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Beşinci Sınıf Öğrencilerinin Işık Kavramına Yönelik Bilgi Yapılarının Kavramsal Değişim Teorilerine Göre Analizi

Yıl 2014, Cilt 2, Sayı 3, 44 - 68, 01.09.2014

Öz

Bu çalışmanın amacı, ilköğretim öğrencilerinin “ışık” kavramına yönelik bilgi yapılarını “teori nitelikli bilgi yapısı teorisi” ve “parça nitelikli bilgi yapısı teorisi” ile açıklamaya çalışmak ve yeni program ve ders kitabı içeriklerinin geliştirilmesine katkı sağlamaktır. Araştırmada, nitel araştırma yöntemlerinden klinik görüşme yöntemi kullanılmıştır. Katılımcı olarak 21 tane 5. sınıf öğrencisi seçilmiş ve öğrencilere 9 adet etkinlik serisi eşliğinde 42 açık uçlu soru yöneltilmiştir. Öğrencilerin ışık kavramına yönelik bilgi yapılarının, teorik kavramlarla ilgili boyutunun parça nitelikli bilgi yapısı teorisine, betimsel kavramlarla ilgili boyutunun ise teori nitelikli bilgi yapısı teorisine uygun olduğu belirlenmiştir.

Kaynakça

  • Başer, M. ve Çataloğlu, E. (2005). Kavram değişimi yönetimine dayalı öğretimin öğrencilerin ısı ve sıcaklık konusundaki “yanlış kavramlar”ının giderilmesindeki etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi . 29, 43-52
  • Başer, M. ve Geban, O. (2007). Effect of instruction based on conceptual change activities on students' understandings of static electricity concepts. Research in Science & Technological Education . 25 (2), 243–267.
  • Baysen, E., Güneyli, A. ve Baysen, F. (2012). Kavram öğrenme-öğretme ve kavram yanılgıları: fen bilgili ve Türkçe öğretimi örneği. International Journal of New Trends in Arts, Sports & Science Education (IJTASE). 1 (2).
  • Carey, S. (1985). Conceptual change in childhood . MIT Press, Cambridge, Massachusetts.
  • Chi, M. T. H. ve Roscoe, R. D. (2002). The process and challenges of conceptual change. M. Limon & L. Mason (Eds.), Reconsidering conceptual change: Issues in theory and practice. 3- Dordrecht: Kluwer Academic Publishers.
  • Chinn, C. A. ve Samarapungavan, A. (2009). Conceptual change-multiple routes, multiple mechanisms: A commentary on Ohlsson (2009). Educational Psychologist . 44 (1), 48
  • Clark, D. B. (2006). Longitudinal conceptual change in students' understanding of thermal equilibrium: An examination of the process of conceptual restructuring. Cognition and Instruction . 24 (4), 467-563.
  • Çepni, S. (2005). Kuramdan uygulamaya fen ve teknoloji . Ankara: PegemA Yayıncılık.
  • Dega, B. G., Kriek, J. ve Mogese, T. F. (2012).Categorization of alternative conceptions in electricity and magnetism: The case of Ethiopian undergraduate students. Research in Science Education. doi:1007/s11165-012-9332-z
  • Dega, B. G. , Kriek, J. ve Mogese, T. F. (2013). Students’ conceptual change in electricity and magnetism using simulations: A comparison of cognitive perturbation and cognitive conflict. Journal of Research in Science Teaching. 50 (6), 677-698. diSessa, A. A. (1982). Unlearning aristolelian physics: A study of knowledge-based learning. Cognitive Science . 6, 37-75. diSessa, A. A. (1993). Towards an epistemology of physics. Cognitive and Instruction. 10 (2 ve 3), 105–225. diSessa, A. A. (2001). Changing minds: computer, learning, and literacy . Cambridge (Mass.): The MIT Press. diSessa, A. A., Gillespie, N. ve Esterly, J. (2004). Coherence versus Fragmentation in the Development of the Concept of Force. Cognitive Science . 28, 843-900.
  • Ginsburg, H. P. (1997). Entering the Child’s Mind: The Clinical Interview in Psychological Research and Practice . Cambridge University Press, 1997.
  • Ioannides, C. ve Vosniadou, S. (1998). From conceptual development to science education: a psychological point of view. International Journal of Science Education . 20, 1213-1230. Ioannides, C. ve Vosniadou, S. (2001). The changing meaning of force. Cognitive Science Quarterly . 2(1), 5-62.
  • Kozulin, A., Gindis, B., Agevey, V. S. ve Miller, S. M. (2003). Vygotsky’s educational theory in cultural context . Cambridge Press. USA.
  • Lawson, A. E. (1995). Science teaching and the development of thinking . Belmont, CA: Wadsworth.
  • Lawson, A. E., Alkhoury, S., Benford, R., Clark, B.R. ve Falconer, K. A. (2000). What kinds of scientific concepts exists? Concept construction and intellectual development in college biology. Journal of Research in Science Teaching. 37 (9), 996-1018.
  • Limon, M. ve Mason, L. (2002). Reconsidering conceptual change: Issues in theory and practice. Dordrecht: Kluwer Academic Publishers.
  • MEB (2005). İlköğretim Fen ve Teknoloji Dersi (4 ve 5. Sınıflar) Öğretim Programı. Ankara.
  • Ormrod, J. E. (2006). Educational psychology: Developing learners . ( th ed), Pearson Prentice Hall.
  • Özdemir, G. (2007). Öğrencilerin Kuvvet Kavramına İlişkin Bilgi Yapılarının Bir Analizi, Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi . 8 (14), 37-54.
  • Özdemir, G. ve Clark, D. B. (2007). An overview of conceptual change theories. Eurasia Journal of Mathematics, Science & Technology Education . 3(4), 351-361.
  • Piaget, J. (1950). The psychology of intelligence . London and New York: Routledge & Kegan Paul.
  • Rutten, N., van Joolingen, W. R. ve van der Veen, J. T. (2012). The learning effects of computer simulations in science education. Computers & Education . 58 (1), 136–153.
  • Strike, K.A. ve Posner, G.J. (1992). A Revisionist Theory of Conceptual Change. R. Duschl, R. Hamilton (eds.), Philosophy of science, Cognitive Psychology, and Educational Theory and Practice , Albany, NY: SUNY Press, 147-176.
  • Tao, P-K. ve Gunstone, R.F. (1999). The Process of Conceptual Change in Force and Motion during Computer-Supported Physics Instruction. Journal of Research in Science Teaching . (36), 859-882.
  • Turceotte, S. (2012). Computer-supported collobrative inquiry on buoyancy: a discourse analysis supporting the “pieces” position on conceptual change . Journal of Science Education . 21, 808-825
  • Urban-Woldron, H. (2009).Interactive simulations for the effective learning of physics. Journal of Computers in Mathematics and Science Teaching. 28 (2), 163– 1
  • Vosniadou S. (ed) (1994). Capturing and modeling the process of conceptual change. Learning and Instruction. 4, 45–69.
  • Vosniadou S. (1999). Conceptual change research: state of the art and future directions. Schnotz W, Vosniadou S, Carretero M (eds) New perspectives on conceptual change . Pergamon, Amsterdam, 3-13.
  • Vosniadou S. ve Brewer W.F. (1992). Mental models of the earth: a study of conceptual change in childhood. Cognitive Psychology . 24 (4), 535–585.
  • Vosniadou S. ve Brewer W.F. (1994). Mental models of the day/night cycle. Cognitive Science . 18, 123–183.
  • Wandersee, J. H., Mintzes, J. J. ve Novak, J. D. (1994). Research on Alternative Conceptions in Science. D.L. Gabel (ed.), Handbook of Research on Science Teaching and Learning. New York: Macmillan, 177-210.
  • Yıldırım, A. ve Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri (6. baskı). Ankara: Seçkin Yayıncılık.

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Yıl 2014, Cilt 2, Sayı 3, 44 - 68, 01.09.2014

Öz

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Kaynakça

  • Başer, M. ve Çataloğlu, E. (2005). Kavram değişimi yönetimine dayalı öğretimin öğrencilerin ısı ve sıcaklık konusundaki “yanlış kavramlar”ının giderilmesindeki etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi . 29, 43-52
  • Başer, M. ve Geban, O. (2007). Effect of instruction based on conceptual change activities on students' understandings of static electricity concepts. Research in Science & Technological Education . 25 (2), 243–267.
  • Baysen, E., Güneyli, A. ve Baysen, F. (2012). Kavram öğrenme-öğretme ve kavram yanılgıları: fen bilgili ve Türkçe öğretimi örneği. International Journal of New Trends in Arts, Sports & Science Education (IJTASE). 1 (2).
  • Carey, S. (1985). Conceptual change in childhood . MIT Press, Cambridge, Massachusetts.
  • Chi, M. T. H. ve Roscoe, R. D. (2002). The process and challenges of conceptual change. M. Limon & L. Mason (Eds.), Reconsidering conceptual change: Issues in theory and practice. 3- Dordrecht: Kluwer Academic Publishers.
  • Chinn, C. A. ve Samarapungavan, A. (2009). Conceptual change-multiple routes, multiple mechanisms: A commentary on Ohlsson (2009). Educational Psychologist . 44 (1), 48
  • Clark, D. B. (2006). Longitudinal conceptual change in students' understanding of thermal equilibrium: An examination of the process of conceptual restructuring. Cognition and Instruction . 24 (4), 467-563.
  • Çepni, S. (2005). Kuramdan uygulamaya fen ve teknoloji . Ankara: PegemA Yayıncılık.
  • Dega, B. G., Kriek, J. ve Mogese, T. F. (2012).Categorization of alternative conceptions in electricity and magnetism: The case of Ethiopian undergraduate students. Research in Science Education. doi:1007/s11165-012-9332-z
  • Dega, B. G. , Kriek, J. ve Mogese, T. F. (2013). Students’ conceptual change in electricity and magnetism using simulations: A comparison of cognitive perturbation and cognitive conflict. Journal of Research in Science Teaching. 50 (6), 677-698. diSessa, A. A. (1982). Unlearning aristolelian physics: A study of knowledge-based learning. Cognitive Science . 6, 37-75. diSessa, A. A. (1993). Towards an epistemology of physics. Cognitive and Instruction. 10 (2 ve 3), 105–225. diSessa, A. A. (2001). Changing minds: computer, learning, and literacy . Cambridge (Mass.): The MIT Press. diSessa, A. A., Gillespie, N. ve Esterly, J. (2004). Coherence versus Fragmentation in the Development of the Concept of Force. Cognitive Science . 28, 843-900.
  • Ginsburg, H. P. (1997). Entering the Child’s Mind: The Clinical Interview in Psychological Research and Practice . Cambridge University Press, 1997.
  • Ioannides, C. ve Vosniadou, S. (1998). From conceptual development to science education: a psychological point of view. International Journal of Science Education . 20, 1213-1230. Ioannides, C. ve Vosniadou, S. (2001). The changing meaning of force. Cognitive Science Quarterly . 2(1), 5-62.
  • Kozulin, A., Gindis, B., Agevey, V. S. ve Miller, S. M. (2003). Vygotsky’s educational theory in cultural context . Cambridge Press. USA.
  • Lawson, A. E. (1995). Science teaching and the development of thinking . Belmont, CA: Wadsworth.
  • Lawson, A. E., Alkhoury, S., Benford, R., Clark, B.R. ve Falconer, K. A. (2000). What kinds of scientific concepts exists? Concept construction and intellectual development in college biology. Journal of Research in Science Teaching. 37 (9), 996-1018.
  • Limon, M. ve Mason, L. (2002). Reconsidering conceptual change: Issues in theory and practice. Dordrecht: Kluwer Academic Publishers.
  • MEB (2005). İlköğretim Fen ve Teknoloji Dersi (4 ve 5. Sınıflar) Öğretim Programı. Ankara.
  • Ormrod, J. E. (2006). Educational psychology: Developing learners . ( th ed), Pearson Prentice Hall.
  • Özdemir, G. (2007). Öğrencilerin Kuvvet Kavramına İlişkin Bilgi Yapılarının Bir Analizi, Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi . 8 (14), 37-54.
  • Özdemir, G. ve Clark, D. B. (2007). An overview of conceptual change theories. Eurasia Journal of Mathematics, Science & Technology Education . 3(4), 351-361.
  • Piaget, J. (1950). The psychology of intelligence . London and New York: Routledge & Kegan Paul.
  • Rutten, N., van Joolingen, W. R. ve van der Veen, J. T. (2012). The learning effects of computer simulations in science education. Computers & Education . 58 (1), 136–153.
  • Strike, K.A. ve Posner, G.J. (1992). A Revisionist Theory of Conceptual Change. R. Duschl, R. Hamilton (eds.), Philosophy of science, Cognitive Psychology, and Educational Theory and Practice , Albany, NY: SUNY Press, 147-176.
  • Tao, P-K. ve Gunstone, R.F. (1999). The Process of Conceptual Change in Force and Motion during Computer-Supported Physics Instruction. Journal of Research in Science Teaching . (36), 859-882.
  • Turceotte, S. (2012). Computer-supported collobrative inquiry on buoyancy: a discourse analysis supporting the “pieces” position on conceptual change . Journal of Science Education . 21, 808-825
  • Urban-Woldron, H. (2009).Interactive simulations for the effective learning of physics. Journal of Computers in Mathematics and Science Teaching. 28 (2), 163– 1
  • Vosniadou S. (ed) (1994). Capturing and modeling the process of conceptual change. Learning and Instruction. 4, 45–69.
  • Vosniadou S. (1999). Conceptual change research: state of the art and future directions. Schnotz W, Vosniadou S, Carretero M (eds) New perspectives on conceptual change . Pergamon, Amsterdam, 3-13.
  • Vosniadou S. ve Brewer W.F. (1992). Mental models of the earth: a study of conceptual change in childhood. Cognitive Psychology . 24 (4), 535–585.
  • Vosniadou S. ve Brewer W.F. (1994). Mental models of the day/night cycle. Cognitive Science . 18, 123–183.
  • Wandersee, J. H., Mintzes, J. J. ve Novak, J. D. (1994). Research on Alternative Conceptions in Science. D.L. Gabel (ed.), Handbook of Research on Science Teaching and Learning. New York: Macmillan, 177-210.
  • Yıldırım, A. ve Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri (6. baskı). Ankara: Seçkin Yayıncılık.

Analysis of Knowledge Structures About Light Concept of First Level Elementary Students According to Conceptual Change Theories

Yıl 2014, Cilt 2, Sayı 3, 44 - 68, 01.09.2014

Öz

The purpose of this study is to determine whether the knowledge structure of first level elementary school students for the ''light'' concept can be explained by "knowledge-as-theory perspective" or "knowledge-in-pieces perspective" and to contribute to the development of new teaching and learning techniques. In this research, clinical interview method was used. This method is a qualitative research method which aims to reveal what lies coginively behind the individual's explanations. In this study 21 fifth-grade students were selected and interviewed as participants. Students with similar level of success and Socio-ecomomic status, were choosen. A dark room was prepared in the same school where experimental activities were held and a set of clinical interviews were arranged. It was concluded that the knowledge structures about light concepts of students are suitable for "knowledge-in-pieces perspective" in theoretical concepts and "knowledge-as-theory perspective" for descriptive concepts.

Kaynakça

  • Başer, M. ve Çataloğlu, E. (2005). Kavram değişimi yönetimine dayalı öğretimin öğrencilerin ısı ve sıcaklık konusundaki “yanlış kavramlar”ının giderilmesindeki etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi . 29, 43-52
  • Başer, M. ve Geban, O. (2007). Effect of instruction based on conceptual change activities on students' understandings of static electricity concepts. Research in Science & Technological Education . 25 (2), 243–267.
  • Baysen, E., Güneyli, A. ve Baysen, F. (2012). Kavram öğrenme-öğretme ve kavram yanılgıları: fen bilgili ve Türkçe öğretimi örneği. International Journal of New Trends in Arts, Sports & Science Education (IJTASE). 1 (2).
  • Carey, S. (1985). Conceptual change in childhood . MIT Press, Cambridge, Massachusetts.
  • Chi, M. T. H. ve Roscoe, R. D. (2002). The process and challenges of conceptual change. M. Limon & L. Mason (Eds.), Reconsidering conceptual change: Issues in theory and practice. 3- Dordrecht: Kluwer Academic Publishers.
  • Chinn, C. A. ve Samarapungavan, A. (2009). Conceptual change-multiple routes, multiple mechanisms: A commentary on Ohlsson (2009). Educational Psychologist . 44 (1), 48
  • Clark, D. B. (2006). Longitudinal conceptual change in students' understanding of thermal equilibrium: An examination of the process of conceptual restructuring. Cognition and Instruction . 24 (4), 467-563.
  • Çepni, S. (2005). Kuramdan uygulamaya fen ve teknoloji . Ankara: PegemA Yayıncılık.
  • Dega, B. G., Kriek, J. ve Mogese, T. F. (2012).Categorization of alternative conceptions in electricity and magnetism: The case of Ethiopian undergraduate students. Research in Science Education. doi:1007/s11165-012-9332-z
  • Dega, B. G. , Kriek, J. ve Mogese, T. F. (2013). Students’ conceptual change in electricity and magnetism using simulations: A comparison of cognitive perturbation and cognitive conflict. Journal of Research in Science Teaching. 50 (6), 677-698. diSessa, A. A. (1982). Unlearning aristolelian physics: A study of knowledge-based learning. Cognitive Science . 6, 37-75. diSessa, A. A. (1993). Towards an epistemology of physics. Cognitive and Instruction. 10 (2 ve 3), 105–225. diSessa, A. A. (2001). Changing minds: computer, learning, and literacy . Cambridge (Mass.): The MIT Press. diSessa, A. A., Gillespie, N. ve Esterly, J. (2004). Coherence versus Fragmentation in the Development of the Concept of Force. Cognitive Science . 28, 843-900.
  • Ginsburg, H. P. (1997). Entering the Child’s Mind: The Clinical Interview in Psychological Research and Practice . Cambridge University Press, 1997.
  • Ioannides, C. ve Vosniadou, S. (1998). From conceptual development to science education: a psychological point of view. International Journal of Science Education . 20, 1213-1230. Ioannides, C. ve Vosniadou, S. (2001). The changing meaning of force. Cognitive Science Quarterly . 2(1), 5-62.
  • Kozulin, A., Gindis, B., Agevey, V. S. ve Miller, S. M. (2003). Vygotsky’s educational theory in cultural context . Cambridge Press. USA.
  • Lawson, A. E. (1995). Science teaching and the development of thinking . Belmont, CA: Wadsworth.
  • Lawson, A. E., Alkhoury, S., Benford, R., Clark, B.R. ve Falconer, K. A. (2000). What kinds of scientific concepts exists? Concept construction and intellectual development in college biology. Journal of Research in Science Teaching. 37 (9), 996-1018.
  • Limon, M. ve Mason, L. (2002). Reconsidering conceptual change: Issues in theory and practice. Dordrecht: Kluwer Academic Publishers.
  • MEB (2005). İlköğretim Fen ve Teknoloji Dersi (4 ve 5. Sınıflar) Öğretim Programı. Ankara.
  • Ormrod, J. E. (2006). Educational psychology: Developing learners . ( th ed), Pearson Prentice Hall.
  • Özdemir, G. (2007). Öğrencilerin Kuvvet Kavramına İlişkin Bilgi Yapılarının Bir Analizi, Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi . 8 (14), 37-54.
  • Özdemir, G. ve Clark, D. B. (2007). An overview of conceptual change theories. Eurasia Journal of Mathematics, Science & Technology Education . 3(4), 351-361.
  • Piaget, J. (1950). The psychology of intelligence . London and New York: Routledge & Kegan Paul.
  • Rutten, N., van Joolingen, W. R. ve van der Veen, J. T. (2012). The learning effects of computer simulations in science education. Computers & Education . 58 (1), 136–153.
  • Strike, K.A. ve Posner, G.J. (1992). A Revisionist Theory of Conceptual Change. R. Duschl, R. Hamilton (eds.), Philosophy of science, Cognitive Psychology, and Educational Theory and Practice , Albany, NY: SUNY Press, 147-176.
  • Tao, P-K. ve Gunstone, R.F. (1999). The Process of Conceptual Change in Force and Motion during Computer-Supported Physics Instruction. Journal of Research in Science Teaching . (36), 859-882.
  • Turceotte, S. (2012). Computer-supported collobrative inquiry on buoyancy: a discourse analysis supporting the “pieces” position on conceptual change . Journal of Science Education . 21, 808-825
  • Urban-Woldron, H. (2009).Interactive simulations for the effective learning of physics. Journal of Computers in Mathematics and Science Teaching. 28 (2), 163– 1
  • Vosniadou S. (ed) (1994). Capturing and modeling the process of conceptual change. Learning and Instruction. 4, 45–69.
  • Vosniadou S. (1999). Conceptual change research: state of the art and future directions. Schnotz W, Vosniadou S, Carretero M (eds) New perspectives on conceptual change . Pergamon, Amsterdam, 3-13.
  • Vosniadou S. ve Brewer W.F. (1992). Mental models of the earth: a study of conceptual change in childhood. Cognitive Psychology . 24 (4), 535–585.
  • Vosniadou S. ve Brewer W.F. (1994). Mental models of the day/night cycle. Cognitive Science . 18, 123–183.
  • Wandersee, J. H., Mintzes, J. J. ve Novak, J. D. (1994). Research on Alternative Conceptions in Science. D.L. Gabel (ed.), Handbook of Research on Science Teaching and Learning. New York: Macmillan, 177-210.
  • Yıldırım, A. ve Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri (6. baskı). Ankara: Seçkin Yayıncılık.

Ayrıntılar

Birincil Dil Türkçe
Konular Sosyal
Bölüm Makaleler
Yazarlar

Zeki APAYDIN Bu kişi benim


Emrah AKMAN
0000-0003-0637-919X


Erol TAŞ Bu kişi benim


Evşen Aymen PEKER Bu kişi benim

Yayımlanma Tarihi 1 Eylül 2014
Başvuru Tarihi 28 Haziran 2014
Kabul Tarihi 19 Ekim 2021
Yayınlandığı Sayı Yıl 2014, Cilt 2, Sayı 3

Kaynak Göster

APA Apaydın, Z. , Akman, E. , Taş, E. & Peker, E. A. (2014). Beşinci Sınıf Öğrencilerinin Işık Kavramına Yönelik Bilgi Yapılarının Kavramsal Değişim Teorilerine Göre Analizi . Journal of Computer and Education Research , 2 (3) , 44-68 . Retrieved from https://dergipark.org.tr/tr/pub/jcer/issue/18615/196501

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Önemli: "Yazar adından yapılan yayın/atıf taramalarında isim benzerlikleri, soyadı değişikliği, Türkçe harf içeren isimler, farklı yazımlar, kurum değişiklikleri gibi durumlar sorun oluşturabilmektedir. Bu nedenle araştırmacıların tanımlayıcı kimlik/numara (ID) edinmeleri önem taşımaktadır. ULAKBİM TR Dizin sistemlerinde tanımlayıcı ID bilgilerine yer verilecektir.

Standardizasyonun sağlanabilmesi ve YÖK ile birlikte yürütülecek ortak çalışmalarda ORCID kullanılacağı için, TR Dizin’de yer alan veya yer almak üzere başvuran dergilerin, yazarlardan ORCID bilgilerini talep etmeleri ve dergide/makalelerde bu bilgiye yer vermeleri tavsiye edilmektedir. ORCID, Open Researcher ve Contributor ID'nin kısaltmasıdır.  ORCID, Uluslararası Standart Ad Tanımlayıcı (ISNI) olarak da bilinen ISO Standardı (ISO 27729) ile uyumlu 16 haneli bir numaralı bir URI'dir. http://orcid.org adresinden bireysel ORCID için ücretsiz kayıt oluşturabilirsiniz. "