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THE DEVELOPMENT OF APPROPRIATE TEACHING MATERIAL TO 5E TEACHING MODEL THAT EXAMINES THE PROJECTILE MOTION

Yıl 2015, Sayı: 3, 123 - 137, 01.04.2015

Öz

The first aim of this study is to provide a teaching material to develop students' thinking skills. There are many kinds of experiment in physics lesson. In this paper authors just focus how to develop an experimental design based on projectile motion and how to explore the students’ creative and critical thinking through projectile motion experiment. This lab for projectile motions will be investigating the properties of the x displacement of a projectile. Practical knowledge and school knowledge are becoming mutually exclusive; many students see little connection between what they learn in the science classroom with real life. Students should be able to apply what they learn in school to the various situations in real-life. So that, authors second purpose of this paper is to design an experiment that can integrate the students’ understanding in the classroom with the application in the real life. To realize this second purpose, the 5 E teaching-model will be conducted to the projectile motion experiment. In the projectile motion experiment, students will be taught with respect to the sequence of 5E learning cycle model which are engagement, exploration, explanation, elaboration, and evaluation through the use of activities such as demonstrations and discussions. So the final of these exercises are designed to encourage students to see that their critical and creative thinking skills through 5 E model-teaching in the projectile motion experiment.

Kaynakça

  • Abraham, M. R. (1997). The learning cycle approach to science instruction. Retrieved December 12, 2013, from http://www.narst.org/publications/research/cycle.cfm
  • Bassham, G., Irwin, W., Nardone, H. & Wallace, J.W. (2005). Critical Thinking. The Mc Grow Hill Companies.USA.
  • Bektaş, O. (2011). The effect of 5E learning cycle model on tenth grade students’ understanding in the particulate nature of matter, epistemological beliefs and views of nature of science. (Unpublished doctoral dissertation). Middle East Technical University, Ankara, Turkey.
  • Bybee, R. W. (1997). Achieving scientific literacy: From purposes to practices. Portsmouth, NH: Heinemann.
  • Bybee, R.W. (2001). The Five E’s from Roger Bybee. Biological Curriculum Science Study (BSCS). Retrieved December 6, 2013, from http://www.miamisci.org/ph/lpintro5e.html
  • Bybee, R.W., Taylor, A. J., Gardner, A., Scotter, P.V., Powell, J.C., Westbrook, A. & Landes, N. (2006). The BSCS 5E instructional model: Origins, effectiveness and applications. Retrieved January 16, 2014, from http://www.bscs.org/pdf/bscs5eexecsummary.pdf
  • Colburn, A. (2003). The Lingo of Learning: 88 Education Terms Every Science Teacher Should Know. Arlington, VA: NSTA Press.
  • Çelik, H., Özbek, G. & Kartal, T. (2013).The effect of computer-aided 7e instruction model on students' scıentific process skills, Mediterranean Journal of Educational Research, Issue 14a, pp. 926-932
  • Çiğdemoğlu, C. (2012). Effectiveness of Context-Based Approach Trough 5E Learning Cycle Model On Students’ Understanding of Chemical Reactions and Energy Concepts, and Their Motivation To Learn Chemistry, Unpublished Doctoral Dissertation, Middle East Technical University. Ankara, Turkey.
  • Demircioğlu, G., Özmen, H. & Demircioğlu, H. (2004). Bütünleştirici öğrenme kuramına dayalı olarak geliştirilen etkinliklerin uygulanmasının etkililiğinin araştırılması. Türk Fen Eğitimi Dergisi, 1(1), 21- 34.
  • Difrancesca, D. (2013). Introduction to Experimental Design. http://www.learnnc.org/lp/. 29 Aralık 2013 tarihinde İndirilmiş.
  • Felddhusen, J.F. & Treffinger. (1985). Creative Thinking and Problem Solving in Gifted Education. Kendall/Hunt Publishing Company, Iowa.
  • Gallagher, J.J. (1975). Teaching the gifted child. Boston: Allyn and Bacon.
  • Harlen, W. (2004). Evaluating inquiry-based science developments. National Academy of Science, University of Cambridge and The University of Bristol.
  • Lynn, H.B. (2012). Guided inquiry using the 5E instructional model with high school physics. Unpublished Master’s Thesis Montana State University. Montana.
  • Montevechi, J. A. B., De Pinho, A. F., Leal, F., & Marins, F. A. S. (2007, December). Application of design of experiments on the simulation of a process in an automotive industry. In Proceedings of the 39th conference on Winter simulation: 40 years The best is yet to come (pp. 1601-1609). IEEE Press.
  • Orgill, M. & Thomas, M. (2007). Analogies and the 5E model: suggestions for using analogies in each phase of the 5E model. The Science Teacher,74(1), 40-45.
  • Ornek, F. & Zziwa B.J. (2011). Measuring “g” by using trajectory projectile motion: 5E learning cycle and low-cost materials. Asia-Pacific on Science Learning and Teaching, 12(1), 1-7.
  • Özbek, G., Çelik, H., Ulukök, Ş. & Sarı, U. (2012). 5E and 7E instructional models effect on science literacy. Journal of Research in Education and Teaching, 1(3), 183-194.
  • Randler, C. & Bogner, F. X. (2008). Planning experiments in science education research: Comparison of a quasi-experimental approach with a matched pair tandem design. International Journal of Environmental & Science Education, 3(3), 95-103.
  • Scriven & Paul, R. (1987). Defining critical thinking. http://www.criticalthinking.org
  • Tong, T., Jeung, V., Liu, C. & Feng, J. (2011). Investigating if the initial height would change the x displacement. Ni Hao Team. China.
  • Tsui, L. (2002). Fostering critical thinking through effective pedagogy. The Journal of Higher Education, 73(6), 740-763.
  • Vierra, R.M., Vierra, C.T. & Martins I.P. (2011). Critical thinking: conceptual clarification and its importance in science education. Science Education International, 22(1): 43-54. Appendix A

ATIŞ HAREKETİNİ İNCELEYEN 5E ÖĞRETİM MODELİNE UYGUN ÖĞRETİM MATERYALİNİN GELİŞTİRİLMESİ

Yıl 2015, Sayı: 3, 123 - 137, 01.04.2015

Öz

Bu çalışmanın ilk amacı, öğrencilerin düşünme becerilerini geliştirebilecekleri bir öğretim materyali ortaya koymaktır. Fizik derslerinde pek çok deney yapılmaktadır. Çalışmada öğrencilerin yaratıcı ve eleştirel düşünme becerilerini geliştirmek için yatay atış hareketi konusunda deneysel bir tasarım geliştirilmesi amaçlanmıştır. Atış hareketi boyunca uzanımın (yatayda yer değiştirme) nasıl değiştiği incelenmeye çalışılmıştır. Öğrenciler okul yaşamında kazanmış oldukları kavramsal bilgi ile yaşamdan gözlem sonucu kazanmış oldukları bilgiyi örtüştürmede problem yaşamaktadırlar. Gerçek yaşam ile okulda elde edilen bilgi birbirini destekler nitelikte olmalıdır. Böylelikle bu çalışmanın ikinci amacı öğrencilerin ifade edilen bağlantıyı kurabilmeleri için bir deneysel tasarım geliştirmek olmuştur. Bu nedenle girme, keşfetme, açıklama, genişletme ve değerlendirme basamaklarından oluşan 5E öğretim materyali hazırlanmıştır. Bu deneysel tasarım ile öğrencilerin yatay atış hareketi konusunda ve yaratıcı ve eleştirel düşünme becerilerinin gelişimi planlanmaktadır.

Kaynakça

  • Abraham, M. R. (1997). The learning cycle approach to science instruction. Retrieved December 12, 2013, from http://www.narst.org/publications/research/cycle.cfm
  • Bassham, G., Irwin, W., Nardone, H. & Wallace, J.W. (2005). Critical Thinking. The Mc Grow Hill Companies.USA.
  • Bektaş, O. (2011). The effect of 5E learning cycle model on tenth grade students’ understanding in the particulate nature of matter, epistemological beliefs and views of nature of science. (Unpublished doctoral dissertation). Middle East Technical University, Ankara, Turkey.
  • Bybee, R. W. (1997). Achieving scientific literacy: From purposes to practices. Portsmouth, NH: Heinemann.
  • Bybee, R.W. (2001). The Five E’s from Roger Bybee. Biological Curriculum Science Study (BSCS). Retrieved December 6, 2013, from http://www.miamisci.org/ph/lpintro5e.html
  • Bybee, R.W., Taylor, A. J., Gardner, A., Scotter, P.V., Powell, J.C., Westbrook, A. & Landes, N. (2006). The BSCS 5E instructional model: Origins, effectiveness and applications. Retrieved January 16, 2014, from http://www.bscs.org/pdf/bscs5eexecsummary.pdf
  • Colburn, A. (2003). The Lingo of Learning: 88 Education Terms Every Science Teacher Should Know. Arlington, VA: NSTA Press.
  • Çelik, H., Özbek, G. & Kartal, T. (2013).The effect of computer-aided 7e instruction model on students' scıentific process skills, Mediterranean Journal of Educational Research, Issue 14a, pp. 926-932
  • Çiğdemoğlu, C. (2012). Effectiveness of Context-Based Approach Trough 5E Learning Cycle Model On Students’ Understanding of Chemical Reactions and Energy Concepts, and Their Motivation To Learn Chemistry, Unpublished Doctoral Dissertation, Middle East Technical University. Ankara, Turkey.
  • Demircioğlu, G., Özmen, H. & Demircioğlu, H. (2004). Bütünleştirici öğrenme kuramına dayalı olarak geliştirilen etkinliklerin uygulanmasının etkililiğinin araştırılması. Türk Fen Eğitimi Dergisi, 1(1), 21- 34.
  • Difrancesca, D. (2013). Introduction to Experimental Design. http://www.learnnc.org/lp/. 29 Aralık 2013 tarihinde İndirilmiş.
  • Felddhusen, J.F. & Treffinger. (1985). Creative Thinking and Problem Solving in Gifted Education. Kendall/Hunt Publishing Company, Iowa.
  • Gallagher, J.J. (1975). Teaching the gifted child. Boston: Allyn and Bacon.
  • Harlen, W. (2004). Evaluating inquiry-based science developments. National Academy of Science, University of Cambridge and The University of Bristol.
  • Lynn, H.B. (2012). Guided inquiry using the 5E instructional model with high school physics. Unpublished Master’s Thesis Montana State University. Montana.
  • Montevechi, J. A. B., De Pinho, A. F., Leal, F., & Marins, F. A. S. (2007, December). Application of design of experiments on the simulation of a process in an automotive industry. In Proceedings of the 39th conference on Winter simulation: 40 years The best is yet to come (pp. 1601-1609). IEEE Press.
  • Orgill, M. & Thomas, M. (2007). Analogies and the 5E model: suggestions for using analogies in each phase of the 5E model. The Science Teacher,74(1), 40-45.
  • Ornek, F. & Zziwa B.J. (2011). Measuring “g” by using trajectory projectile motion: 5E learning cycle and low-cost materials. Asia-Pacific on Science Learning and Teaching, 12(1), 1-7.
  • Özbek, G., Çelik, H., Ulukök, Ş. & Sarı, U. (2012). 5E and 7E instructional models effect on science literacy. Journal of Research in Education and Teaching, 1(3), 183-194.
  • Randler, C. & Bogner, F. X. (2008). Planning experiments in science education research: Comparison of a quasi-experimental approach with a matched pair tandem design. International Journal of Environmental & Science Education, 3(3), 95-103.
  • Scriven & Paul, R. (1987). Defining critical thinking. http://www.criticalthinking.org
  • Tong, T., Jeung, V., Liu, C. & Feng, J. (2011). Investigating if the initial height would change the x displacement. Ni Hao Team. China.
  • Tsui, L. (2002). Fostering critical thinking through effective pedagogy. The Journal of Higher Education, 73(6), 740-763.
  • Vierra, R.M., Vierra, C.T. & Martins I.P. (2011). Critical thinking: conceptual clarification and its importance in science education. Science Education International, 22(1): 43-54. Appendix A
Toplam 24 adet kaynakça vardır.

Ayrıntılar

Diğer ID JA95YS39HF
Bölüm Araştırma Makalesi
Yazarlar

Harun Çelik Bu kişi benim

Untung Nugroho Harwanto Bu kişi benim

Yayımlanma Tarihi 1 Nisan 2015
Yayımlandığı Sayı Yıl 2015 Sayı: 3

Kaynak Göster

APA Çelik, H., & Harwanto, U. N. (2015). ATIŞ HAREKETİNİ İNCELEYEN 5E ÖĞRETİM MODELİNE UYGUN ÖĞRETİM MATERYALİNİN GELİŞTİRİLMESİ. Uluslararası Eğitim Bilimleri Dergisi(3), 123-137.
AMA Çelik H, Harwanto UN. ATIŞ HAREKETİNİ İNCELEYEN 5E ÖĞRETİM MODELİNE UYGUN ÖĞRETİM MATERYALİNİN GELİŞTİRİLMESİ. INES Journal. Nisan 2015;(3):123-137.
Chicago Çelik, Harun, ve Untung Nugroho Harwanto. “ATIŞ HAREKETİNİ İNCELEYEN 5E ÖĞRETİM MODELİNE UYGUN ÖĞRETİM MATERYALİNİN GELİŞTİRİLMESİ”. Uluslararası Eğitim Bilimleri Dergisi, sy. 3 (Nisan 2015): 123-37.
EndNote Çelik H, Harwanto UN (01 Nisan 2015) ATIŞ HAREKETİNİ İNCELEYEN 5E ÖĞRETİM MODELİNE UYGUN ÖĞRETİM MATERYALİNİN GELİŞTİRİLMESİ. Uluslararası Eğitim Bilimleri Dergisi 3 123–137.
IEEE H. Çelik ve U. N. Harwanto, “ATIŞ HAREKETİNİ İNCELEYEN 5E ÖĞRETİM MODELİNE UYGUN ÖĞRETİM MATERYALİNİN GELİŞTİRİLMESİ”, INES Journal, sy. 3, ss. 123–137, Nisan 2015.
ISNAD Çelik, Harun - Harwanto, Untung Nugroho. “ATIŞ HAREKETİNİ İNCELEYEN 5E ÖĞRETİM MODELİNE UYGUN ÖĞRETİM MATERYALİNİN GELİŞTİRİLMESİ”. Uluslararası Eğitim Bilimleri Dergisi 3 (Nisan 2015), 123-137.
JAMA Çelik H, Harwanto UN. ATIŞ HAREKETİNİ İNCELEYEN 5E ÖĞRETİM MODELİNE UYGUN ÖĞRETİM MATERYALİNİN GELİŞTİRİLMESİ. INES Journal. 2015;:123–137.
MLA Çelik, Harun ve Untung Nugroho Harwanto. “ATIŞ HAREKETİNİ İNCELEYEN 5E ÖĞRETİM MODELİNE UYGUN ÖĞRETİM MATERYALİNİN GELİŞTİRİLMESİ”. Uluslararası Eğitim Bilimleri Dergisi, sy. 3, 2015, ss. 123-37.
Vancouver Çelik H, Harwanto UN. ATIŞ HAREKETİNİ İNCELEYEN 5E ÖĞRETİM MODELİNE UYGUN ÖĞRETİM MATERYALİNİN GELİŞTİRİLMESİ. INES Journal. 2015(3):123-37.