Fen Bilgisi Öğretmen Adaylarında Bir Çizgi Grafiğinin Görsel ve Bilişsel Yapılandırılması

Öz

Bu araştırma, öğretmen adaylarının biyoloji konusuna ilişkin bir çizgi grafiği oluşturma sürecini açıklamak ve böylece çizdikleri grafikle ilgili yorumlarını anlamak amacıyla yapılmıştır.Bu kapsamda araştırma bir devlet üniversitesinin ikinci sınıfında öğretim gören 2013-2014 güz döneminde 55, 2015-2016 güz döneminde 66 ve 2016-2017 güz döneminde 59 olmak üzere toplam 180 fen bilgisi öğretmen adayı ile yürütülmüştür. Araştırma doküman analizi çerçevesinde yürütülmüştür. Verilerin kaynağını üç yıl boyunca toplanan genel biyoloji laboratuvar dersinin dönem sonu değerlendirme kağıtları oluşturmaktadır. Değerlendirilen açık uçlu sorularda öğretmen adaylarından bir probleme yönelik çizgi grafik çizmeleri ve bu grafiği yorumlayarak mantıksal çıkarım yapmaları beklenmiştir. Fen bilgisi öğretmen adaylarının yanıtları çizgi grafiğini çizmedeki görsel ve bilişsel yapılandırmalarının değerlendirilmesi çerçevesinde yapılmıştır. Elde edilen bulgulara göre, öğretmen adaylarının görsel ve bilişsel yapılandırma becerilerinin zayıf olduğu, grafikten mantıksal çıkarımlar yapabilmelerinin grafik çizme ve yorumlama becerilerine göre daha yetersiz olduğu söylenebilir.

Anahtar Kelimeler

• Bilişsel yapılandırma
• Görsel yapılandırma
• Çizgi Grafiği
• Grafik Çizme

Evaluation of Pre-Service Science Teachers' Visual and Cognitive Constructions of A Line Graph

Öz

This research was conducted in order to explain the process of creating a line graph on the subject of biology by pre-service teachers and thus to understand their comments about the graph they drew. In this context, the research was conducted with 180 pre-service science teachers, 55 in the 2013-2014 fall semester, 66 in the 2015-2016 fall semester, and 59 in the 2016-2017 fall semester, who were studying in the second year of a state university. The research was carried out within the framework of document analysis. The data source is the end-of-term evaluation form of the general biology laboratory course collected for three years The answers of the pre-service science teachers were made within the framework of evaluating their visual and cognitive construction in drawing the line graph. According to the findings, it can be stated that pre-service teachers have poor visual construction skills and cognitive construction skills and their ability to make logical inferences from a graph is less efficient when compared to graph drawing and interpretation skills.

Anahtar Kelimeler

• Cognitive construction
• Graph Drawing
• Line Graph
• Visual construction

Kaynakça

1. Adams, D. D. & Shrum, J. W. (1988, April 10-13). The effects of microcomputer-based laboratory exercises on the acquisition of line graph construction and interpretation skills by high school biology students. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching.
2. Aydan, B., & Dönel Akgün G. (2021). Pre-service science teachers’ skills of reading, interpreting and drawing graphs. Atlas Journal, 7(40), 1768-1796. http://dx.doi.org/10.31568/atlas.678
3. Batur, A., Baki, A. & Güven, B. (2019, September 26-28). Examination of the Graphical Literacy Levels of Students from Different Undergraduate Programs Farklı lisans programlarında okuyan öğrencilerin grafik okuryazarlıklarının incelenmesi. 4 th International Symposium of Turkish Computer and Mathematics Education, İzmir.
4. Bayazıt, İ. (2011). Öğretmen adaylarının grafikler konusundaki bilgi düzeyleri. Gaziantep University Journal of Social Sciences, 10(4), 1325-1346.
5. Berg, C. A. & Smith, P. (1994). Assessing students’ abilities to construct and interpret line graphs: disparities between multiple- choice and free-response instruments. Science Education, 78(6), 527-554.
6. Bowen, A. G. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40.
7. Braga J., Phillips M. L. & Norris S., (2012), Visualizations and visualization in science education, In Norris S. P. (Eds.), Reading for evidence and interpreting visualizations in mathematics and science education (pp. 123–145). Sense Publishers.
8. Clegg, C.J. (2010). Biology for the IB diploma. Hodder Murray.

9. Cleveland, W. S., & McGill, R. (1984). Graphical perception: Theory, experimentation, and application to the development of graphical methods. Journal of the American Statistical Association, 79(387), 531-554.
10. Cleveland, W. S., & McGill, R. (1987). Graphical perception: The visual decoding of quantitative information on graphical displays of data. Journal of the Royal Statistical Society: Series A (General), 150(3), 192-210.
11. Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd Ed.). Sage.
12. Dundar, S., & Yaman, H. (2014). To examine how the skills of class teacher candidates in terms of interpreting tables and graphics change according to mathematical reasoning skills. Kastamonu Eğitim Dergisi, 23(4), 1965-1710.
13. Dunham, P. H., & Osborne, A. (1991). Learning how to see: Students’ graphing difficulties. Focus on Learning Problems in Mathematics, 13(4), 35-49.
14. Ercan, O., Costu, F., & Costu, B. (2018). Öğretmen adaylarının grafik çiziminde karşılaştıkları güçlüklerin belirlenmesi. Kastamonu Education Journal, 26(6), 1929-1938. http://dx.doi.org/10.24106/kefdergi.2227
15. Erbilgin, E, Arıkan, S., & Yabanli (2015). Çizgi grafiğini yorumlama ve oluşturma becerilerinin ölçülmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 16(2), 43-61.
16. Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (Vol. 7, p.99). McGraw-Hill.
17. Glazer, N. (2011). Challenges with graph interpretation: a review of the literature. Studies in Science Education, 47(2), 183-210.
18. Gültepe, N. (2016). Reflections on high school students’ graphing skills and their conceptual understanding of drawing chemistry graphs. Educational Sciences: Theory & Practice, 16(1).
19. İncikabı L., Biber, A. C., Takıcak, M., & Bayam, S. B. (2015). An investigation of seventh grade students’ performances on conceptual, procedural and graphical problems regarding circles. Turkish Journal of Computer and Mathematics Education, 6(1), 1-17.
20. İlkörücü-Göçmençelebi, Ş., & Tapan, M. S. (2010). Analyzing students’ conceptualization through their drawings. Procedia-Social and Behavioural Sciences, 2(2), 2681-2684.
21. Kali, H. D. (2005). First-year university biology students’ difficulties with graphing skills [Unpublished master thesis, Univesity of the Witwatersrand, Faculty of Science].
22. Kıranda, S. & Akpınar M. (2020). Students' views about difficulties they are experienced with in graphic reading and drawing. Hacettepe University Journal of Education, 35(2), 415-427.
23. Landin, J. (2011). Perceptual drawing as a learning tool in college biology laboratory [Unpublished doctorate thesis, Graduate Faculty of North Caroline State University, Raleigh]
24. Lithner, J. (2006). A framework for analysing creative and imitative mathematical reasoning. Research Reports in Mathematics Education, Department of Mathematics, Ume˚a University.
25. Shah, P. & Carpenter, P. A. (1995). Conceptual limitations in comprehending line graphs. Journal of Experimental Psychology General, 124(1), 43–61.
26. Shah, P. & Hoeffner, J. (2002). Review of graph comprehension research: Implications for instruction. Educational Psychology Review, 14(1), 47–69.
27. Wavering, M. J. (1985). The logical reasoning necessary to make line graphs. National Association for Research in Science Teaching. Annual Meeting, India, April 15-18.
28. Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayıncılık.
29. Yayla, G., & Ozsevgeç, T. (2014). The examination of secondary school student’s graphic skills and interpretation of line graphs. Kastamonu Education Journal, 23(3), 1831-1400.
30. Yelken, B. Ş. (2020). Ortaöğretim öğrencilerinin kuvvet ve hareket konusuna yönelik grafik kullanma becerilerinin incelenmesi (Yayın No. 633505 [Yüksek lisans tezi, Gazi Üniversitesi]. YÖK. https://tez.yok.gov.tr