (ERIC Document Reproduction Service No: ED 387 333).
33. Hanley, C. D. (1997). The effects of the learning cycle on the ecological knowledge of general biology students as measured by two assessment techniques. University of Kentucky (Unpublished Doctorate Thesis).
34. Hopkins, K. S. (2001). The effects of computer simulation versus hands-on dissection and the placement of computer simulation within the learning cycle on student achievement and attitude. Baylor University, Vaco- Texas (Unpublished Doctorate Thesis).
35. Hedgepeth, D. J. & Cole K. M. (1996). What makes a rocket go?. Science Activities, 33 (2), 8-15.
36. Hemler, D. & King, H. (1996). Mining the learning cycle: applying constructivist theory to mineral identification. The Science Teacher, 63 (8), 42-45.
37. Henriques, L. (1997). A study to define and verify a model of interactive-constructive elementary school science teaching. The University of Iowa (Unpublished Doctorate Thesis).
38. James, M. C. (2003). The influence of analogical reasoning instruction on the pedagogical reasoning ability of preservice elementary teachers. Kansas State University (Unpublished Doctorate Thesis).
39. Johnson, M. A. (1993). Evaluating educational outcomes with alternative methods of instruction in a non-majors college biology course. Arizona State University (Unpublished Doctorate Thesis).
40. Karplus, R. (1977). Science teaching and the development of reasoning. Journal of Research in Science Teaching, 14 (2), 169-175.
41. Klindients, D.B. (1993). The effects of the learning cycle lessons dealing with electricity on the cognitive structures, attitudes toward science and achievement of urban middle school students. (Doctoral dissertation, Pennsylvania State University). Dissertation Abstracts International, 54, 1748A.
42. Lauer, T. E. (2003). Conceptualizing ecology: a learning cycle approach. The American Biology Teacher, 65 (7), 518-522.
43. Lawson, A. E. (1995). Science teaching and the development of thinking. Wadsworth Publishing Company. United States of America (Belmont, California): A Division of Wadsworth, Inc. International Thomson Publishing.
44. Lawson, A. E. (1996). Introducing Mendelian genetics through a learning cycle. The American Biology Teacher, 58 (1), 3845.
45. Lawson, A. E. (2000). A learning cycle approach to introducing osmosis. The American Biology Teacher, 62 (3), 189-196.
46. Lawson, A.E. & Johnson, M. (2002). The validity of Kolb learning styles and Neo-Piagetian developmental levels in college biology. Studies in Higher Education, 27 (1), 79-90.
47. Lee, C. A. (1997). A qualitative characterization of an introductory college nonmajors biology laboratory. Kansas State University (Unpublished Doctorate Thesis).
48. Lee, C. A. (2003). A learning cycle inquiry into plant nutrition. The American Biology Teacher, 65 (2), 136-144. Libby, D. R. (1995). Piaget and organic chemistry. Journal of Chemical Education, 72 (7), 626-636.
49. Lilly, E. J. & Sirochman R. F. (2000). An innovative college curriculum model for teaching physical science to pre-service elementary teachers. Electronic Journal of Science Education, 5 (2).
50. Marek, E. A. & Cavallo A. M. (1997). The learning cycle: elementary school science and beyond. United States of America: Heinemann, A Division of Reed Elsevier Inc. Portsmouth, NH.
51. Mackenzie, D. & Carpenter J. (1995). Investigating fruit. Science Activities, 32 (1), 36-39.
52. Marek, E. A. & Methven (1991). Effects of the learning cycle upon student and classroom teacher performance. Journal Of Research in Science Teaching, 28, 41-53.
53. Moore, R. G. & Moore, P. (1992). Making science matter in elementary school. National Association of Elementary School Principals, Alexandria, VA. (ERIC Documented Reproduction Service No: ED 350 174).
54. Musheno, B. V. & Lawson A. E. (1999). Effects of learning cycle and traditional text on comprehension of science concepts by students at differing reasoning levels. Journal of Research in Science Teaching, 36 (1), 23-37.
55. Nghi, L. T. (1998). A case study of an innovation in chemistry teaching at the college of general studies, vietnam national university-ho chi mnh city. Simon Fraser University (Unpublished Graduate Thesis).
56. Nuholu, H. ve YalçHn, N. (2006). Fizik LaboratuarH ÇalHImalarHnda Örenme HalkasH Modelinin Örenci BaIarHsHna Etkisi. Türk Fen Eitimi Dergisi (TÜFED), 6, 49-65.
57. ÖzyHlmaz Akamca, G. ve Hamurcu, H. (2005). Çoklu Zeka KuramH TabanlH Öretimin Örencilerin Fen BaIarHsH, TutumlarH ve HatHrda Tutma Üzerindeki Etkileri. Hacettepe Üniversitesi Eitim Fakültesi Dergisi, 28, 178-187.
58. PatlH, H. U. (1998). Lise kimya öretiminde örenme halkasi metodunun baariya etkisi. stanbul: Marmara Üniversitesi Fen Bilimleri Enstitüsü, Kimya Eitimi (YayHnlanmamHI yüksek lisans tezi).
59. Parker, V. (2000). Effects of a science intervention program on middle-grade student achievement and attitudes. School Science &Mathematics, 100 (5), 236-243.
60. Patterson, J. & Merwin, B. J. (2002). Teaching planet classification using the learning cycle. The Science Teacher, 69 (5), 22-26.
61. Pommerville, J. C. (2003). Integrating the agents of bioterrorism into the general biology curriculum. The American Biology Teacher, 65 (1), 13-23.
62. Purser, R.K., & Renner J. W. (1983). Results of two tenth-grade biology teaching procedures. Science Education, 67 (1), 8598.
63. Rakow, S.J. (1986). Teaching Science as Inquiry. Bloomington: Phi Delta Kappa Educational Foundation (ERIC Document Reproduction Service No: ED 275 506).
64. Renner, J. W., Abraham M. R. & Birnie H. H. (1988). The necessity of each phase of the learning cycle in teaching high school physics. Journal of Research in Science Teaching, 25 (1), 39-58.
65. Rogers, L. N. (1993). Conceptual organization in a learning cycle classroom. The University of Oklahoma (Unpublished Doctorate Thesis).
66. Rutherford, P. M. (1999). The effect of computer simulations and the learning cycle on students’ conceptual understanding of Newton’s three laws of motion. The University of Missouri-Kansas City (Unpublished Doctorate Thesis).
67. Scharmann, L. C. (1991). Teaching angiosperm reproduction by means of the learning cycle. School Science and Mathematics, 91 (3), 100-104.
68. Scolavino, R. A. (2002). Analysis of the implementation of the learning cycle teaching strategy by pre-service teachers in the macstep science certification program. The University of Winconsin-Milwaukee (Unpublished Doctorate Thesis).
69. Settlage, J. (2000). Understanding the learning cycle: influences on abilities to embrace the approach by school teachers. Science Education, (84), 43-50.
70. Shrigey L. R., Koballa T. R. & Simpson, R. D. (1988). Defining attitude for science educators. Journal of Research on Science Teaching, 25 (8), 659–678.
71. Sökmen, N. (1999). Aktif Fen Eitiminde Örenme HalkasH Modeli, Çada Eitim, 250, 25-28.
72. Tabachnick, B. G., & Fidell, L. S. (2000). Using multivariate statistics. (4th Ed.) Boston: Allyn and Bacon.
73. Tatar, N. (2006). %lköretim Fen Eitiminde Aratrmaya Dayal Örenme Yaklamnn Bilimsel Süreç Becerilerine, Akademik Baarya ve Tutuma Etkisi. Gazi Üniversitesi, Eitim Bilimleri Enstitüsü (YayHnlanmamHI Doktora Tezi).
74. TavIancHl, E. (2002). Tutumlarn Ölçülmesi ve SPSS %le Veri Analizi. Ankara: Nobel yayHn daHtHm.
75. Trent, A. P. (1991). Relationship between performances of generic and registered nurse baccalaureate students on two tests of reasoning. Columbia University (Unpublished Doctorate Thesis).
76. Wallace, R. S. (1997). Structual equation model of the relationships among Hnquiry-based Hnstruction, attitudes toward science, achievement in science and gender. Northon Illinois University.
77. Williams, K. A. (1998). An investigation of meaningful understanding and effectiveness of the implementation of Piagetian and Ausubelian theories in physics instruction. University of Oklahoma. (Unpublished Doctorate Thesis).
78. Wilson, K. G. (1996). Ozone: does it affect me?. National Instution of Environmental Health Sciences, Washington, DC. Teaching Guides. (ERIC Documented Reproduction Service No: ED 402 204).
79. Wilson, B. G. (1996). Constructivist learning environments: case studies in instructional design. United States of America: Educational Technology Publications, Englewood Cliffs, New Jersey.
80. Wright, E. L. & Govindarajan G. (1995). Discrepant event demonstrations. The Science Teacher, 62 (1), 24-28.
81. Wulfsberg, G. (1983). A Piaget learning-cycle laboratory approach to teaching descriptive inorganic chemistry. Journal of Chemical Education, 60 (9), 725-728.