Araştırma Makalesi
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Fen Eğitiminde Yapılan Deneysel Çalışmalar için Geniş Kapsamlı Bir Araştırma Deseni

Yıl 2013, Cilt: 12 Sayı: 3, 628 - 634, 26.06.2013

Öz

Deneysel metotlar, değişkenler üzerinde kontrol yapabilme, değişkenleri değiştirebilme ve neden-sonuç ilişkisi
kurabilmedeki etkililiğinden dolayı ayrı bir öneme sahiptir. Deneysel desenlerin güçlü yanları yanında iç geçerliliği tehdit
eden faktörlere karşı tam koruma altında olmamaları söz konusudur. Türkiye’de fen eğitimi ile ilgili tez çalışmalarının
çoğunda deneysel çalışmalar yürütülmesine rağmen, iç geçerlik tehditlerine karşı daha güçlü desenlerin eksikliği önemli bir
problem olarak durmaktadır. Bu problem yanında fen eğitimi alanındaki reformların gerektirdiği yöntem ve tekniklerin
etkililiğini test etmek için okul çapında yürütülecek deneysel çalışmalara ihtiyaç vardır. Okul çapında yapılacak deneysel
çalışmalar, iç geçerlik tehditlerine ilişkin problemlerin üstesinden gelebilmek için daha detaylı ve güçlü araştırma
desenlerini gerektirmektedir. Bu araştırmanın amacı daha detaylı ve güçlü bir deneysel araştırma deseni önermektir. Beş
gruplu deneysel desen, fen bilimleri eğitiminde dikkate alınan bağımlı değişkenleri kontrol altında tutmada ve neden-sonuç
ilişkisi kurmada daha etkili olan, daha fazla sayıda iç-geçerlik tehdidini kontrol etme imkânı sağlayan bir yol önermektedir.

Kaynakça

  • Alise, M. A. (2008). Disciplinary differences in preferred research methods: A comparison of groups in the biglan classification scheme, Doctoral Dissertation, Louisiana State University, USA.
  • Bellg, A.J., Borrelli, B., Resnick, B., Hecht, J., Minicucci, D.S., Ory, M, Ogedegbe, G. Orwig, D., Ernst, D. & Czajkowski, S. (2004) Enhancing treatment fidelity in health behavior change studies: best practices and recommendations from the NIH Behavior Change Consortium. Health Psychol. 23, 443–451.
  • Best, W.J., & Kahn, V.J. (2006). Research in education (11th ed.). Pearson Education Inc.
  • Braver, M.C.W. & Braver, S.L. (1988) Statistical treatment of the Solomon four-group approach: a meta-analytic approach. Psychological Bulettin, 104, 150–154.
  • Calık, M., Ünal, S., Coştu, B. & Karataş, F.Ö. (2008). Trends in Turkish Science Education. Essays in Education, Special Edition, 23-46.
  • Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. Chicago: Rand McNally.
  • Campbell, D. T., & Stanley, J. C. (1966). Experimental and quasi-experimental designs for research on teaching. N.L. Gage (Eds.), Handbook of research on teaching (pp.1-76). Chicago, IL: Rand-McNally.
  • Cohen,L., Manion,L., & Morrison,K. (2007) Experiments, quasi-experiments, single-case research and meta-analysis (Cohen,L., Manion,L., & Morrison,K. in Eds) Research methods in education. (6th eds.). London: Routledge Falmer.
  • Cook, T. & Sinha, V. (2005). Randomized experiments in educational research. In J. L Green, Camilli, G. And P. B. Elmore (Eds.), Handbook of complementary methods in education research (pp. 551-566). Mahwah, NJ: Erlbaum.
  • Cook, D.L. (1967) The Impact of the Hawthorne Effect in Experimental Designs in Educational Research, Report No 0726, Washington, DC U.S Office of Education .
  • Corbetta, P. (2003). Social Research. Theory, Method and Techniques, Sage Publications.
  • Creswell, J. (2002). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Merrill Prentice Hall.
  • Currie, J. (2001). Early childhood education programs, The Journal of Economic Perspectives,15, (2), pp. 213-238.
  • Evrekli, E., İnel, D., Deniş, H. ve Balım, A. G. (2011). Fen eğitimi alanındaki lisansüstü tezlerdeki yöntemsel ve istatistiksel sorunlar. İlköğretim Online, 10(1), 206-218.
  • Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education (5th ed.). New York: McGraw-Hill Publishing.
  • Gall, M., Gall, J.P., Borg, W.R. (2007). Educational Research: An Introduction (8th ed.). Boston, MA: Pearson.
  • Hsu, T. (2005): Research methods and data analysis procedures used by educational researchers, International Journal of Research & Method in Education, 28(2), 109-133
  • Karadağ, E. (2010). An Analysis of Research Methods and Statistical Techniques Used By Doctoral Dissertation at the Education Sciences in Turkey. Current Issues In Education, 13(4). Retrieved in June 24, 2011, from http://cie.asu.edu/ojs/index.php/cieatasu/article/view/439.
  • Kelly, A. E., and Lesh, R. (2000). Handbook of Research Design in Mathematics and Science Education. Mahwah, NJ: Erlbaum.
  • Kirk, R. E.(2009) Experimental design. In R. Millsap & A. Maydeu-Olivares (Eds.), Sage handbook of quantitative methods in psychology (pp. 23–45). Thousand Oaks, CA: Sage.
  • Lederman, N. G. (2007). Nature of science: Past, present, and future. In S. K. Abell & N. G. Lederman (Eds.). Handbook of research in science education. Englewood cliffs, NJ: Erlbaum Publishers. Lederman, N. G., Abd-El-Khalick, F., Bell, R. L. & Schwartz, R. S. (2002). Views of nature of science questionnaire: Toward valid and meaningful assessment of learners’ conceptions of nature of science. Journal of Research in Science Teaching, 39(6), 497-521.
  • Lin, C., Bai, Y., Liu, C., Hsiao, M., Chen, J. Tsai, S., Ouyang, W., Wu, C. & Li, Y. (2007). Webbased tools can be used reliably to detect patients with major depressive disorder and subsyndromal depressive symptoms BMC Psychiatry, 7(12), 1-9.
  • McComas, W. F. (1998). The principle elements of the nature of science: Dispelling the myths. In W.F. McComas (Ed.), The nature of science in science education: Rationales and strategies (pp. 53-70). Dordrecht, the Netherlands: Kluwer Academic Publishers.
  • McMillan, J.H. & Schumacher, S. (2006). Research in Education: Evidence-Based Inquiry (Sixth Edition). Pearson, London.
  • Randolph, J., Julnes, G., Sutinen, E., & Lehman, S. (2008). A methodological review of computer science education research. Journal of Information Technology Education, 7, 135-162
  • Ross L, Simkhada P & Smith WCS (2005) Evaluating effectiveness of complex interventions aimed at reducing maternal mortality in developing countries. Journal of Public Health, 27 (4), 331– 3
  • Sawilowsky, S., Kelley,D. L., Blair, R.C. & Markman, B.S. (1994). Meta-Analysis and the Solomon Four-Group Design, The Journal of Experimental Education, 62(4), 361-376
  • Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). E xperimental and quasi-experimental designs for generalized causal inference. Boston: Houghton Mifflin.
  • Sozbilir, M & Kutu, H (2008) Development and Current Status of Science Education Research in Turkey. Essays in Education, Special Issue, 1-22.
  • Spector, P. E. (1981). Research designs series: quantitative applications in the social sciences. Newbury Park , CA : Sage Publications.
  • Suter, L. and Frechtling, J. (2000). Guiding Principles for Mathematics and Science Education Research Methods: Report of a Workshop. Retrieved in June 19, 2012 from http://www.nsf.gov/pubs/2000/nsf00113/nsf00113.html
  • Wiersma, W., & Jurs, S. G. (2005). Research methods in education (8th ed.). Pearson Education Inc.

A Comprehensive Research Design for Experimental Studies in Science Education

Yıl 2013, Cilt: 12 Sayı: 3, 628 - 634, 26.06.2013

Öz

Experimental methods have a discrete place due to their effectiveness to establish cause-effect relationship and, to make manipulations and to provide control over the variables. Although majority of the science education dissertations in Turkey involve experimental studies, lack of sound experimental designs to control validity threats is still an important problem. And also, there is a need to conduct school-wide experiments to test effectiveness of methods and techniques or other reform requirements in science education. These experiments need more comprehensive and powerful research designs to overcome problems about internal validity threats. This study purposes to suggest a new, more comprehensible design of experimental study. Five-group experimental design has been suggesting, by controlling more threats to internal validity, a more sound way to establish cause-effect relationship and to control more variables which are potentially effective on dependent variables of the science education studies.

Kaynakça

  • Alise, M. A. (2008). Disciplinary differences in preferred research methods: A comparison of groups in the biglan classification scheme, Doctoral Dissertation, Louisiana State University, USA.
  • Bellg, A.J., Borrelli, B., Resnick, B., Hecht, J., Minicucci, D.S., Ory, M, Ogedegbe, G. Orwig, D., Ernst, D. & Czajkowski, S. (2004) Enhancing treatment fidelity in health behavior change studies: best practices and recommendations from the NIH Behavior Change Consortium. Health Psychol. 23, 443–451.
  • Best, W.J., & Kahn, V.J. (2006). Research in education (11th ed.). Pearson Education Inc.
  • Braver, M.C.W. & Braver, S.L. (1988) Statistical treatment of the Solomon four-group approach: a meta-analytic approach. Psychological Bulettin, 104, 150–154.
  • Calık, M., Ünal, S., Coştu, B. & Karataş, F.Ö. (2008). Trends in Turkish Science Education. Essays in Education, Special Edition, 23-46.
  • Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. Chicago: Rand McNally.
  • Campbell, D. T., & Stanley, J. C. (1966). Experimental and quasi-experimental designs for research on teaching. N.L. Gage (Eds.), Handbook of research on teaching (pp.1-76). Chicago, IL: Rand-McNally.
  • Cohen,L., Manion,L., & Morrison,K. (2007) Experiments, quasi-experiments, single-case research and meta-analysis (Cohen,L., Manion,L., & Morrison,K. in Eds) Research methods in education. (6th eds.). London: Routledge Falmer.
  • Cook, T. & Sinha, V. (2005). Randomized experiments in educational research. In J. L Green, Camilli, G. And P. B. Elmore (Eds.), Handbook of complementary methods in education research (pp. 551-566). Mahwah, NJ: Erlbaum.
  • Cook, D.L. (1967) The Impact of the Hawthorne Effect in Experimental Designs in Educational Research, Report No 0726, Washington, DC U.S Office of Education .
  • Corbetta, P. (2003). Social Research. Theory, Method and Techniques, Sage Publications.
  • Creswell, J. (2002). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Merrill Prentice Hall.
  • Currie, J. (2001). Early childhood education programs, The Journal of Economic Perspectives,15, (2), pp. 213-238.
  • Evrekli, E., İnel, D., Deniş, H. ve Balım, A. G. (2011). Fen eğitimi alanındaki lisansüstü tezlerdeki yöntemsel ve istatistiksel sorunlar. İlköğretim Online, 10(1), 206-218.
  • Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education (5th ed.). New York: McGraw-Hill Publishing.
  • Gall, M., Gall, J.P., Borg, W.R. (2007). Educational Research: An Introduction (8th ed.). Boston, MA: Pearson.
  • Hsu, T. (2005): Research methods and data analysis procedures used by educational researchers, International Journal of Research & Method in Education, 28(2), 109-133
  • Karadağ, E. (2010). An Analysis of Research Methods and Statistical Techniques Used By Doctoral Dissertation at the Education Sciences in Turkey. Current Issues In Education, 13(4). Retrieved in June 24, 2011, from http://cie.asu.edu/ojs/index.php/cieatasu/article/view/439.
  • Kelly, A. E., and Lesh, R. (2000). Handbook of Research Design in Mathematics and Science Education. Mahwah, NJ: Erlbaum.
  • Kirk, R. E.(2009) Experimental design. In R. Millsap & A. Maydeu-Olivares (Eds.), Sage handbook of quantitative methods in psychology (pp. 23–45). Thousand Oaks, CA: Sage.
  • Lederman, N. G. (2007). Nature of science: Past, present, and future. In S. K. Abell & N. G. Lederman (Eds.). Handbook of research in science education. Englewood cliffs, NJ: Erlbaum Publishers. Lederman, N. G., Abd-El-Khalick, F., Bell, R. L. & Schwartz, R. S. (2002). Views of nature of science questionnaire: Toward valid and meaningful assessment of learners’ conceptions of nature of science. Journal of Research in Science Teaching, 39(6), 497-521.
  • Lin, C., Bai, Y., Liu, C., Hsiao, M., Chen, J. Tsai, S., Ouyang, W., Wu, C. & Li, Y. (2007). Webbased tools can be used reliably to detect patients with major depressive disorder and subsyndromal depressive symptoms BMC Psychiatry, 7(12), 1-9.
  • McComas, W. F. (1998). The principle elements of the nature of science: Dispelling the myths. In W.F. McComas (Ed.), The nature of science in science education: Rationales and strategies (pp. 53-70). Dordrecht, the Netherlands: Kluwer Academic Publishers.
  • McMillan, J.H. & Schumacher, S. (2006). Research in Education: Evidence-Based Inquiry (Sixth Edition). Pearson, London.
  • Randolph, J., Julnes, G., Sutinen, E., & Lehman, S. (2008). A methodological review of computer science education research. Journal of Information Technology Education, 7, 135-162
  • Ross L, Simkhada P & Smith WCS (2005) Evaluating effectiveness of complex interventions aimed at reducing maternal mortality in developing countries. Journal of Public Health, 27 (4), 331– 3
  • Sawilowsky, S., Kelley,D. L., Blair, R.C. & Markman, B.S. (1994). Meta-Analysis and the Solomon Four-Group Design, The Journal of Experimental Education, 62(4), 361-376
  • Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). E xperimental and quasi-experimental designs for generalized causal inference. Boston: Houghton Mifflin.
  • Sozbilir, M & Kutu, H (2008) Development and Current Status of Science Education Research in Turkey. Essays in Education, Special Issue, 1-22.
  • Spector, P. E. (1981). Research designs series: quantitative applications in the social sciences. Newbury Park , CA : Sage Publications.
  • Suter, L. and Frechtling, J. (2000). Guiding Principles for Mathematics and Science Education Research Methods: Report of a Workshop. Retrieved in June 19, 2012 from http://www.nsf.gov/pubs/2000/nsf00113/nsf00113.html
  • Wiersma, W., & Jurs, S. G. (2005). Research methods in education (8th ed.). Pearson Education Inc.
Toplam 32 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Mustafa Serdar Köksal

Yayımlanma Tarihi 26 Haziran 2013
Yayımlandığı Sayı Yıl 2013 Cilt: 12 Sayı: 3

Kaynak Göster

APA Köksal, M. S. (2013). Fen Eğitiminde Yapılan Deneysel Çalışmalar için Geniş Kapsamlı Bir Araştırma Deseni. İlköğretim Online, 12(3), 628-634.
AMA Köksal MS. Fen Eğitiminde Yapılan Deneysel Çalışmalar için Geniş Kapsamlı Bir Araştırma Deseni. İOO. Eylül 2013;12(3):628-634.
Chicago Köksal, Mustafa Serdar. “Fen Eğitiminde Yapılan Deneysel Çalışmalar için Geniş Kapsamlı Bir Araştırma Deseni”. İlköğretim Online 12, sy. 3 (Eylül 2013): 628-34.
EndNote Köksal MS (01 Eylül 2013) Fen Eğitiminde Yapılan Deneysel Çalışmalar için Geniş Kapsamlı Bir Araştırma Deseni. İlköğretim Online 12 3 628–634.
IEEE M. S. Köksal, “Fen Eğitiminde Yapılan Deneysel Çalışmalar için Geniş Kapsamlı Bir Araştırma Deseni”, İOO, c. 12, sy. 3, ss. 628–634, 2013.
ISNAD Köksal, Mustafa Serdar. “Fen Eğitiminde Yapılan Deneysel Çalışmalar için Geniş Kapsamlı Bir Araştırma Deseni”. İlköğretim Online 12/3 (Eylül 2013), 628-634.
JAMA Köksal MS. Fen Eğitiminde Yapılan Deneysel Çalışmalar için Geniş Kapsamlı Bir Araştırma Deseni. İOO. 2013;12:628–634.
MLA Köksal, Mustafa Serdar. “Fen Eğitiminde Yapılan Deneysel Çalışmalar için Geniş Kapsamlı Bir Araştırma Deseni”. İlköğretim Online, c. 12, sy. 3, 2013, ss. 628-34.
Vancouver Köksal MS. Fen Eğitiminde Yapılan Deneysel Çalışmalar için Geniş Kapsamlı Bir Araştırma Deseni. İOO. 2013;12(3):628-34.