Effect of Gender on Levels of Curiosity towards Scenarios Prepared within the Scope of the “Matter and Change” Unit at the 5th Grade
Abstract
This study aims to determine students’ levels of curiosity towards the problem-based scenarios prepared with the support of teacher candidates for the “Matter and Change” Unit under the 5th grade curriculum. It was also investigated whether gender influences the level of curiosity of fifth grade students. To this end, correlational- research design was used, which is a non-empirical research design among quantitative research methods. The research sample consisted of 425 (196 girl, 229 boy) 5th grade students who studied at six different state schools in Bartın in the spring term, 2015-2016. In the context of the study, a questionnaire prepared by the researcher -determining the curiosity levels- was used. The data obtained was analyzed with the descriptive analysis technique from quantitative data analysis techniques. In addition, Pearson-correlational analysis was used in order to determine whether gender influences the level of curiosity of fifth grade students. It has been found out that gender has a significant effect on students’ curiosity levels about the solution of some scenarios.
Keywords
5th grade students,curiosity,matter and change,PBL and scenarios
Kaynakça
- Baser, M., & Geban, O. (2007). Effectiveness of conceptual change instruction on understanding of heat and temperature concepts. Research in Science & Technological Education, 25(1), 115–133.
- Campbell, J.R. (1972). “Is scientific curiosity a viable outcome in today's secondary school science program?” School Science and Mathematics, 72 (2), 139-147.
- Campbell, R.J. (2000). The development and validation of an instructional design model for creating problem based learning. Dissertation Abstracts International, 61(01), 67A (UMI No: 9957710).
- Canpolat, N. (2006). Turkish undergraduates’ misconceptions of evaporation, evaporation rate, and vapour pressure. International Journal of Science Education, 28(15), 1757–1770.
- Canpolat, N., Pınarbası, T., & Sozbilir, M. (2006). Prospective teachers’ misconce- options of vaporization and vapor pressure. Journal of Chemical Education, 83(8), 1237–1242.
- Carlin, K.A. (1999). The impact of curiosity on learning during a school field trip to the zoo. Dissertation Abstracts International, 60 (09), 3253A. (UMI No. 9945941)
- Carlton, K. (2000). Teaching about heat and temperature. Physics Education, 35(2), 101-105.
- Cerezo, N.A. (2000). Problem-based learning in the middle school: Perception of at risk females and their teachers. Dissertation Abstracts Internatinal, 61(02), 475A. (UMI No: 9958903).
- Chang, J.Y. (1999). Teachers college students’ conceptions about evaporation, condensation, and boiling. Science Education, 83, 511–526.
- Conger, A. (2001). Problem based science learning in a mixed ability classroom that includes gifted and talented children. Master’s Abstracts International, 39 (03), 644. (UMI No: 1402664).