Pre-service Science Teachers’ Views on Conceptual Change Strategies and Practices Carried out

Öz

This research was conducted to determine pre-service science teachers’ views related to misconceptions and conceptual change strategies at an urban university in Aegean Region, Turkey. It was a 5-week study with 28 students. Before the implementation, students were given a test which consisted of open-ended questions aiming to determine the pre-service science teachers’ ideas about misconceptions and conceptual change strategies. On the first week of the study, students were given information on how to identify and remove the misconceptions by using conceptual change strategies. Different kinds of activities based on conceptual change strategies were also presented to them. Seven groups were formed with 28 people and they were asked to prepare activities based on conceptual change strategies related to a unit in middle school science curriculum. They chose a unit and prepared activities for two weeks. Secondly, they presented their activities in the classrom during two weeks. After presentations, a test which had the same questions with the 1st test was given to the pre-service science teachers. Also the 2nd test had three different questions, which was related to their opinions about the applications from the 1st test. The results of tests were analyzed qualitatively. Before the study, pre-service science teachers didn’t know how to identify and remove misconceptions exactly. Thanks to this study, they learned conceptual change strategies and their applications. After the study, they said that they liked the activities based on conceptual change strategies.

Anahtar Kelimeler

• Pre-service science teachers,conceptual change

Kaynakça

1. Atasoy, B. (2002). Fen öğrenimi ve öğretimi. Ankara: Gündüz Training and Publishing.
2. Atav, E., Erdem, E., Yılmaz, A. & Gücüm, B. (2004). The effect of developing analogies for meaningful learning of the subject of enzymes.Hacettepe University Journal of Education, 27, 21-29.
3. Ayas, A., Çepni, S. & Ayvacı, H. Ş. (2005). Fen ve teknoloji derslerinde öğrencileri aktif kılan yöntem, teknik ve modellemeler.Kuramdan uygulamaya fen ve teknoloji öğretimi. (Edt: S. Çepni). Ankara: Pegem A Publishing. pp.116-134.
4. Bayram, H., Sökmen, N. & Savcı, H. (1997). Temel fen kavramlarının anlaşılma düzeyinin saptanması. Marmara University Journal of Educational Sciences, 9, 89-100.
5. Candan, A., Türkmen, L. & Çardak, O. (2006). Kavram haritalamanın ilköğretim öğrencilerinin hareket ve kuvvet kavramalarını anlamalarına etkisi. Journal of Turkish Science Education,3(1), 66-75.
6. Chiu, M. H., Chou, C. C. & Liu, C. J. (2002). Dynamic processes of conceptual change: analysis of constructing mental models of chemical equilibrium. Journal of Research in Science Teaching, 39 (8), 688-712.DOI: 10.1002/tea.10041.
7. Chiu, M. H., Guo, C. J. & Treagust, D. F. (2007). Assessing students’ conceptual understanding in science: an introduction about a national project in Taiwan. International Journal of Science Education, 29 (4), 379- 390.DOI: 10.1080/09500690601072774.
8. Dabbagh, N. (2001). Concept mapping as a mindtool for critical thinking. Journal of Computing in Teacher Education, 17 (2), 16-24.

9. Duit, R. & Treagust, D. (2003). Conceptual change: a powerful framework for improving science teaching and learning. International Journal of Science Education, 25, 671-681.DOI: 10.1080/0950069032000076652.
10. Gürdal, A., Şahin, F. & Çağlar, A. (2001). Fen Eğitimi: İlkeler, stratejiler ve yöntemler. İstanbul: Marmara University Atatürk Faculty of Education.
11. Habok, A. (2012). Evaluating a concept mapping training programmeby 10 and 13 year old students. International Electronic Journal of Elementary Education, 4 (3), 459-472.
12. Hewson, M. G. & Hewson, P. W. (2003). Effect of instruction using students’ prior knowledge and conceptual change strategies on science learning. Journal of Research in Science Teaching, 40, 86-98.DOI: 10.1002/tea.3660200804.
13. Holland, B., Holland, L. & Davies. J. (2004). An investigation into the concept of mind mapping and The use of mind mapping software to support and improve student academic performance.Learning and Teaching Projects 2003/2004 (Edt: H. Gale).
14. Geban, Ö. & Ertepınar, H. (2001). Altıncı sınıf öğrencilerinin elektrik konusundaki kavramları anlamalarında kavramsal değişim yaklaşımının etkisi. Bilimde Çağdaş, Düşüncede Özgür Yeni Binyılın Başında Türkiye’de Fen Bilimleri Eğitimi Sempozyumu. Maltepe University. September 7-8, 2001. İstanbul. pp. 35-38.
15. Keskinkılıç, G. (2009). İlköğretim fen ve teknoloji dersinde zihin haritalarının kullanımı. Proceedings Book of New Trends in Education-V Symposium of “Nature of Learning and Evaluation”.Special Tevfik Fikret Schools. April 18,2009,İzmir. pp. 303-306.
16. Ladge, D. (2002). How we write? London, England: Routledge.
17. Naylor, S., Keogh, B. ve Downing, B. (2007). Argumentation and primary science. Research in Science Education. 37, 17-39.DOI: 10.1007/s11165-005-9002-5.
18. Novak, J. D. and Gowin, D. B. (1984). Learning how to learn. Cambridge University Press.
19. Posner, G., Strike, K., Hewson, P. & Gertzog, W. (1982). Accommodation of a scientific conception: toward a theory of conceptual change. Science Education, 66, 211-227.DOI: 10.1002/sce.3730660207.
20. Ölmez, O. & Geban, Ö. (2001). Dördüncü sınıf öğrencilerinin dünya ve gökyüzü konularındaki kavramları anlamalarında kavramsal değişim yaklaşımının etkisi. Bilimde Çağdaş, Düşüncede Özgür Yeni Binyılın Başında Türkiye’de Fen Bilimleri Eğitimi Sempozyumu. Maltepe University. September 7-8, 2001. İstanbul. pp.172-175.
21. Öner, F. & Arslan, M. (2005). İlköğretim 6. sınıf fen bilgisi dersi elektrik ünitesinde kavram haritaları ile öğretimin öğrenme düzeyine etkisi.The Turkish Online Journal of Educational Technology, 4 (4), 19, 163-169.
22. Rotbain, Y., Marbach-Ad, G. & Stavy, R. (2006). Effect of bead and illustrations models on high school students’ achievement in molecular genetics. Journal of Resarch in Science Teaching, 43 (5), 500-529.DOI: 10.1002/tea.20144.
23. Sağırlı, S. & Macaroğlu-Akgül, E. (2004). Fen bilgisi dersinde analoji kullanımının kavramaya etkisi. VI. Science and Mathematics Education Congress. Marmara University Atatürk Faculty of Education. September 9- 11, 2004. İstanbul. pp. 171-178.
24. Saka, A., Akdeniz, A. R., Bayrak, R., & Asilsoy, Ö. (2006). “Canlılarda enerji dönüşümü” ünitesinde karşılaşılan yanılgıların giderilmesinde kavram karikatürlerinin etkisi. 7. National Science and Mathematics Education Congress. Gazi University Gazi Faculty of Education, Ankara.
25. Şahin, F. (2002). Kavram haritalarının değerlendirme aracı olarak kullanılması ile ilgili bir araştırma. Pamukkale University Journal of Education, 11, 18-33.
26. Şahin, F., Öztuna, A. & Sağlamer, B. (2001). İlköğretim ikinci kademe fen bilgisi dersinde ‘sinir hücresinin model yoluyla öğretiminin başarıya etkisi. Maltepe Üniversitesi Eğitim Fakültesi, Yeni Binyılın Başında Fen Bilimleri Eğitimi Sempozyumu. Maltepe University. September 7-8, 2001. İstanbul.
27. Şaşmaz-Ören, F., Ormancı, Ü., Babacan, T., Çiçek, T. & Koparan, S. (2010). Analoji ve araştırma temelli öğrenme yaklaşımına dayalı rehber materyal uygulaması ile buna yönelik öğrenci görüşleri. Western Anatolia Journal of Educational Sciences, 1 (1), 33-53.
28. Tekkaya, C. (2003). Remediating high school students’ misconceptions concerning diffusion and osmosis through concept mapping and conceptual change text. Research in Science & Technological Education, 21 (1), 5-16.DOI: 10.1080/02635140308340.
29. Yalın, H. İ. (2004). Öğretim teknolojileri ve materyal geliştirme. İstanbul: Nobel Yayın Dağıtım.
30. Yaşar, I. Z. (2006). Fen eğitiminde zihin haritalama tekniğiyle not tutmanın kavram öğrenmeye ve başarıya etkisi. Unpublished Master Thesis, Marmara University Institute of Educational Sciences, İstanbul.
31. Windschitl, M. (2002). Framing constructivism in practise as the negotiation of dilemmas: an analysis of conceptual, pedagogical, cultural and political challenges facing teachers.Review of Educational Research. 72 (2), 131-175.