THE COMPARISON OF THE TRADITIONAL AND CONSTRUCTIVIST METHODS AS REGARDS TO SUCCESS OF STUDENTS IN RADIOACTIVITY TEACHING AND THE ELIMINATION OF THEIR MISCONCEPTIONS

Yıl 2010, Cilt: 8 Sayı: 1, 201 - 225, 01.03.2010

Habibe Tezcan Hasan Fehmi Erçoklu

Öz

This study was conducted with 180 high school 11th grade students studying in Sakarya
Branch of Maltepe Private Courses. The students came from different high schools of Ankara
and they were subjected to a 20 question pre-test about radioactivity in order to determine
their prior knowledge about the subject. There were two equal groups formed. One of them
was taught in “traditional oral way” (control group) and the second one was lectured by
constructivist approach (experimental group). At the end of the teaching period the same 20
question conceptual test (final test) was re applied and there were a significant difference
between the success rates of two groups. It was concluded that teaching with constructivist
method was much more successful. There were interview carried out with 13 students selected
from both groups in order to determine the misconceptions still sustained.

Anahtar Kelimeler

Radioactivity, radioactivity learnin in high schools, constructivist approach

GELENEKSEL ANLATIM VE YAPILANDIRICI YAKLAŞIMIN RADYOAKTİVİTE ÖĞRETİMİNDE BAŞARIYA ETKİLERİNİN KARŞILAŞTIRILMASI VE İLGİLİ YANLIŞ KAVRAMALARIN GİDERİLMESİNDEKİ ETKİLERİ

Öz

Bu çalışma Türkiye’de, 2000-2001 eğitim ve öğretim yılında, Ankara Özel Maltepe Dershaneleri Sakarya şubesinde, Ankara’nın değişik liselerinden gelen 180 lise 2. sınıf öğrencisi ile gerçekleştirildi. Araştırmacılar tarafından hazırlanan “Radyoaktivite” ile ilgili 20 soruluk bir “kavram testi” öğrencilere “Ön Test” olarak uygulanarak öğrencilerin bu konudaki ön bilgileri saptandı. Başarı durumları denk iki grup oluşturularak, gruplardan biri kontrol grubu diğeri deney grubu olarak belirlendi. Kontrol grubuna Geleneksel Anlatım Yöntemi, deney grubuna Yapılandırıcı Yaklaşım “Constractivist approach” ile ders işlendi. Öğretim sonunda 20 soruluk kavram testi “Son Test” olarak yeniden uygulandı. Sonuçlar değerlendirildiğinde iki grubun başarıları arasında önemli bir fark olduğu ve Yapılandırıcı Yaklaşımla ders işlenen deney grubunun daha başarılı olduğu saptandı. Ayrıca sınav sonuçlarına göre her iki gruptan seçilen 13 öğrenci ile mülakat yapılarak hâlâ devam eden bazı yanlış kavramalarının nedeni araştırıldı.

Anahtar Kelimeler

Radyoaktivite, liselerde radyoaktivite öğretimi, yapılandırıcı yaklaşım

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