Examining Effects of Worksheets to Associate Thermodynamics Concepts with Related Daily Events

Yıl 2016, Special Issue 2016 II, 51 - 60, 01.02.2016

Güner Tural Özge Kol

https://doi.org/10.17275/per.16.spi.2.6

Öz

The
objective of this study is to examine the effect of worksheets as a tool used
for teacher candidates to associate thermodynamics concepts with related daily
events in an active learning environment. A questionnaire that consists of
eight open-ended questions was developed by the researchers.  The content of these questions was
relationship of zeroth and first laws of thermodynamics and expansion concept
with daily events. This measurement tool was applied to fifteen fourth year physics
teacher candidates in the Black Sea Region of Turkey during the 2014-2015 academic
years before and after the application. Answers of the physics teacher
candidates to questionnaire were analyzed via understanding level criterions as
sound understanding, partial
understanding, misunderstanding
and no understanding. Three worksheets
contain hands-on activities were applied in four-hour lesson. After completion of questionnaire the interview
was implemented about teacher candidates’opinions related to application. The
results of questionnaire showed that after application there was an increase
for sound and partial understanding. After application of worksheets, teacher
candidates were able to use zeroth and first laws of thermodynamics and
expansion concept in daily events more easily. It was concluded that worksheets
enhanced teacher candidates’ understanding relationship of zeroth and first
laws of thermodynamics and expansion concept with daily events. Also they
provided active learning environment to teacher candidates

Anahtar Kelimeler

thermodynamics, worksheets, daily events, physics teacher candidates

Kaynakça

• Abraham, M. R., Williamsom, V. M., & Wetsbrook, S. L. (1994). A cross-age study of the understanding of five chemistry concepts. Journal of Research in Science Teaching, 31(2), 147-165.
• Akınoğlu, O., & Özkardeş Tandoğan, R. (2007). The effects of problem-based active learning in science education on students’ academic achievement, attitude and concept learning. Eurasia Journal of Mathematics, Science & Technology Education, 3(1), 71-81.
• Atasoy, Ş. (2008). Öğretmen adaylarının Newton’un hareket kanunları konusundaki kavram yanılgılarının giderilmesine yönelik geliştirilen çalışma yapraklarının etkililiğinin araştırılması. (Unpublished Ph. D. thesis). Karadeniz Technical University, Trabzon, Turkey.
• Atasoy, Ş., & Akdeniz, A. R. (2006.) Yapılandırmacı öğrenme kuramına uygun geliştirilen çalışma yapraklarının uygulama sürecinin değerlendirilmesi. Milli Eğitim Dergisi, 35 (170), 157-175.
• Avezedo e Silva, J. F. M. (1991). The thermodynamics of a refrigeration system. Physics Education, 26, 115-119.
• Bozdoğan, A. (2007). Fen bilgisi öğretiminde çalışma yaprakları ile öğretimin öğrencilerin fen bilgisi tutumuna ve mantıksal düşünme becerilerine etkisi. (Unpublished master’s thesis). Çukurova University, Adana, Turkey.
• Burhan, Y. (2008). Asit ve baz kavramlarına yönelik karikatür destekli çalışma yapraklarının geliştirilmesi ve uygulanması (Unpublished master’s thesis). Karadeniz Technical University, Trabzon, Turkey.
• Coştu, B., Karataş, F.Ö., & Ayas, A. (2003). Kavram öğretiminde çalışma yapraklarının kullanılması. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 2(14), 33-48.
• Cotignola, M. I., Bordogna, C., Punte, G., & Cappannini, O. M. (2002). Difficulties in learning thermodynamic concepts: Are they linked to the historical development of this field? Science &Education, 11, 279-291.
• Demircioğlu, H.; Demircioğlu, G., & Ayas, A. (2004). Kavram yanılgılarının çalışma yapraklarıyla giderilmesine yönelik bir çalışma. Milli Eğitim Dergisi, 163.
• Etherington, M. B. (2011). Investigative primary science: A problem-based learning approach. Australian Journal of Teacher Education, 36(9), 53-74.
• Gönen, S. & Akgün, A. (2005). The investigation of applicability of worksheet was developed about relationship between heat and temperature concepts. Elektronik Sosyal Bilimler Dergisi, 3(11), 92-106.
• Ishida, M., & Chuang, C. (1997). New approach to thermodynamics. Energy Conversion and Management, 38(15-17), 1543-1555.
• Junglas, P. (2006). Simulation programs for teaching thermodynamics, Global Journal of Engineering Education, 10(2) 175-180.
• Karamustafaoğlu, S., Coştu, B. & Ayas, A. (2006). Turkish chemistry teachers’ views about an implementation of the active learning approaches in their lessons. Asia-Pacific Forum on Science Learning and Teaching, 7(1).
• Kurt, Ş., & Akdeniz, A.R., (2002). Fizik öğretiminde enerji konusunda geliştirilen çalışma yapraklarının uygulanması. V. Ulusal Fen Bilimleri Matematik Eğitimi Kongresi, ODTÜ, Ankara.
• Mulop, N., Yusof, K. M., & Tasir, Z. (2012). A review on enhancing the teaching and learning of thermodynamics. Procedia - Social and Behavioral Sciences, 56, 703-712.
• Pintó, R., Couso, D., & Gutierrez, R. (2005). Using research on teachers’ transformations of innovations to inform teacher education: The case of energy degradation. Science Education 89 (1), 38–55.
• Sands, M., & Özçelik, D. A. (1997). Okullarda uygulama çalışmaları. Öğretmen Eğitimi Dizisi, Yök/Dünya Bankası Milli Eğitimi Geliştirme Projesi, Hizmet Öncesi Öğretmen Eğitimi, Ankara: YÖK Yay.
• Tatar, E., & Oktay, M (2011). The effectiveness of problem-based learning on teaching the first law of thermodynamics. Research in Science & Technological Education, 29(3), 315-332.
• Turan, G. (2012). 8. sınıf kuvvet ve hareket ünitesinin öğretiminde çalışma yapraklarının öğrencilerin başarılarına etkisi. (Unpublished master’s thesis). Adıyaman University, Adıyaman, Turkey.
• White, R. T., & Gunstone, R. F. (1992). Probing Understanding. Great Britain: Falmer Press YÖK. (1998). Fakülte-okul işbirliği kılavuzu. Öğretmen Eğitimi Dizisi, YÖK/Dünya Bankası Milli Eğitimi Geliştirme Projesi, Hizmet Öncesi Öğretmen Eğitimi, Ankara: YÖK Yay.