Research Article
Examining the Effect on Development of Pre Science Teachers’ Argument Structure of Writing the Argumentation Based Experiment Report
Abstract
The
purpose of this study is to examine effect development of argumantation
components students of test reports writing argumantation based in lab
applications in which is a inseparable part one of science education. The
research is to occur of 46 students, which are received education in science
teacher class of a state university in Turkey on 2011-2012 autumn session. The
Research experimental design, is to
established as time-series pattern which how of condition of sample group
produce be change to depending times. This research data is to collected during
five week general biology lab. Research group to have prepare experiment
reporst using for argumantation based science ınquiry approach throughout
application. it is to give points with rubric the experiment reports which be
typed argumantation based of students and after it is to analysed with SPSS 17.
Program. According to analyse conclusions, it is to seen meaningful increase
points of each component in argumantation based test reports prepared of research
group during process. Research result demonstrate that students is significant
to reflect efficient learning to be used of argumentation based science inquiry
approach in lab application.
References
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Argümantasyon Temelli Deney Raporu Yazımının Fen Bilgisi Öğretmen Adaylarının Argüman Yapılarını Geliştirmelerine Etkisinin İncelenmesi
Abstract
Bu
çalışmanın amacı, fen eğitiminin ayrılmaz bir parçası olan laboratuvar
uygulamalarında argümantasyona dayalı deney raporu yazma anlayışını kullanan fen
bilgisi öğretmen adaylarının süreç boyunca ortaya koydukları argümanların
gelişimini incelemektir. Araştırma 2012-2013 güz yarıyılında Türkiye’ deki bir
devlet üniversitesinin fen bilgisi öğretmenliği programı 2. sınıfta öğrenim
gören 46 öğretmen adayı ile yürütülmüştür. Araştırmanın deneysel tasarımı,
örneklem gurubunun zamana bağlı nasıl değişim gösterdiğini ortaya koyan zaman
serisi deseni olarak belirlenmiştir. Bu araştırmanın verileri beş hafta boyunca
genel biyoloji laboratuvarı dersinde toplanmıştır. Araştırmanın veri toplama
aracı, fen bilgisi öğretmen adaylarının biyoloji laboratuvarı derslerinde argümantasyon
temelli hazırladıkları deney raporlarıdır. Fen bilgisi öğretmen adaylarının
hazırlamış oldukları deney raporları Choi (2008) tarafından geliştirilmiş olan yazarak
bilim öğrenme yaklaşımı puanlama ölçeği kullanılarak değerlendirilmiştir.
Araştırmanın verileri SPSS 17. programı kullanılarak analiz edilmiştir. Analizden
elde edilen bulgular, fen bilgisi öğretmen adaylarının beş hafta boyunca argümantasyon
temelli hazırlamış oldukları deney raporlarındaki herbir argüman bileşeni puanında
sürece dayalı anlamlı bir puan artış olduğunu göstermiştir. Araştırmanın sonucuna
göre, fen bilgisi öğretmen adaylarının lisans dönemi laboratuvar uygulamalarında
argümantasyon temelli yazarak bilim öğrenme anlayışını kullanması, onların
bilimi sorgulama ve anlama yolları geliştirmede etkili bir yaklaşım olduğunu
göstermektedir.
References
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Details
| Primary Language | Turkish |
|---|---|
| Journal Section | Makaleler |
| Authors | |
| Publication Date | December 20, 2017 |
| Submission Date | November 30, 2017 |
| Published in Issue | Year 2017 Volume: 4 Issue: 3 |
