Predict-Observe-Explain Tasks in Chemistry Laboratory: Pre-Service Elementary Teachers’ Understanding and Attitudes

Yıl 2016, Cilt: 6 Sayı: 2, 184 - 208, 16.07.2016

Ayfer Mutlu Burçin Acar Şeşen

https://doi.org/10.19126/suje.46187

Cited By: 10

Öz

This study was conducted to investigate the effects of laboratory activities based on predict-observe-explain tasks related to the subjects of “Mixtures, Physical and Chemical Changes, Acids and Bases” on pre-service elementary teachers’ understanding and attitude toward chemistry lesson and chemistry laboratory. For this purpose, the pre-service elementary teachers were randomly assigned to experimental (N=26) and control (N=30) groups. The experimental group was instructed using laboratory activities based on predict-observe-explain task and the control group was taught using traditional cook-book design laboratory activities during ten weeks. For the data collection, a two-tier concept test, attitude toward chemistry lesson scale and attitude toward chemistry laboratory scale were applied before and after the instructions. The results indicated that the pre-service elementary teachers who were trained using laboratory activities based on predict-observe-explain task had significantly higher scores in terms of achievement and attitude toward chemistry lesson and laboratory than those taught by the traditional approach. It was also found that instruction for laboratory activities based on predict-observe-explain task was more successful in remediation of the predetermined alternative conceptions.

Anahtar Kelimeler

Acids and bases, attitude toward chemistry lesson and chemistry laboratory, conceptual un-derstanding, mixtures, physical and chemical changes, predict-observe-explain.

Pre-Service Elementary Teachers’ Understanding and

Öz

Sunulan çalışmada “Karışımlar, Fiziksel ve Kimyasal Değişim, Asitler ve Bazlar” konularında tahmin gözlem açıklamaya dayalı laboratuvar etkinliklerinin sınıf öğretmeni adaylarının anlamalarına ve kimya dersine ve kimya laboratuvarına karşı tutumlarına etkisinin incelenmesi amaçlanmıştır. Bu amaçla sınıf öğretmeni adayları deney (N=26) ve kontrol (N=30) gruplarına ayrılmıştır. Laboratuvar etkinlikleri on hafta süresince deney grubunda tahmin gözlem açıklamaya dayalı olarak gerçekleştirilirken, kontrol grubu geleneksel yaklaşıma dayalı yürütülmüştür. Veri toplama aracı olarak iki aşamalı kavram testi, kimya dersine karşı tutum ölçeği ve kimya laboratuvarına karşı tutum ölçeği kullanılmıştır. Sonuçlar tahmin gözlem açıklamaya dayalı laboratuvar etkinlikleri yapan sınıf öğretmeni adaylarının geleneksel yaklaşıma dayalı etkinlikler gerçekleştirenlere kıyasla başarı, kimya dersine ve kimya laboratuvarına karşı tutum açısında istatistiksel olarak anlamlı düzeyde daha yüksek puana sahip olduklarını göstermiştir. Ayrıca tahmin gözlem açıklamaya dayalı laboratuvar etkinliklerinin çalışmanın öncesinde belirlenen alternative kavramları gidermede oldukça başarılı olduğu bulunmuştur

Anahtar Kelimeler

Asitler ve bazlar, fiziksel ve kimyasal değişim, kavramsal anlama, karışımlar, kimya dersine ve kimya laboratuvarına karşı tutum ölçeği, tahmin-gözlem-açıklama

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