BibTex RIS Kaynak Göster

INVESTIGATION OF “ANTHROPOMORPHISM” AND “ANIMISM” IN UNIVERSITY CHEMISTRY STUDENTS’ EXPLANATIONS RELATED TO ATOM AND CHEMICAL BONDING

Yıl 2006, Cilt: 14 Sayı: 1, 83 - 90, 01.03.2006

Öz

This study was concerned with the students’ usage of anthropomorphism and animism in chemistry. It was especially investigated during the period when the students’ comprehension related to covalent bonding had been studied. The data was accumulated by the use of the misconception diagnostic test concerning atom and covalent bonding given to the group formed by 324 university chemistry students. At the end of the study, it was seen that the students used the verbs determined in literature related to this issue such as “need, want, try, grab”, unique to human-beings. These are animism for atoms and electrons in a way used in literature. Moreover, the reasons for using anthropomorphism and its effects on teaching chemistry were discussed

Kaynakça

  • Griffiths, A. K. & Preston, K. R., “Grade-12 Students’ Misconceptions Relating to Fundamental Characteristics of Atoms and Molecules”, Journal of Research in Science Teaching, 29, 6, (1992) 611-628.
  • Taber, K. S., “The Secret Life of the Chemical Bond: Students’ anthropomorphic and Animistic References to Bonding”, International Journal of Science Education, 18, 5, (1996) 557-568.
  • Kallery, M. & Psillos, D., “Anthropomorphism and Animism in Early Years Science: Why Teachers Use Them, How Conceptualise Them and What Are Their Views on Their Use”, Research in Science Education, 34, (2004) 291-311.
  • Nicoll, G., “A Report of Undergraduates’ bonding Misconceptions”, International Journal of Science Education, 23, 7, (2001) 707-730.
  • Zohar, A. & Ginossar, S., “Lifting the Taboo Regarding Teleology and Anthropomorphism in Biology Education-Heretical Suggestions”, Science Education, 82, (1998) 679-697.
  • Treagust, D. F., Chittleborough, G. & Thapelo, L. M., “The Role of Submisroscopic and Symbolic Representations in Chemical Explanations”, International Journal of Science Education, 25, 11, (2003) 1353-1368.
  • Watts , M. and Bentley, D., Humanizing and feminizing school science: reviving anthropomorphic and animistic thinking in constructivist science education,. International Science Education, (1994). 16(1), 83-97.
  • Banister, F. & Ryan, C., “Developing Science Concepts Through Story-Telling”, School Science Review, 83, 302, (2001) 75-83.
  • Tamir, P. & Zohar, A., “Anthropomorphism and Teleology in Reasoning about Biological Phenomena” Science Education, 74, 1, (1991) 57-67.
  • McCoy, M., “Systematic Misrepresentation: Analogy and Anthropomorphism in the Work of Charles and Erasmus Darwin” Discourse, 9, (2003).
  • Taber, K. S., “ Shifting Sands: A Case Study of Conceptual Development as Competition Between Alternative Conceptions”, International Journal of Science Education, 23, 7, (2001) 731-753.
  • Coll, R. K. & Treagust, D. F., “ Exploring Tertiary Students’ Understanding of Covalent Bonding”, Research in Science and Technological Education, 20, 2, (2002) 241-267.

ÜNİVERSİTE KİMYA ÖĞRENCİLERİNİN ATOM VE KİMYASAL BAĞLAR KONULARINI AÇIKLAMADA “İNSANA ÖZGÜ DİL” VE “CANLILIĞI ” KULLANMALARININ İNCELENMESİ

Yıl 2006, Cilt: 14 Sayı: 1, 83 - 90, 01.03.2006

Öz

Bu çalışmada öğrencilerin kimyada özellikle de atom ve kimyasal bağlanma konusunu açıklarken insana özgü dil ve canlılığı kullanmaları, kovalent bağ ile ilgili öğrenci kavrayışının incelendiği bir çalışma sırasında araştırılmıştır. Veriler, 324 üniversite kimya öğrencilerinden oluşan gruba uygulanan kovalent bağlanma ve atom ile ilgili bir kavram yanılgısı teşhis testinden yararlanılarak toplanmıştır. Çalışma sonunda öğrencilerin literatürde bu konuda belirlenen “gereksinim duymak, istemek, çalışmak, yakalamak” gibi insana has ve canlılık ile ilgili yüklemleri, literatürdekine benzer şekilde atom ve elektronlar için sıklıkla kullandıkları belirlenmiştir. Ayrıca çalışmada, insana has dilin kullanımının nedenleri ve kimya öğretimine etkileri tartışılmıştır

Kaynakça

  • Griffiths, A. K. & Preston, K. R., “Grade-12 Students’ Misconceptions Relating to Fundamental Characteristics of Atoms and Molecules”, Journal of Research in Science Teaching, 29, 6, (1992) 611-628.
  • Taber, K. S., “The Secret Life of the Chemical Bond: Students’ anthropomorphic and Animistic References to Bonding”, International Journal of Science Education, 18, 5, (1996) 557-568.
  • Kallery, M. & Psillos, D., “Anthropomorphism and Animism in Early Years Science: Why Teachers Use Them, How Conceptualise Them and What Are Their Views on Their Use”, Research in Science Education, 34, (2004) 291-311.
  • Nicoll, G., “A Report of Undergraduates’ bonding Misconceptions”, International Journal of Science Education, 23, 7, (2001) 707-730.
  • Zohar, A. & Ginossar, S., “Lifting the Taboo Regarding Teleology and Anthropomorphism in Biology Education-Heretical Suggestions”, Science Education, 82, (1998) 679-697.
  • Treagust, D. F., Chittleborough, G. & Thapelo, L. M., “The Role of Submisroscopic and Symbolic Representations in Chemical Explanations”, International Journal of Science Education, 25, 11, (2003) 1353-1368.
  • Watts , M. and Bentley, D., Humanizing and feminizing school science: reviving anthropomorphic and animistic thinking in constructivist science education,. International Science Education, (1994). 16(1), 83-97.
  • Banister, F. & Ryan, C., “Developing Science Concepts Through Story-Telling”, School Science Review, 83, 302, (2001) 75-83.
  • Tamir, P. & Zohar, A., “Anthropomorphism and Teleology in Reasoning about Biological Phenomena” Science Education, 74, 1, (1991) 57-67.
  • McCoy, M., “Systematic Misrepresentation: Analogy and Anthropomorphism in the Work of Charles and Erasmus Darwin” Discourse, 9, (2003).
  • Taber, K. S., “ Shifting Sands: A Case Study of Conceptual Development as Competition Between Alternative Conceptions”, International Journal of Science Education, 23, 7, (2001) 731-753.
  • Coll, R. K. & Treagust, D. F., “ Exploring Tertiary Students’ Understanding of Covalent Bonding”, Research in Science and Technological Education, 20, 2, (2002) 241-267.
Toplam 12 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Research Article
Yazarlar

Canan Nakiboğlu Bu kişi benim

H.esra Poyraz Bu kişi benim

Yayımlanma Tarihi 1 Mart 2006
Yayımlandığı Sayı Yıl 2006 Cilt: 14 Sayı: 1

Kaynak Göster

APA Nakiboğlu, C., & Poyraz, H. (2006). ÜNİVERSİTE KİMYA ÖĞRENCİLERİNİN ATOM VE KİMYASAL BAĞLAR KONULARINI AÇIKLAMADA “İNSANA ÖZGÜ DİL” VE “CANLILIĞI ” KULLANMALARININ İNCELENMESİ. Kastamonu Education Journal, 14(1), 83-90.