Araştırma Makalesi
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Teaching the Relationship between Metabolic Rate and O2 Consumption of Animals with Fixed/Variable Body Temperature by Use of the Predict-Observe-Explain (POE) Strategy

Yıl 2020, Sayı: 50, 1 - 22, 01.09.2020
https://doi.org/10.9779/pauefd.473054

Öz

This study aims to teach the relationship between metabolic rate and oxygen consumption to pre-service science teachers by using the POE strategy. Among the qualitative research methods, the case study design was used. The study sample consisted of 32 pre-service science teachers from a university’s faculty of education department of science education, who took the course “General Biology Laboratory”. A work sheet titled “Oxygen Consumption of Animals” prepared based on the Predict-Observe-Explain (POE) strategy was used for data collection. The data was analyzed using frequencies (f) and percentages (%). At the end of the study, 95.3% of the participants were found to be actively involved in the prediction step. It was also found that all of the participants made observations and expressed their reasons, while 98.5% participated in the explanation step. These findings reveal that pre-service science teachers tend to be actively involved in all steps when such kind of teaching strategy is presented to them.

Kaynakça

  • Akçay, S. (2016). Prospective elementary science teachers’ understanding of photosynthesis and cellular respiration in the context of multiple biological levels as nested systems. Journal Of Biological Education, 51(1), 52-65.
  • Altınok, O. (2017). TGA tekniğine dayalı laboratuvar etkinliklerinin fen bilgisi öğretmen adaylarının argüman oluşturma becerilerine etkisinin incelenmesi. [Investigating the effects of poe technique-based laboratory activities on preservice science teachers' argumentation skills]. Recep Tayyip Erdoğan Üniversitesi, Fen Bilimleri Enstitüsü. Yüksek Lisans Tezi. 130 s.
  • Ayvacı, H. Ş., & Küçük, M. (2005). İlköğretim okulu müdürlerinin fen bilgisi laboratuvarlarının kullanımı üzerindeki etkileri [The effects of primary school principals on using science laboratories]. Milli Eğitim Dergisi, 165, 1-10.
  • Barrie, S. C., Bucat, R. B., Buntine, M. A., Silva, K. B., Crisp, G. T., George, A. V., Jamie, I. M., Kable, S. H., Lim, K. F., Pyke, S. M., Read, J. R., Sharma, M. D., & Yeung, A. (2015). Development, evaluation and use of a student experience survey in undergraduate science laboratories: the advancing science by enhancing learning in the laboratory student laboratory learning experience survey. International Journal of Science Education, 37(11), 1795-1814, DOI:10.1080/09500693.2015.1052585.
  • Bauhardt, V. (1990). Veranderung der einstellung gegenuber gliedertieren durch interaktion mit lebenden tieren im biologieunterricht, Diss. In Miinchner Schriften zur Didaktik der Biologie, éd. Killermann, W., (7). Munich: University of Munich.
  • Bennett, S. W. (2000). University practical work: Why do we do it? Education in Chemistry, 37, 49–50.
  • Bilen, K., & Aydoğdu, M. (2010). Bitkilerde fotosentez ve solunum kavramlarının öğretiminde TGA (tahmin et-gözle-açıkla) stratejisinin kullanımı [Using the predict-observe-explain (POE) strategy to teach of concetps photosynthesis and respiration in plants]. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7(14), 179-194.
  • Boud, D., Dunn, J., & Hegarty-Hazel, E. (1986). Teaching in laboratories. Guildford: SRHE & NFER-Nelson.
  • Börner, A. (2004). Zur analyse von biologieinteressen der jahrgangsstufen 11 und 12 im rahmen einer interwievstudie [For the analysis of biology interests of grades 11 and 12 as part of an inter- labor study] (Unpublished master's thesis). Universität Leipzig, Germany.
  • Cengiz, E. (2018). Maddenin tanecikli yapısının öğretimi için kullanılan tahmin-gözlem-açıklama stratejisine dayalı bir etkinlik. Araştırma Temelli Etkinlik Dergisi, 8(1), 51-69.
  • Chang, J. L., Chen, C. C., Tsai, C. H., Chen, Y. C., Chou, M. H., & Chang, L. C. (2013). Probing and fostering students’ reasoning abilities with a cyclic predict-observe-explain strategy. Chiu, M. H., Tuan, H. L., Wu, H. K., Lin, J. W., & Chou, C. C. (Eds.), Chemistry education and sustainability in the global age (pp. 49-57). New York, London: Springer Science & Business Media.
  • Clarke, A. (2004). Is there a universal temperature dependence of metabolism? Functional Ecology, 18(2), 252–256. doi:10.1111/j.0269-8463.2004.00842.x
  • Çetin, Y. S. (2013). Ortaokul 2. sınıf fen ve teknoloji dersi solunum sistemi konusunun öğretiminde animasyonlarla desteklenmiş “tahmin-gözlem-açıklama” stratejisinin öğrenci başarısına etkisi [The effect of the prediction-observation-explain (POE) strategy enriched by animations in the instruction of respiratory system in 2nd classes of the secondary school in science and technology lesson] (Master's thesis). Atatürk Üniversitesi, Eğitim Bilimleri Enstitüsü (331718).
  • Çokadar, H. (2012). Photosynthesis and respiration processes: Prospective teachers' conception levels. Education & Science, 37(164), 81-93.
  • Dalziel, J. (2010). Practical e-teaching strategies for predict-observe-explain problem-based learning and role plays. Macquarie University: N.S.W LAMS International.
  • Deters, K. M. (2005). Student opinions regarding inquiry-based labs. Journal of Chemical Education, 82, 1178-1180.
  • Dikmenli Vardar, G. (2015). Solunum sistemi konusunun ilköğretimde dramatizasyon tekniği ile öğretiminin öğrenci başarısına etkisi [The effect of teaching the respiratory system by dramatization technique to the students' achievements in primary school] (Master's thesis). Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü (397476).
  • Dudley, B. A. C. (1973). Investigating the effect of size upon the metabolic rate of mammals. Journal Of Biological Education, 7(3), 37-44.
  • Friedler, Y., & Tamir, P. (1990). Life in science laboratory classrooms at secondary level. In E., Hegarty-Hazel (Ed.), The student laboratory and the science cirriculum. Part 6 2. London, NY: Routledge.
  • Gillooly, J. F., Charnov, E. L., West, G. B., Savage, V. M., & Brown, J. H. (2002). Effects of size and temperature on developmental time. Nature 417, 70–73.Gunstone, R. F., & White, R. T. (1981). Understanding of gravity. Science Education, 65, 291-299.
  • Hanif, M., Sneddon, P., Al-Ahmadi, F., & Reid, N. (2009). The perceptions, views and opinions of university students about physics learning during undergraduate laboratory work. European Journal of Physics, 30, 85-96.
  • Hemmingsen, A. M. (1950). The relation of standard (basal) energy metabolism to total fresh weight of living organisms. Reports of the Steno Memorial Hospital and the Nordisk Insulinlaboratorium 4, 1–48.
  • Hemmingsen, A. M. (1960). Energy metabolism as related to body size and respiratory surfaces, and its evolution. Reports of the Steno Memorial Hospital and the Nordisk Insulinlaboratorium 9, 1–110.
  • Hilario, J. S. (2015). The use of Predict-Observe-Explain-Explore (POEE) as a new Teaching strategy in general Chemistry-laboratory. International Journal of Education and Research, 3(2), 37-48.
  • Hofstein, A., & Lunetta, V. N. (2004). The laboratory in science education: Foundations for the twenty-first century. Science Education, 88, 28–54.
  • Hoyt, C. M., & Wallenstein, M. D. (2011). Soil respiration and student ınquiry: A perfect match. Science Activities, 48(4), 119-128. doi:10.1080/00368121.2011.558133.
  • Johnstone, A. H., & Al-Shuaili, A. (2001). Learning in the laboratory; some thoughts from the literature. University Chemistry Education, 5, 42–51.
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  • Kearney, M. (2002). Classroom use of multimedia-supported predict–observe–explain tasks to elicit and promote discussion about students’ physics concepts (Unpublished doctoral dissertation). Curtin University of Technology, Australia.
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Sabit ve Değişken Vücut Sıcaklığına Sahip Olan Hayvanlarda O2 Miktarı ile Metabolizma Hızı Arasındaki İlişkinin Tahmin-Gözlem-Açıklama (TGA) Yöntemiyle Öğretimi

Yıl 2020, Sayı: 50, 1 - 22, 01.09.2020
https://doi.org/10.9779/pauefd.473054

Öz

Bu çalışmada, fen bilgisi öğretmen adaylarına, kullanılan oksijen miktarıyla metabolizma hızı arasındaki ilişkinin, TGA yöntemiyle öğretimi amaçlanmıştır. Nitel araştırma yöntemlerinden, durum çalışması deseninin uygulandığı çalışmaya; 2014-2015 eğitim-öğretim yılının bahar döneminde bir üniversitenin eğitim fakültesinin fen bilgisi öğretmenliği anabilim dalında öğrenim gören ve “Genel Biyoloji Laboratuvarı” dersini alan 32 öğretmen adayı katılmıştır. Araştırmada, veri toplama aracı olarak “Hayvanlarda Oksijen Tüketimi” başlıklı TGA yöntemine göre düzenlenmiş bir çalışma yaprağı kullanılmıştır. Verilerin analizinde, frekans (f) ve yüzde (%) dağılımlarından yararlanılmıştır. Sonuç olarak öğretmen adaylarının %95,3’ünün tahminde bulunarak sürece etkin biçimde katıldığı, tamamının gözlem yaparak gözlemlerine gerekçe yazdıkları ve %98,5’ inin de açıklama aşamasına katıldığı tespit edilmiştir. Bu sonuçlardan hareketle öğretmen adaylarının, bu tür bir öğretim yaklaşımının öne çıkarılması halinde, tüm aşamalara etkin biçimde katılma eğiliminde oldukları anlaşılmaktadır.

Kaynakça

  • Akçay, S. (2016). Prospective elementary science teachers’ understanding of photosynthesis and cellular respiration in the context of multiple biological levels as nested systems. Journal Of Biological Education, 51(1), 52-65.
  • Altınok, O. (2017). TGA tekniğine dayalı laboratuvar etkinliklerinin fen bilgisi öğretmen adaylarının argüman oluşturma becerilerine etkisinin incelenmesi. [Investigating the effects of poe technique-based laboratory activities on preservice science teachers' argumentation skills]. Recep Tayyip Erdoğan Üniversitesi, Fen Bilimleri Enstitüsü. Yüksek Lisans Tezi. 130 s.
  • Ayvacı, H. Ş., & Küçük, M. (2005). İlköğretim okulu müdürlerinin fen bilgisi laboratuvarlarının kullanımı üzerindeki etkileri [The effects of primary school principals on using science laboratories]. Milli Eğitim Dergisi, 165, 1-10.
  • Barrie, S. C., Bucat, R. B., Buntine, M. A., Silva, K. B., Crisp, G. T., George, A. V., Jamie, I. M., Kable, S. H., Lim, K. F., Pyke, S. M., Read, J. R., Sharma, M. D., & Yeung, A. (2015). Development, evaluation and use of a student experience survey in undergraduate science laboratories: the advancing science by enhancing learning in the laboratory student laboratory learning experience survey. International Journal of Science Education, 37(11), 1795-1814, DOI:10.1080/09500693.2015.1052585.
  • Bauhardt, V. (1990). Veranderung der einstellung gegenuber gliedertieren durch interaktion mit lebenden tieren im biologieunterricht, Diss. In Miinchner Schriften zur Didaktik der Biologie, éd. Killermann, W., (7). Munich: University of Munich.
  • Bennett, S. W. (2000). University practical work: Why do we do it? Education in Chemistry, 37, 49–50.
  • Bilen, K., & Aydoğdu, M. (2010). Bitkilerde fotosentez ve solunum kavramlarının öğretiminde TGA (tahmin et-gözle-açıkla) stratejisinin kullanımı [Using the predict-observe-explain (POE) strategy to teach of concetps photosynthesis and respiration in plants]. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7(14), 179-194.
  • Boud, D., Dunn, J., & Hegarty-Hazel, E. (1986). Teaching in laboratories. Guildford: SRHE & NFER-Nelson.
  • Börner, A. (2004). Zur analyse von biologieinteressen der jahrgangsstufen 11 und 12 im rahmen einer interwievstudie [For the analysis of biology interests of grades 11 and 12 as part of an inter- labor study] (Unpublished master's thesis). Universität Leipzig, Germany.
  • Cengiz, E. (2018). Maddenin tanecikli yapısının öğretimi için kullanılan tahmin-gözlem-açıklama stratejisine dayalı bir etkinlik. Araştırma Temelli Etkinlik Dergisi, 8(1), 51-69.
  • Chang, J. L., Chen, C. C., Tsai, C. H., Chen, Y. C., Chou, M. H., & Chang, L. C. (2013). Probing and fostering students’ reasoning abilities with a cyclic predict-observe-explain strategy. Chiu, M. H., Tuan, H. L., Wu, H. K., Lin, J. W., & Chou, C. C. (Eds.), Chemistry education and sustainability in the global age (pp. 49-57). New York, London: Springer Science & Business Media.
  • Clarke, A. (2004). Is there a universal temperature dependence of metabolism? Functional Ecology, 18(2), 252–256. doi:10.1111/j.0269-8463.2004.00842.x
  • Çetin, Y. S. (2013). Ortaokul 2. sınıf fen ve teknoloji dersi solunum sistemi konusunun öğretiminde animasyonlarla desteklenmiş “tahmin-gözlem-açıklama” stratejisinin öğrenci başarısına etkisi [The effect of the prediction-observation-explain (POE) strategy enriched by animations in the instruction of respiratory system in 2nd classes of the secondary school in science and technology lesson] (Master's thesis). Atatürk Üniversitesi, Eğitim Bilimleri Enstitüsü (331718).
  • Çokadar, H. (2012). Photosynthesis and respiration processes: Prospective teachers' conception levels. Education & Science, 37(164), 81-93.
  • Dalziel, J. (2010). Practical e-teaching strategies for predict-observe-explain problem-based learning and role plays. Macquarie University: N.S.W LAMS International.
  • Deters, K. M. (2005). Student opinions regarding inquiry-based labs. Journal of Chemical Education, 82, 1178-1180.
  • Dikmenli Vardar, G. (2015). Solunum sistemi konusunun ilköğretimde dramatizasyon tekniği ile öğretiminin öğrenci başarısına etkisi [The effect of teaching the respiratory system by dramatization technique to the students' achievements in primary school] (Master's thesis). Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü (397476).
  • Dudley, B. A. C. (1973). Investigating the effect of size upon the metabolic rate of mammals. Journal Of Biological Education, 7(3), 37-44.
  • Friedler, Y., & Tamir, P. (1990). Life in science laboratory classrooms at secondary level. In E., Hegarty-Hazel (Ed.), The student laboratory and the science cirriculum. Part 6 2. London, NY: Routledge.
  • Gillooly, J. F., Charnov, E. L., West, G. B., Savage, V. M., & Brown, J. H. (2002). Effects of size and temperature on developmental time. Nature 417, 70–73.Gunstone, R. F., & White, R. T. (1981). Understanding of gravity. Science Education, 65, 291-299.
  • Hanif, M., Sneddon, P., Al-Ahmadi, F., & Reid, N. (2009). The perceptions, views and opinions of university students about physics learning during undergraduate laboratory work. European Journal of Physics, 30, 85-96.
  • Hemmingsen, A. M. (1950). The relation of standard (basal) energy metabolism to total fresh weight of living organisms. Reports of the Steno Memorial Hospital and the Nordisk Insulinlaboratorium 4, 1–48.
  • Hemmingsen, A. M. (1960). Energy metabolism as related to body size and respiratory surfaces, and its evolution. Reports of the Steno Memorial Hospital and the Nordisk Insulinlaboratorium 9, 1–110.
  • Hilario, J. S. (2015). The use of Predict-Observe-Explain-Explore (POEE) as a new Teaching strategy in general Chemistry-laboratory. International Journal of Education and Research, 3(2), 37-48.
  • Hofstein, A., & Lunetta, V. N. (2004). The laboratory in science education: Foundations for the twenty-first century. Science Education, 88, 28–54.
  • Hoyt, C. M., & Wallenstein, M. D. (2011). Soil respiration and student ınquiry: A perfect match. Science Activities, 48(4), 119-128. doi:10.1080/00368121.2011.558133.
  • Johnstone, A. H., & Al-Shuaili, A. (2001). Learning in the laboratory; some thoughts from the literature. University Chemistry Education, 5, 42–51.
  • Kaplan-Öztuna, A. (2013). Durum çalışması [Case study]. S. Baştürk (Ed.), Bilimsel araştırma yöntemleri içinde [Within scientific research methods] (pp. 197-217). Ankara: Vize.
  • Kearney, M. (2002). Classroom use of multimedia-supported predict–observe–explain tasks to elicit and promote discussion about students’ physics concepts (Unpublished doctoral dissertation). Curtin University of Technology, Australia.
  • Kearney, M. (2004). Classroom use of multimedia-supported predict–observe–explain tasks in a social constructivist learning environment. Research in Science Education, 34, 427–453.
  • Keleş, E., & Kefeli, P. (2010). Determination of student misconceptions in “photosynthesis and respiration” unit and correcting them with the help of cai material. Procedia-Social and Behavioral Sciences, 2(2), 3111-3118.
  • Kibirige, I., Osodo, J., & Tlala, K. M. (2014). The effect of predict-observe-explain strategy on learners’ misconceptions about dissolved salts. Mediterranean Journal of Social Sciences, 5(4), 300-310.
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  • Köklükaya, A. N. & Güven Yıldırım, E. (2018). Science Teacher Candidates’ Expression Levels on the Expansion of Water Subject by Prediction- Observation- Explanation Method. Journal of Multidisciplinary Studies in Education, 2(1), 16-27.
  • Kömür, S., Ulu, A., Kurtaran, B., İnal, A. S., Kuşçu, F., Tekin, D., & Taşova, Y. (2016). Daptomisin alan hastalarda gelişen ani solunum yetmezliği ve eozinofilik pnömoni: Beş olgunun sunumu [Sudden respiratory failure and eosinophilic pneumonia in patients treated with daptomycin: a report of five cases]. Cukurova Medical Journal, 41(2), 396-399.
  • Küçüközer, H. (2008). The effects of 3D computer modelling on conceptual change about seasons and phases of the moon. Physics Education. (43), 632-636.
  • Lee, S.W.Y., Lai, Y.C., Yu, H.T.A., & Lin, Y.T.K. (2012). Impact of biology laboratory courses on students’ science performance and views about laboratory courses in general: Innovative measurements and analyses. Journal of Biological Education, 46, 173–179. doi:10.1080/00219266.2011.634017
  • Liew, C. W. & Treagust, D. F. (1995). A predict-observe-explain teaching squence for learning about students’ understanding of heat and expansion of liquids. Australian Science Teachers Journal, 41(1), 68- 72.
  • Mann, M., & Treagust, D. F. (1998). A pencil and paper instrument to diagnose students’ conceptions of breathing, gas exchange and respiration. Australian Science Teachers Journal, 44(2), 55–60.
  • MEB. (2013). İlköğretim kurumları (ilkokullar ve ortaokullar) fen bilimleri dersi (3, 4, 5, 6,7 ve 8. sınıflar) öğretim programı [Primary education institutions (primary and secondary schools) curriculum of science course (3, 4, 5, 6, 7 and 8 classes)]. Ankara: MEB Yayınları.
  • Métioui, A., Matoussi, F., & Trudel, L. (2015). The teaching of photosynthesis in secondary school: a history of the science approach. Journal Of Biological Education, 50(3), 275-289.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis:An expanded sourcebook. (2nd Edition). Thousand Oaks, California: SAGE.
  • Nakhleh, M. B., & Krajcik, J. S. (1993). A protocol analysis of the influence of technology on students actions, verbal commentary, and thought process during the performance of acid-base titration. Journal of Research in Science Teaching, 30, 1147-1168.
  • Nemli, S. A., & Demiral, T. (2016). Ortadoğu solunum yetmezliği sendromu koronavirüsü [Middle East respiratory syndrome-coronavirus (MERS-CoV)]. Kocatepe Tıp Dergisi, 17(2), 77-83.
  • Osbourne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A view of the literature and its implications. International Journal of Science Education, 25, 1049–1079. doi:10.1080/0950069032000032199
  • Ottander, C. & Grelsson, G. (2006). Laboratory work: the teachers' perspective. Journal of Biological Education, 40(3), 113-118, DOI: 10.1080/00219266.2006.9656027
  • Önemli, C. S., & Çatal, D. A. (2016). Şiddetli solunum yetmezlikli pulmoner alveoler proteinozis hastasında tüm akciğer lavajı [Whole lung lavage in a pulmonary alveolar proteinosis patient with severe respiratory failure]. Turkish Journal of Anesthesia & Reanimation, 44(2), 111-115. Doi:10.5152/TJAR.2016.45477
  • Palmer, D. (1995). The POE in the primary school: An evaluation. Research in Science Education, 25(3), 323–332.
  • Piercy, J., Rogers, K., Reichert, M., Andrade, D. V., Abe, A. S., Tattersall, G. J., & Milsom, W. K. (2015). The relationship between body temperature, heart rate, breathing rate, and rate of oxygen consumption, in the tegu lizard (Tupinambis merianae) at various levels of activity. Journal of Comparative Physiology B, 185(8), 891–903.
  • Prothero, J. W. (1979). Maximal oxygen consumption in various animals and plants. Comparative Biochemistry and Physiology, 64A, 463–466.
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  • Reiss, M. J. (1987). Why can't large animals rely on diffusion for gaseous exchange? Journal Of Biological Education, 21(2), 97-98.
  • Rice, J. W., Thomas, S. M., & O’Toole, P. (2009). Tertiary science education in the 21st century. Sydney: Australian Learning and Teaching Council.
  • Ross, P., Tronson, D., & Ritchie, R. J. (2006). Modelling photosynthesis to increase conceptual understanding. Journal Of Biological Education, 40(2), 84-88.
  • Sander, M. (1993). Erroneous ideas about respiration: The teacher factor. Journal of Research in Science Teaching, 30(8), 919–934.
  • Secker, C. E. V., & Lissitz, R. W. (1999). Estimating the impact of instructional practices on student achievement in science. Journal of Research in Science Teaching, 36, 1110–1126.
  • Sesen, B. A. (2013). Diognosing pre-service teachers’ understanding of chemistry concepts by using coputer-mediated predict-observe explain tasks. Chemistry Education research and Practice, 14, 239- 246.
  • Songer C. J., & Mintzes J. J. (1994). Understanding cellular respiration: An analysis of conceptual change in college biology. Journal of Research in Science Teaching, 31, 621–637.
  • Tatlı, Z., & Ayas, A. (2011). Sanal kimya laboratuvarı geliştirilme süreci [Development process of virtual chemistry laboratory]. In Z. Genç (Ed.), 5th International Computer & Instructional Technologies Symposium (pp. 22-24). Elazığ: Fırat University.
  • Tereci, H., Karamustafaoğlu, O., & Sontay, G. (2018). Manyetizma konusunda tahmin-gözlem-açıklama stratejisine dayalı alternatif bir deney etkinliği ve fizik öğretmenlerinin görüşleri. Gazi Eğitim Bilimleri Dergisi, 4(1), 1-20. DOI: https://dx.doi.org/10.30855/gjes.2018.04.01.001
  • Tiftikçi, H. İ., Yüksel, İ., Koç, A., & Sert Çıbık, A. (2017). Tahmin gözlem açıklama yöntemine dayalı laboratuvar uygulamalarının elektrik akımı konusundaki kavram yanılgılarının giderilmesine ve başarıya etkisi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 18, 19-29.
  • Töman, U., Çimer, S. O., & Çimer, A. (2015). Fotosentez ve bitkilerde solunum kavramlarının farklı öğrenim seviyelerinde öğrenilme durumlarının araştırılması [An investigation in to the conceptions of photosynthesis and respiration in plants at different educational levels]. Karadeniz Sosyal Bilimler Dergisi, 7(03), 15-30.
  • Treagust, D. F., Mthembu, Z., & Chandrasegaran, A. L. (2014). Evaluation of the predict-observe-explain instructional strategy to enhance students’ understanding of redox reactions. I. Devetak, & S. A. Glazar (Eds.), Learning with understanding in the chemistry classroom (pp. 265-286). Netherlands: Springer.
  • Woodhead, V. & Reiss, M. (1991). An investigation of the effect of body mass on resting heart rate in dogs. Journal Of Biological Education, 25(1), 33-36.
  • Yaman, M. T. (2009). Solunum ve enerji kazanımı konusunda öğrencilerin ilgisini çeken bağlam ve yöntemler [Context and methods on respiration and energy acquisition interesting for students]. Hacettepe Üniversitesi Eğitim Fakültesi, (37), 215-228.
  • Yıldırım, A., & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences] (6. Baskı). Ankara: Seçkin.
  • Yıldırım, N. & Maşeroğlu, P. (2016). Kimyayı günlük hayatla ilişkilendirmede tahmin-gözlem-açıklamaya dayalı etkinlikler ve öğrenci görüşleri. Turkish Online Journal of Qualitative Inquiry, 7(1), 117-145.
  • Yürük, N., & Çakır, Ö. S. (2000). Lise öğrencilerinde oksijenli ve oksijensiz solunum konusunda görülen kavram yanılgılarının saptanması [Identifying misconceptions about oxygenated and anaerobic respiration in high school students]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 18, 185-191.
Toplam 69 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Sema Nur Güngör 0000-0001-5755-4280

Prof.dr. Muhlis Özkan 0000-0001-6011-1675

Yayımlanma Tarihi 1 Eylül 2020
Gönderilme Tarihi 22 Nisan 2019
Kabul Tarihi 25 Haziran 2020
Yayımlandığı Sayı Yıl 2020 Sayı: 50

Kaynak Göster

APA Güngör, S. N., & Özkan, P. M. (2020). Teaching the Relationship between Metabolic Rate and O2 Consumption of Animals with Fixed/Variable Body Temperature by Use of the Predict-Observe-Explain (POE) Strategy. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi(50), 1-22. https://doi.org/10.9779/pauefd.473054