Farklı Kavramsal Değişim Yöntemleri İle Alternatif Kavramları Gidermek ve Bilimsel Süreç Becerilerini Geliştirmek Mümkün Müdür? Elektrokimyasal Piller Örneği

Yıl 2013, Cilt: 1 Sayı: 1, 1 - 26, 01.03.2013

Fethiye Karslı Alipaşa Ayas

Öz

Bu çalışmanın amacı, Fen Öğretimi Laboratuvar Uygulamaları dersi kapsamında “Elektrokimyasal Piller” konusundaki kavramlara yönelik, öğrencilerin hem Bilimsel Süreç Becerilerini (BSB) geliştirmelerine hem de olumlu yönde kavramsal değişim sağlamalarına fırsat sunan laboratuvar rehber materyali geliştirmek ve etkililiğini incelemektir. Araştırmanın örneklemi, Giresun Üniversitesi, Eğitim Fakültesi Fen Bilgisi Öğretmenliği Programının 2 şubesinde öğrenim gören toplam “49” 3. sınıf öğrencisinden oluşmaktadır. Araştırmada ön test-son test dizaynlı yarı deneysel yöntem kullanılmıştır. Deney grubunda, 5E’nin aşamalarına çalışma yaprağı (ÇY), bilgisayar animasyonları (BA), kavramsal değişim metni (KDM) ve deney gibi farklı kavramsal değişim yöntem/tekniklerinin adapte edilmesiyle zenginleştirilmiş laboratuvar rehber materyali; kontrol grubunda ise geleneksel öğretim yöntemi (teorik bilgi, soru-cevap ve deney) kullanılarak uygulamalar yürütülmüştür. Araştırmada veriler, Karslı ve Ayas (2013) tarafından geliştirilen Çoklu Formda Bilimsel Süreç Becerileri Testi (BİSBET) ve İki Aşamalı Elektrokimyasal Piller Kavram Testi (EPKT) kullanılarak toplanmıştır. BİSBET ve iki aşamalı EPKT’den elde edilen verilerin istatistiksel analizleri, deney ve kontrol grupları arasında hem BSB hem de kavramsal değişim başarıları yönünden deney grubu lehine anlamlı farklılıkların olduğunu (p< .05) göstermektedir. Araştırmada, 5E öğretim modeline dayandırılarak farklı öğretim yöntem ve tekniklerle zenginleştirilmiş laboratuvar rehber materyallerinin, öğrencilerin BSB’lerini geliştirmede ve onların ele alınan konularda alternatif kavramlarını gidererek olumlu yönde kavramsal değişim gerçekleştirmelerinde geleneksel yöntemlere göre daha başarılı olduğu sonuçlarına ulaşılmıştır.

Anahtar Kelimeler

Bilimsel Süreç Becerileri, Kavramsal Değişim, Laboratuvar Rehber Materyalleri, Farklı Öğretim Yöntem ve Teknikleri, Elektrokimyasal Piller.

Is it Possible to Eliminate Alternative Conceptions and to Improve Scientific Process Skills with Different Conceptual Change Methods? ‘An Example of Electrochemical Cells’

Öz

The aim of this study is to develop a laboratory guided material offering the opportunity on both improving Scientific Process Skills (SPS) and conceptual change of prospective science teachers about the concepts of “Electrochemical Cells” at the course of laboratory practices in science education and investigate the effectiveness of the material on them. The sample of the study consisted of 49 third-year students enrolled in two different classes of Department of Science Teaching Programmed in Faculty of Education in Giresun University. A quasi-experimental approach with a pre-test−post-test design was used in this study. Experimental group was instructed with enriched laboratory guide materials embedded different teaching methods and techniques such as worksheet, computer animations, conceptual change text, hands-on activities, and experiment within 5E model. Control group was instructed with traditional methods (theoretical knowledge, question-answer, and experiment). The data were gathered by means of Multiple Form of Scientific Process Skills Test (MSPST) developed by Karslı and Ayas (2013) and two- tier Electrochemical Cells Concept Tests (ECCT). The statistical analysis of the data obtained from the MSPST and two- tier ECCT indicated that there were significant differences in favor of the experimental group in terms of the prospective science teachers’ achievement both their SPS and conceptual change (p< 0.5). The results obtained from quantitative and qualitative data indicated that laboratory guide materials based on the 5E instructional model and enriched with different teaching methods and techniques helped the prospective science teachers both to improve their SPSs and achieve conceptual change together with removing their alternative conceptions.

Anahtar Kelimeler

Scientific Process Skills, Conceptual Change, Laboratory Guided Materials, Different Teaching Methods and Techniques, Electrochemical Cells.

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