Fen Bilimleri Öğretmen Adaylarının Kavramsal Değişimlerine Zenginleştirilmiş Laboratuvar Rehber Materyalinin Etkisi: Buharlaşma ve Kaynama*

Öz

Bu çalışmanın amacı, ‘Buharlaşma ve Kaynama’ kavramlarının öğretiminde farklı kavramsal değişim yöntem/tekniklerin 5E öğretim modelinin aşamalarında kullanılması sonucu oluşturulan zenginleştirilmiş laboratuvar rehber materyalinin fen bilimleri öğretmen adaylarının kavramsal değişimine etkisini araştırmaktır. Yarı deneysel yönteme göre tasarlanan araştırmanın örneklemi, Giresun Üniversitesi’nin Fen Bilimleri Öğretmenliği Anabilim Dalı’nda öğrenim gören toplam 97 3. sınıf öğretmen adayından oluşmaktadır. Deney gruplarında bilgisayar animasyonları, kavram haritası, kavramsal değişim metni ve bilimsel süreç becerilerine dayalı deney etkinliklerinin çalışma yaprağı (ÇY) eşliğinde 5E öğretim modelinin aşamalarına entegrasyonu sonucu oluşturulan zenginleştirilmiş laboratuvar rehber materyali kullanılırken; kontrol gruplarında anlatım, soru-cevap ve kapalı uçlu deney yöntemleri kullanılmıştır. Araştırmada veri toplamak için iki aşamalı ‘Buharlaşma ve Kaynama Kavram Testi (BKKT)’ kullanılmıştır. BKKT’nin analizinden, deney ve kontrol grupları arasında kavramsal değişim yönünden deney gruplarının daha başarılı olduğu ortaya çıkmıştır. Yani zenginleştirilmiş laboratuvar rehber materyalinin öğretmen adaylarının ‘Buharlaşma ve Kaynama’ konusunda kavramsal anlamalarını daha fazla arttırdığı, dolayısıyla pozitif yönde bir kavramsal değişim sağlamasında daha etkili olduğu tespit edilmiştir.

Anahtar Kelimeler

• Buharlaşma ve Kaynama,Zenginleştirilmiş Laboratuvar Rehber Materyal,Kavramsal Değişim

Effect of the Enriched Laboratory Guide Material on Prospective Science Teachers’ Conceptual Change: Evaporation and Boiling*

Öz

 

The aim of this study was to explore the effect of enriched laboratory guide materials, integrating different conceptual change methods/techniques according to stages of 5E model on changing prospective science teachers’ alternative conceptions of “Evaporation and Boiling”. A quasi-experimental method was employed. The study participants consisted of 97 prospective science teachers who studied in the science education department of Education Faculty in Giresun University. The experimental groups used the enriched laboratory guide materials, integrating different conceptual change methods or techniques such as concept map (CM), computer animations (CA), conceptual change text (CCT), worksheet and experiments based on scientific process skills according to stages of 5E model. The control groups used traditional teaching method as lecture, questions-answers and close-ended experiments. To collect data, a two-tier Evaporation and Boiling Concept Questionnaire (EBCQ) were used. The results showed that the experimental groups were more successful in conceptual change than the control groups. That is, study results indicate that the learning environment designed in accordance with the enriched laboratory guide materials was more efficient than the traditional learning environment in terms of students' conceptual understanding and changing their' alternative conceptions.

Anahtar Kelimeler

• Evaporation and Boiling,Enriched Laboratory Guide Material,Conceptual Change

Kaynakça

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