Öğretmen Adaylarının Dolaşım Sistemi Kavramlarını Anlamaları, Tutum ve Motivasyon

Year 2021, Volume: 4 Issue: 2, 169 - 184, 31.12.2021

Nazlı Gökben Atılboz

https://doi.org/10.52134/ueader.989718

Abstract

Bu çalışmanın amacı, öğrenme halkasına dayalı öğretimin öğretmen adaylarının insanda dolaşım sistemi konusunu öğrenmeleri, biyoloji dersine karşı tutumları ve motivasyonları üzerine olan etkisini incelemektir. İnsanda Dolaşım Sistemi Kavram Testi, Bilimsel İşlem Beceri Testi, Öğrenmede Güdüsel Stratejiler Anketi ve Biyoloji Dersi Tutum Ölçeği deney ve kontrol gruplarına veri toplama aracı olarak uygulanmıştır. Araştırma deseni olarak ön-test son-test kontrol gruplu desen kullanılmıştır. Analiz sonuçlarına göre, öğrencilerin insanda dolaşım sistemi konusunu öğrenmeleri üzerine öğrenme halkası modelinin öğretmen merkezli öğretim yöntemlerine göre daha etkili olduğu ortaya çıkmıştır. Öğrenme halkasına dayalı öğretim insanda dolaşım sistemi konusundaki kavram yanılgılarının giderilmesinde daha etkili olmuştur. Biyoloji dersine karşı tutum ve motivasyonları üzerine anlamlı bir etkisi olmadığı sonucuna varılmıştır. Öğrencilerin önceki bilgileri ve bilimsel süreç becerilerinin öğrenci başarısı ile ilişkili olduğu gösterilmiştir. Öğretmen adaylarına öğretmen eğitimi programlarında öğrenme halkasına dayalı etkinliklerle farklı öğrenme deneyimleri yaşatılmalıdır.

Keywords

Biyoloji eğitimi, Dolaşım sistemi, Öğrenme halkası, Öğretmen adayları

Enhancing Preservice Teachers’ Understanding of Circulation System Concepts, Attitude and Motivation

Abstract

The purpose of this study is to investigate the effectiveness of the learning cycle instruction on preservice elementary teachers’ understanding of human circulatory system concepts, attitudes towards biology and motivations. The Human Circulatory System Concepts Test, Attitude Towards Biology Scale, Science Process Skills Test and Motivated Strategies for Learning Questionnaire were used to collect data. The test was administered to preservice elementary teachers in control and experimental groups. The quasi-experimental design was used as research design. The analysis of covariance revealed a statistically significant difference in favor of the experimental group after treatment. The learning cycle instruction was more effective when compared with teacher-centered instruction in eliminating the students’ misconceptions about the circulatory system. There was no significant effect of the learning cycle instruction on students’ attitudes towards biology and motivation. Students’ prior knowledge and science process skills were related to students’ science achievement. Teacher educators should provide preservice teachers with different opportunities of experiencing the learning cycle as a teacher in teacher education programs.

Keywords

Biology education, Circulation system, Preservice teacher, Learning cycle

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