KİMYA ÖĞRETİMİNDE YANLIŞ KAVRAMALAR: BİR LİTERATÜR ARAŞTIRMASI

Öz

Öğrenciler formal olarak feni öğrenmeden önce bile doğal olaylar hakkında çeşitli fikir ve inançlar geliştirirler ve bu ön bilgilerle birlikte sınıfa gelirler. Bu ön bilgi ve beceriler öğrenci açısından mantıklı olsa da, çoğu zaman bilimsel olarak kabul edilebilir olandan farklıdır. Geleneksel öğretim yöntemleriyle değiştirilmeye karşı dirençli olan bu tür ön bilgiler yanlış anlama, yanlış kavrama, alternatif kavrama, alternatif çatı gibi çeşitli şekillerde adlandırılır. Son yıllarda gerek ulusal, gerekse uluslar arası literatürde yapılan çalışmalar, öğrencilerin pek çok farklı kavramla ilgili değişik ön bilgi ve yanlış anlamalara sahip olduklarını göstermektedir. Yapılandırmacı öğrenme teorisine göre, sonraki öğrenmeler önceki bilgilerin üzerine inşa edildiği için, öğrencilerin sahip oldukları ön bilgiler ve yanlış kavramalar öğrenmede son derece önemlidir. Bu nedenle bu tür ön bilgiler belirlenmeli ve öğretim bu ön bilgilerin dikkate alınmasıyla plânlanmalıdır. Bu çalışmada, öğrencilerin ön bilgilerinin ve yanlış kavramalarının belirlenmesi ile giderilmesinde kullanılan yöntemler üzerinde durulmuştur.

Anahtar Kelimeler

• Kimya öğretimi, ön bilgi, yanlış kavrama

MISCONCEPTIONS IN CHEMISTRY TEACHING: A LITERATURE REVIEW

Öz

Recent researches indicate that students have acquired considerable knowledge and ideas about the natural and technological world before any formal instruction takes place, and come to class with this prior knowledge. Although the prior knowledge is logical and well established in students’ ways of thinking, this is quite different from those generally accepted in science and is also quite resistant to change in ordinary classroom teaching. These conceptions are called different words such as misunderstanding, misconception, alternative conception, and alternative framework. Both national and international researches indicate that students have different prior knowledge and misconceptions about key scientific concepts. According to constructivist theory of learning, students’ prior knowledge plays an essential role in subsequent learning. Therefore, science teachers should take into account the alternative conceptions that students bring to the science classes in planning the teaching strategies. Some techniques which are used in determining and remediation of the students’ preconceptions and misconceptions have been emphasized in this study.

Anahtar Kelimeler

• Chemistry teaching, prior knowledge, misconception

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