Teaching of Solid Pressure with Animation, Analogy and Worksheet to Primary 8th Students

Yıl 2012, Cilt: 1 Sayı: 1 - ISSUE 1, - , 24.09.2012

Çiğdem Şahin Hava Akbulut Salih Çepni

Öz

According to researchers developing materials with using different teaching methods and techniques together are more effective on removing students alternative conceptions, providing conceptual understanding than using one teaching method or technique (Grotzer, 2003; Kawasaki, Rupert Herrenkohl & Yeary, 2004; Havu- Nuutinen, 2005; She, 2005; Yürük, 2007; İpek & Çalık, 2008; Trey & Khan, 2008; Özmen, Demircioğlu & Demircioğlu, 2009; Tural, Akdeniz & Alev, 2010; Çalik, Okur & Taylor, 2010; Çepni, İpek & şahin, 2010; İpek Akbulut, şahin & Çepni, 2012; şahin & Çepni, 2012; Karslı & Çalık, 2012). The purpose of this study is to examine the effectiveness of the developed instructional material enriched with using animations, analogy and worksheets together on students learning about solid pressure. Quasi- experimental research design is used in this study. The sample of this study consisted of forty eight primary eighth grade students (experiment group, N=25; control group, N=23) from a primary school in Giresun. Existing textbook and workbook based on the 5E teaching model are used in control group. In the experiment group teaching material based on the 5E teaching model enriched with animations, analogy and worksheets were used for teaching. Instructional process is done in two course hours (40+40= 80 min.). Three two tiered questions prepared according to the objectives of science and technology curriculum were used to collect data. The first question is used to determine students views about the relationship between pressure, pressure force and surface area. The second question is used to determine students views about the relationship of solid pressure and pressure force. The third question is used to determine students understandings about the relationship of solid pressure and technology. These questions were taken from Test for Determining Differentiation in Conceptual Structure (TDDCS) whose validity and reliability was determined by şahin (2010). Two tiered questions were applied to experiment and control group before the instruction to determine their existing knowledge, after the instruction to determine effectiveness of instruction and as delayed post test to determine retention of instruction. Mann-Whitney U test was used in analyzing the obtained data.A worksheet called "Exploring Pressure" is used in engagement, exploration and explanation stages of the 5E model to the experimental group. In engagement stage students were asked questions to provide them to think about pressure concept. And experiments are done in exploration stage. And students saved their observation data to worksheet. In explanation stage analogies are used. Two cake analogies were used in this study. In first analogy the effect of changing surface area on pressure when the force is constant and in the second analogy the effect of changing force on pressure when the surface area is constant are considered. These analogy activities are used to show students that pressure, force and pressure force concepts difference and relationships. In elaboration stage "Exploring Pressure" animation was developed for students to associate pressure concept with force and surface area. In this animation pressure applied to surface area was examined in microscopic level by using same weight on different surfaces. By the way it is tried for students to construct the relationship between the surface area and pressure in their mind. And in evaluation stage a performance task is given to students to prepare a poster.A meaningful difference in favor of experiment group was seen, when post test and delayed post test results of the sample were compared, the results of this research showed that using instructional methods and techniques with supporting each other has effective results in instruction. Accordingly Trey and Khan (2008) determined that computer supported analogies are more effective than analogies used as text for students to observe microscopic events.As seen in the related literature, students confuse pressure-weight and pressure- pressure force concepts and couldn't differentiate liquid pressure and solid pressure concepts (Önen, 2005; Psillos & Kariotoglou, 1999). Although the instructional material is so effective it is impossible to completely remove some of the alternative conceptions (Aypay, Erdoğan & Sözen, 2007; Çalık, 2006; Duit & Treagust, 2003; Keleş & Çepni, 2006; Thorley, 1990; Ural Keleş, 2009). As students has different learning styles, by using different instructional methods and techniques together it is easier to reach more students.To concrete abstract concepts and to have deep understanding of the activities worksheets, analogy and animations could be used together for other concepts in other studies. In this study worksheet, analogy and animations are used together so it is impossible to understand which of these method and techniques has more effect on learning. In other studies contribution of each method or technique could be determined separately.Keywords: Misconception, solid pressure, 5E teaching model, animation, analogy worksheets

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