Usage of Graphic Organizers in Upper-Secondary School Chemistry Textbooks

Yıl 2022, , 1 - 31, 31.12.2022

Canan Nakiboğlu

https://doi.org/10.46762/mamulebd.1196017

Cited By: 1

Öz

Within the framework of today's programs and teaching approach, it is extremely important to develop students' high-level cognitive skills and teach concepts. This situation also requires students' active participation in the lesson. Using graphic organizers in chemistry textbooks can both increase the active participation of students and contribute to the development of high-level thinking skills. Thus, this study aimed to identify what kinds of graphic organizers were placed in upper-secondary school chemistry textbooks and to determine the purpose of graphic organizer usage and the position of graphic organizers in the textbooks. The study is based on a qualitative research methodology and a document analysis method was used. Four chemistry textbooks, 9th, 10th, 11th, and 12th grades were analyzed by taking into account a concept map concerning the classification of graphic organizers as a rubric. At the end of the study, it was found that 55 graphic organizers, 15 in the 9th-grade chemistry textbook, 21 in the 10th-grade chemistry textbook, eight in the 11th-grade chemistry textbook, and 11 in the 12th-grade chemistry textbook were placed in all chemistry textbooks analyzed.

Anahtar Kelimeler

Graphic organizer, chemistry textbooks, upper-secondary school

Destekleyen Kurum

No

Proje Numarası

No

Teşekkür

No

Ortaöğretim Kimya Ders Kitaplarında Grafik Düzenleyici Kullanımı

Öz

Günümüz programları ve öğretim yaklaşımı çerçevesinde öğrencilerin üst düzey bilişsel becerilerinin geliştirilmesi ve kavramların öğretilmesi son derece önemlidir. Bu durum öğrencilerin derse aktif katılımını da gerektirmektedir. Kimya ders kitaplarında grafik düzenleyicilerin kullanılması hem öğrencilerin derse aktif katılımını artırabilir hem de üst düzey düşünme becerilerinin gelişmesine katkı sağlayabilir. Bu çalışmada, ortaöğretim kimya ders kitaplarında ne tür grafik düzenleyicilerin yer aldığını ve bu grafik düzenleyicilerin kullanım amaçları ile ders kitaplardaki yerleşimlerinin belirlenmesi amaçlanmıştır. Çalışma nitel araştırma metodolojisine dayalı olup, doküman inceleme yöntemi kullanılmıştır. Çalışmada 9, 10, 11 ve 12. sınıflar olmak üzere dört kimya ders kitabı, grafik düzenleyicilerin sınıflandırılmasına ilişkin bir kavram haritası dikkate alınarak analiz edilmiştir. Çalışmanın sonunda 9. sınıf kimya ders kitabında 15, 10. sınıf kimya ders kitabında 21, 11. sınıf kimya ders kitabında 8 ve 12. sınıf kimya ders kitabında 11 olmak üzere tüm kimya ders kitaplarında toplam 55 grafik düzenleyicinin bulunduğu belirlenmiştir.

Anahtar Kelimeler

Grafik düzenleyici, kimya ders kitabı, ortaöğretim

Proje Numarası

No

Kaynakça

• Ahmed, S. D. (2020). The impact of fishbone strategy in the achievement of chemistry and visual thinking among the seven grade students. Utopía y Praxis Latinoamericana, 25(1), 305-314.
• Ausubel, D. P. (1960). The use of advance organizers in the learning and learning and retention of meaningful verbal material. Journal of Educational Psychology, 51(5), 267-272.
• Ary, D., Jacobs, L. C., & Sorensen, C. (2010). Introduction to research in education (8th ed.). California: Thomson Wadsworth.
• Bagci Kilic, Gulsen (2003). Concept maps and language: a Turkish experience. International Journal of Science Education, 25(11), 1299-1311.
• Bamidele, E.F., & Oloyede, E. O. (2013). Comparative effectiveness of hierarchical, flowchart and spider concept mapping strategies on students’ performance in chemistry. World Journal of Education, 3(1), 66-76.
• Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40.
• Braselton, S., & Decker, B. C. (1994). Using graphic organizers to improve the reading of mathematics. The reading teacher, 48(3), 276-281.
• Buntting, C., Coll, R. K., & Campbell, A. (2006). Student views of concept mapping use in introductory tertiary biology classes. International Journal of Science and Mathematics Education, 4, 641-668.
• Cala, R. F. (2019). Integrating graphic organizers in lesson packages and ıts effect to students’ levels of conceptual understanding. International Journal of Secondary Education, 7 (4), pp. 89-100.
• DiCecco, V. M., & Gleason, M. M. (2002).Using graphic organizers to attain relational knowledge from expository text. Journal of Learning Disabilities, 35(4), 306-320.
• Domin, D. S. (2008). Using an advance organizer to facilitate change in students’ conceptualisation of the role of creativity in science. Chemistry Education Research and Practice, 9(4), 291–300. Dönmez, C., Yazıcı, K., & Sabancı, O. (2007). Sosyal bilgiler derslerinde grafik düzenleyicilerin kullanımının öğrencilerin akademik bilgiyi elde etmelerine etkisi. Türk Eğitim Bilimleri Dergisi, 5(3), 437-459.
• Egan, M. (1999). Reflections on effective use of graphic organizers. Journal of Adolescent & Adult Literacy, 42(8), 641-645.
• Gallavan, N. P.; Kottler, E. (2007). Eight types of graphic organizers for empowering social studies students and teachers. The Social Studies, 98(3), 117–128.
• Gay, L. R. & Airasion, P. (2000). Educational research: Competencies for analysis and application. Upper Saddle River: Prentice-Hall.
• Griffin, C. C., Malone, L. D., & Kameenui, E. J. (1995). Effects of graphic organizer ınstruction on fifth-grade students. The Journal of Educational Research, 89(2), 98–107.
• Güzel-Özmen, R. (2009). Hayat Bilgisi, Sosyal Bilgiler ve Fen Bilgisi öğretiminde öğrenme güçlüğü olan ve zihinsel yetersizlikten etkilenmiş öğrenciler için şematik düzenleyicilerin oluşturulması ve sunumu. Milli Eğitim Dergisi, 37, 289-301.
• Irwin-DeVitis, L., & Pease, D. (1995). Using graphic organizers for learning and assessment in middle-level classrooms. Middle School Journal, 26(5), 57–64.
• Ives, B. (2007). Graphic organizers applied to secondary algebra instruction for students with learning disorders. Learning Disabilities Research & Practice, 22(2), 110-118.
• Kaur, S., & Kamini, A. (2018). Effect of teaching through graphic organizers on academic achievement ın science of vii graders. International Journal of Innovative Research Explorer, 5(4), 400-404.
• Köseoğlu, F., Atasoy, B., Kavak, N., Budak, E., Tümay, H., Kadayıfçı, H. & Taşdelen, U. (2003). Yapılandırmacı öğrenme ortamı için bir fen ders kitabı nasıl olmalıdır? (1. Baskı) Ankara: Asil Yayın Dağıtım.
• Liu, Y., & Khine, M. s. (2016). Content analysis of the diagrammatic representations of primary science textbooks. Eurasia Journal of Mathematics, Science & Technology Education, 12(8), 1937-1951.
• Lusk, K. (2014). Teaching high school students scientific concepts using graphic organizers. Theses, Dissertations and Capstones. Paper 895.
• Mitchell, D., & Hutchinson, C. J. (2003). Using graphic organizers to develop the cognitive domain in physical education. Journal of Physical Education, Recreation & Dance, 74(9), 42–47.
• Nakhleh, M. B. (1992). Why some students don’t learn chemistry? Journal of Chemical Education, 69(3), 191- 196.
• Nakiboğlu, C. (2003). Instructional misconceptions of Turkish prospective chemistry teachers about atomic orbitals and hybridisation. Chemistry Education Research and Practice, 4, 171-188.
• Nakiboğlu, C. (2006). Fen ve Teknoloji Öğretiminde Yanlış Kavramalar. M. Bahar (Ed.). Fen ve Teknoloji Öğretimi, (191-217).(1. Baskı).Ankara: Pegem A Yayıncılık.
• Nakiboğlu, C. (2009). Deneyimli kimya öğretmenlerinin ortaöğretim kimya ders kitaplarını kullanımlarının incelenmesi. Kırşehir Eğitim Fakültesi Dergisi, 10 (1), 91-101.
• Nakiboğlu, C., & Ertem, H. (2010). Atom ile ilgili kavram haritalarının yapısal, ilişkisel ve öneri doğruluğu puanlaması analiz sonuçlarının kıyaslanması. Türk Fen Eğitimi Dergisi, 7(3), 60-77.
• Nakiboğlu, C., Kaşmer, N., Gültekin C. ve Dönmez, F. (2010). Ön düzenleyiciler ve 9. Sınıf Kimya ders kitaplarında kullanımlarının incelenmesi. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi,11(2), 139-158.
• Nakiboğlu, C., & Çamurcu, M. (2014). Grafik düzenleyiciler ve ortaöğretim fizik ders kitaplarında kullanımlarının incelenmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 14(1), 51-74.
• Nakiboğlu, C., Şen, A. Z., Akgün, İ., & Fidan, M. (2016). Genel Kimya laboratuvarında akış diyagramı kullanımına yönelik öğrenci görüşlerinin incelenmesi. Journal of the Turkish Chemical Society Section C: Chemical Education, 1(1), 63-86.
• Nakiboğlu, C. (2018). Use of graphic organizers in secondary chemistry lessons. The Eurasia Proceedings of Educational & Social Sciences (EPESS), 7, 72–75.
• Nakiboğlu, C. & Yıldırım, Ş. (2018). Ortaokul fen bilimleri ders kitaplarında grafik düzenleyici kullanımının incelenmesi. Kuramsal Eğitimbilim Dergisi [Journal of Theoretical Educational Science], UBEK-2018, 1-23.
• Nakiboğlu, C., & Nakiboğlu, N. (2019). Exploring prospective chemistry teachers’ perceptions of precipitation, conception of precipitation reactions and visualization of the sub-microscopic level of precipitation reactions. Chemistry Education Research and Practice, 20(4), 873-889.
• Nakiboğlu, C., & Nakiboğlu, N. (2021). Views of Prospective Chemistry Teachers on the Use of Graphic Organizers Supported with Interactive PowerPoint Presentation Technology in Teaching Electrochemistry Concepts. International Journal of Physics & Chemistry Education, 13(3), 47-63.
• Nakiboğlu, C. (2021). Prospective chemistry teachers’ evaluations about the instruction of the graphic organizers course. In W. B. James, C. Cobanoglu, & M. Cavusoglu (Eds.), Advances in global education and research (Vol. 4, pp. 1–10). USF M3 Publishing.
• Nyachwaya J. M., Mohamed A-R., Roehrig G. H., Wood N. B., Kern A. L., & Schneider J. L. (2011). The development of an open-ended drawing tool: an alternative diagnostic tool for assessing students’ understanding of the particulate nature of matter. Chemistry Education Research and Practice, 12, 121–132.
• Orak, S., Ermiş, F., Yeşilyurt, M., & Keser, Ö.F. (2010). Kavram çarkı diyagramının öğrenme başarısına etkisi. Elektronik Sosyal Bilimler Dergisi, 9(31), 118-139.
• Rahayu, S., Treagust, D. F., & Chandrasegaran, A. L. (2021). High school and preservice chemistry teacher education students’ understanding of voltaic and electrolytic cell concepts: evidence of consistent learning difficulties across years. International Journal of Science and Mathematics Education, 1-24, https://doi.org/10.1007/s10763-021-10226-6
• Rock, L. M. (2004). Graphic organizers: Tools to build behavioural literacy and foster emotional competency. Intervention in School and Clinic, 40(1), 10-37. Ruangruchira, N. (1992). The effects of advance organizer on student achievement in general chemistry. Unpublished PhD Thesis, Oregon State University
• Sanger, M. J., & Greenbowe, T. J. (1997). Students’ misconceptions in electrochemistry: Current flow in electrolyte solutions and the salt bridge. Journal of Chemical Education, 74(7), 819-823.
• Taber, K.S. (1994). Misunderstanding the ionic bond. Education in Chemistry, 31(4), 100–103.
• Taber, K.S, Tsaparlis, G., & Nakiboğlu, C. (2012). Student conceptions of ionic bonding: Patterns of thinking across three European contexts. International Journal of Science Education, 34(18), 2843-2873.
• Upahi, J., & Ramnarain, U. (2019). Representations of chemical phenomena in secondary school chemistry textbooks. Chemistry Education Research and Practice, 20(1), 146-159.
• Vaughn, S., & Edmonds, M. (2006). Reading comprehension for older readers. Intervention in School and Clinic, 41(3),131-137.
• West, L. H. T., & Kellett, N. C. (1981). The meaningful learning of intellectual skills: An application of Ausubel's subsumption theory to the domain of intellectual skills learning. Science Education, 65(2), 207–219.
• Wang, Z., Adesope, O., Sundararajan, N. K., & Buckley, P. (2020). Effects of different concept map activities on chemistry learning. Educational Psychology, 41(2), 245-260, 10.1080/01443410.2020.1749567
• Yang S., Park W., & Song J. (2020) Representations of nature of science in new Korean science textbooks: The case of ‘Scientific Inquiry and Experimentation’. In: Teo T.W., Tan AL., Ong Y.S. (eds) Science Education in the 21st Century. Springer, Singapore. 19-35.
• Yıldırım, A., & Şimşek, H. (2011). Sosyal Bilimlerde nitel araştırma yöntemleri (8.Baskı). Ankara: Seçkin Yayınevi.
• Yin, Y. (2012).Using tree diagrams as an assessment tool in statistics education. Educational Assessment.17, 22-50.