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Sakıp Kahraman; Yaşar Demir; Nazan Demir

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Yıl 2015, Cilt: 14 Sayı: 1, 29 - 54, 05.01.2015

Sakıp Kahraman , Yaşar Demir Nazan Demir

Öz

This study investigated the perceptions of pre-service science teachers who viewed digital technology-generated dynamic visualizations such as animation, short-film and documentary throughout the teaching of atmosphere-related environmental problems (global warming, acid rain etc.) and renewable energy sources (energy of sun, wind, wave etc.). The working group consisted of 103 junior pre-service science teachers enrolled at a mid-size university in the west of Turkey and only 82 of those voluntarily participated in the treatment evaluation process. In the study, descriptive research design was used. “The scale of opinion about the use of dynamic visualizations” which had been revised from the previous version was used as quantitative data collection tool in the study involving quantitative and qualitative data collection tools. In addition, “the questionnaire of opinion about the use of dynamic visualizations” consisting of open-ended questions developed by the researchers was utilized to obtain in-depth data. The quantitative data were analyzed by using descriptive statistic while the qualitative data were analyzed through content analysis. The results of the analysis indicated that the pre-service science teachers overwhelmingly support the use of dynamic visualizations and believe that they enhance their learning experiences. However, according to the pre-service science teachers, using dynamic visualization in science classroom facilitates the understanding of concepts and also provides the retention of knowledge. Furthermore, the participants claimed that the lessons conducted with the help of dynamic visualizations were interesting, enjoyable, and motivating. Moreover, it was found that there was no difference between the female and male pre-service science teachers’ perceptions regarding the treatment. The findings of the study were discussed in terms of importance of the use of dynamic visualizations in science and environmental education

Anahtar Kelimeler

Using dynamic visualization in science classrooms, animation, video, digital technology, science education, environmental education, teacher training SUMMARY

Kaynakça

Ardac, D., & Akaygun, S. (2005). Using static and dynamic visuals to represent chemical change at molecular level. International Journal of Science Education, 27(11), 1269-1298.
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Arslan, H.O., Cigdemoglu, C., & Moseley, C. (2012). A three-tier diagnostic test to assess pre-service teachers’ misconceptions about global warming, greenhouse effect, ozone layer depletion, and acid rain. International Journal of Science Education, 34(11), 1667-1686.
Atam, O., & Tekdal, M. (2010). Fen ve teknoloji dersi ısı-sıcaklık konusunda hazırlanan simülasyon tabanlı bir yazılımın ilköğretim 5. sınıf öğrencilerinin akademik başarılarına ve kalıcılığa etkisi. Eğitim Teknolojileri Araştırma Dergisi, 1(2).
Atasoy, E. & Ertürk, H. (2008). İlköğretim öğrencilerinin çevresel tutum ve çevre bilgisi üzerine bir alan araştırması. Erzincan Eğitim Fakültesi Dergisi, 10(1), 105-122.
Barak, M., Ashkar, M., & Dori, Y.J. (2011). Learning science via animated movies: Its effect on students’ thinking and motivation. Computers & Education, 56, 839-846.
Barnea, N., & Dori, Y.J. (1996).Computerized Molecular Modeling as a tool to improve chemistry teaching. J. Chem. Inf. Comput. Sci., 36, 629-636.
Barnea, N., & Dori, Y.J. (1999). High-School chemistry students’ performance and gender differences in a computerized molecular modeling learning environment. Journal of Science Education and Technology, 8(4), 257-271.
Bozdogan, A.E. (2011). The effects of instruction with visual materials on the development of pre- service elementary teachers’ knowledge and attitude towards global warming. The Turkish Online Journal of Educational Technology (TOJET), 10(2), 218-233.
Burke, K.A., Greenbowe, T.J., & Windschitl, M.A. (1998). Developing and using conceptual computer animations for chemistry instruction. Journal of Chemical Education, 75(12), 1658- 1660.
Büyüköztürk, Ş., Çakmak, E.K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2009). Bilimsel araştırma yöntemleri. Ankara: Pegem Yayıncılık.
Canpolat, N., Pınarbaşı, T., Bayrakçeken, S., & Geban, Ö. (2004). Kimyadaki bazı yaygın yanlış kavramalar. GÜ, Gazi Eğitim Fakültesi Dergisi, 24(1), 135-146.
Canpolat, N., & Pınarbaşı, T. (2011). Bazı kimya kavramlarına yönelik iki kademeli çoktan seçmeli bir testin geliştirilmesi ve uygulanması. Erzincan Eğitim Fakültesi Dergisi, 13(1), 55-80.
Carey, S. (2000). Science education as conceptual change. Journal of Applied Developmental Psychology, 21(1), 13-19.
Cook, M.P. (2006). Visual representations in science education: the influence of prior knowledge and cognitive load theory on instructional design principles. Science Education, 90(6), 1073-1091.
Cordero, E., (2000). Misconceptions in Australian students' understanding of Ozone depletion. Melbourne Studies in Education, 41(2), 85-97.
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Fen Eğitiminde Dijital Teknoloji Ürünü Dinamik Görsel Kullanımı – Fen Bilgisi Öğretmen Adaylarının Algıları

Yıl 2015, Cilt: 14 Sayı: 1, 29 - 54, 05.01.2015

Sakıp Kahraman , Yaşar Demir Nazan Demir

Öz

Bu çalışmanın amacı, atmosfer ile ilgili çevre problemleri (küresel ısınma, asit yağmurları ve ozon tabakası delinmesi) ve bu problemlerin çözümünde kritik bir role sahip olan yenilenebilir enerji kaynaklarının öğretimi boyunca animasyon, kısa film ve belgesel gibi dijital teknoloji ürünü dinamik görselleri gözlemleyen fen bilgisi öğretmen adaylarının süreç ile ilgili algılarını belirlemektir. Bu temel amaçtan hareketle araştırmanın çalışma grubu, Türkiye’nin batısında bulunan orta büyüklükteki bir üniversitede öğrenim gören 103 üçüncü sınıf Fen Bilgisi Öğretmeni adayı olarak belirlenmiştir. Uygulama sonrası değerlendirme sürecine gönüllü olarak katılan 82 öğretmen adayının süreç ile ilgili görüşleri alınmıştır. Bu çalışmada betimsel araştırma deseni kullanılmıştır. Hem nicel hem de nitel veri toplama araçlarını bünyesinde barındıran bu araştırmada literatürden elde edilerek revize edilen “Dinamik Görsellerin Kullanımı Hakkında Görüş Ölçeği” nicel veri toplama aracı olarak, araştırmacılar tarafından geliştirilen ve açık uçlu sorulardan oluşan “Dinamik Görsellerin Kullanımı Hakkında Görüş Anketi” de daha derinlemesine bilgi toplamak için nitel veri toplama aracı olarak kullanılmıştır. Ölçekten elde edilen nicel veriler betimsel olarak analiz edilmiş ve sonuçlar frekans ve yüzde değeri olarak sunulmuştur. Anketten elde edilen nitel veriler ise içerik analizine tabi tutulmuştur. Çalışmanın sonuçları, fen bilgisi öğretmen adaylarının dinamik görsel kullanımını şiddetle desteklediklerini ve daha iyi öğrenmelerini sağladığına inandıklarını ortaya koymuştur. Aynı zamanda, fen bilgisi öğretmen adaylarının dinamik görseller ile yürütülen dersleri dikkat çekici, öğretici, motive edici, zevkli, somutlaştırıcı, kalıcı ve anlaşılır olarak nitelendirdikleri tespit edilmiştir. Ayrıca, kız ve erkek öğretmen adaylarının dinamik görseller ile yürütülen derslere yönelik düşüncelerinin birbirleriyle benzerlik taşıdığı sonucuna da ulaşılmıştır. Araştırmanın bulguları, fen ve çevre eğitiminde dinamik görsellerin yeri ve önemi açısından tartışılmıştır.

Anahtar Kelimeler

Fen sınıflarında dinamik görsel kullanımı, animasyon, video, dijital teknoloji, fen eğitimi, çevre eğitimi, öğretmen eğitimi

Kaynakça

Ardac, D., & Akaygun, S. (2005). Using static and dynamic visuals to represent chemical change at molecular level. International Journal of Science Education, 27(11), 1269-1298.
Arsal, Z. (2010). İlköğretim öğretmen adaylarının sera etkisi ile ilgili kavram yanılgıları. İlköğretim Online, 9(1), 229-240.
Arslan, H.O., Cigdemoglu, C., & Moseley, C. (2012). A three-tier diagnostic test to assess pre-service teachers’ misconceptions about global warming, greenhouse effect, ozone layer depletion, and acid rain. International Journal of Science Education, 34(11), 1667-1686.
Atam, O., & Tekdal, M. (2010). Fen ve teknoloji dersi ısı-sıcaklık konusunda hazırlanan simülasyon tabanlı bir yazılımın ilköğretim 5. sınıf öğrencilerinin akademik başarılarına ve kalıcılığa etkisi. Eğitim Teknolojileri Araştırma Dergisi, 1(2).
Atasoy, E. & Ertürk, H. (2008). İlköğretim öğrencilerinin çevresel tutum ve çevre bilgisi üzerine bir alan araştırması. Erzincan Eğitim Fakültesi Dergisi, 10(1), 105-122.
Barak, M., Ashkar, M., & Dori, Y.J. (2011). Learning science via animated movies: Its effect on students’ thinking and motivation. Computers & Education, 56, 839-846.
Barnea, N., & Dori, Y.J. (1996).Computerized Molecular Modeling as a tool to improve chemistry teaching. J. Chem. Inf. Comput. Sci., 36, 629-636.
Barnea, N., & Dori, Y.J. (1999). High-School chemistry students’ performance and gender differences in a computerized molecular modeling learning environment. Journal of Science Education and Technology, 8(4), 257-271.
Bozdogan, A.E. (2011). The effects of instruction with visual materials on the development of pre- service elementary teachers’ knowledge and attitude towards global warming. The Turkish Online Journal of Educational Technology (TOJET), 10(2), 218-233.
Burke, K.A., Greenbowe, T.J., & Windschitl, M.A. (1998). Developing and using conceptual computer animations for chemistry instruction. Journal of Chemical Education, 75(12), 1658- 1660.
Büyüköztürk, Ş., Çakmak, E.K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2009). Bilimsel araştırma yöntemleri. Ankara: Pegem Yayıncılık.
Canpolat, N., Pınarbaşı, T., Bayrakçeken, S., & Geban, Ö. (2004). Kimyadaki bazı yaygın yanlış kavramalar. GÜ, Gazi Eğitim Fakültesi Dergisi, 24(1), 135-146.
Canpolat, N., & Pınarbaşı, T. (2011). Bazı kimya kavramlarına yönelik iki kademeli çoktan seçmeli bir testin geliştirilmesi ve uygulanması. Erzincan Eğitim Fakültesi Dergisi, 13(1), 55-80.
Carey, S. (2000). Science education as conceptual change. Journal of Applied Developmental Psychology, 21(1), 13-19.
Cook, M.P. (2006). Visual representations in science education: the influence of prior knowledge and cognitive load theory on instructional design principles. Science Education, 90(6), 1073-1091.
Cordero, E., (2000). Misconceptions in Australian students' understanding of Ozone depletion. Melbourne Studies in Education, 41(2), 85-97.
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Toplam 96 adet kaynakça vardır.

Ayrıntılar

Birincil Dil	İngilizce
Bölüm	Makaleler
Yazarlar	Sakıp Kahraman Yaşar Demir Bu kişi benim Nazan Demir
Yayımlanma Tarihi	5 Ocak 2015
Yayımlandığı Sayı	Yıl 2015 Cilt: 14 Sayı: 1

Kaynak Göster

APA	Kahraman, S., Demir, Y., & Demir, N. (2015). -. İlköğretim Online, 14(1), 29-54.
AMA	Kahraman S, Demir Y, Demir N. -. İOO. Ocak 2015;14(1):29-54.
Chicago	Kahraman, Sakıp, Yaşar Demir, ve Nazan Demir. “-”. İlköğretim Online 14, sy. 1 (Ocak 2015): 29-54.
EndNote	Kahraman S, Demir Y, Demir N (01 Ocak 2015) -. İlköğretim Online 14 1 29–54.
IEEE	S. Kahraman, Y. Demir, ve N. Demir, “-”, İOO, c. 14, sy. 1, ss. 29–54, 2015.
ISNAD	Kahraman, Sakıp vd. “-”. İlköğretim Online 14/1 (Ocak 2015), 29-54.
JAMA	Kahraman S, Demir Y, Demir N. -. İOO. 2015;14:29–54.
MLA	Kahraman, Sakıp vd. “-”. İlköğretim Online, c. 14, sy. 1, 2015, ss. 29-54.
Vancouver	Kahraman S, Demir Y, Demir N. -. İOO. 2015;14(1):29-54.

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