Academicians’ Views on Conceptual and Procedural Learning in Science Education

Year 2016, Special Issue 2016 II, 121 - 129, 01.02.2016

Süleyman Aydın , Pınar Ural Keleş Mehmet Akif Haşıloğlu Leyla Aydın

https://doi.org/10.17275/per.16.spi.2.13

Cited By: 3

Abstract

The
aim of this study was to get the views of academics on the importance of
balancing and permanence of
learning of the conceptual and operational learning. The sample group of the
research was composed of eight academics employed in Science and Physics
departments in Ağrı İbrahim Çeçen University and Atatürk University. In this
study, 12 interview questions which are prepared with the aim of identifying
the descriptions and steps of cognitive and operational learning are grouped
based on phenomenographic approach which is an explicative approach. As a result of grouping, four different
categories (A, B, C and D) have been formed. It is aimed at; identifying the
relations between cognitive knowledge and operational knowledge in category A,
identifying the importance of cognitive knowledge and operational knowledge in
science education in category B, expressiveness of cognitive and operational
learning and examination of the influence on each other in terms of permanence
in category C, while in category D, it is aimed at examining the influence of
learning mathematics and learning physics on each other. According to the
results gained from the interviews, it is stated that cognitive learning and
operational learning are of crucial importance in science education,
operational knowledge includes cognitive knowledge and vice-versa, having
gained the cognitive knowledge (or might have) has influence on gaining
operational knowledge, whereas having gained the operational knowledge might
not have influence on gaining cognitive knowledge, it is necessary that
cognitive learning and operational learning be balanced, in case the balance is
ruined/disturbed (in case of unbalance) the students might set up positive
relations with their permanent learning, various factors emanating from
teacher, student, educational system have influence on difficulties experienced
by the students in using mathematics for solving physics problems

Keywords

Constructivist learning, operational learning, science education, physics education, academician views

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