You are here

9.SINIF ÖĞRENCİLERİ İLE FEN BİLGİSİ ÖĞRETMEN ADAYLARININ FİZİKSEL VE KİMYASAL OLAYLAR KONUSUNDA Kİ ALTERNATİF KAVRAMLARININ KARŞILAŞTIRILMASI

A COMPARISON OF PRESERVİCE TEACHER’ AND GRADE 9 STUDENTS’ ALTERNATIVE CONCEPTIONS OF ‘PHYSICAL AND CHEMICAL CHANGES

Journal Name:

Publication Year:

Keywords (Original Language):

Abstract (2. Language): 
In this study it was aimed to make a comparison about physical and chemical changes which is in the 9th grade curriculum and conducted with high school students and prospective science teachers. Sample consists of 105 high school students studying at Trabzon Anatolian High School and 95 prospective science teachers studying at Faculty of Education Artvin Çoruh University totally 200 participants. 17 open-ended questions on physical and chemical change was asked to both of the student groups to determine alternative concepts. The questions were investigated by 5 academicians and 5 chemistry teachers for validity of the test; validity was analyzed through SPSS 15 software and coefficient of Cronbanch Alpha as 0.73. The Alternative Concept Test was applied on both of the student groups to define alternative concepts. As a result similar alternative concepts was found on both 9. Grade high school students and prospective science teachers. The findings revealed that the instruction given to the high school students was not sufficient. The fact that the prospective science teachers have the alternative concepts, can transmit those alternative concepts to their students.
Abstract (Original Language): 
Bu çalışmada 9.sınıf müfredatında yer alan fiziksel ve kimyasal değişimler konusundaki öğrencilerin alternatif kavramlarını karşılaştırmak için Lise öğrencileri ve fen bilgisi öğretmen adaylarıyla yürütülmüştür. Çalışmanın örneklemini Trabzon merkezde bulunan Anadolu Lisesi statüsündeki 9.sınıfta bulunan 105 lise öğrencisi ve Artvin Çoruh üniversitesinde okuyan 95 fen bilgisi öğretmen adayı olmak üzere toplam 200 kişi oluşturmaktadır. Alternatif kavramları tespit etmek için her iki öğrenci grubuna, fiziksel ve kimyasal değişimlerle ilgili 17 açık uçlu soru sorulmuştur. Testin geçerlilik güvenilirliği için sorular 5 akademisyen ve 5 kimya öğretmeni tarafından incelenmiş, geçerliliği SPSS 15 programında analiz edilmiş Cronbach’s alpha 0,73olarak hesaplanmıştır. Fiziksel ve kimyasal değişimlerle ilgili alternatif kavramları tespit etmek için her iki öğrenci grubuna alternatif kavram testi uygulanmıştır Sonuçta 9.sınıf öğrencileri ve fen bilgisi öğretmen adaylarında benzer alternatif kavramlar tespit edilmiştir. Kavram öğretiminde Lise öğrencilerine verilen eğitimin yetersiz olduğu sonucuna varılabilir. Öğretmen adaylarındaki alternatif kavramların olması, bu alternatif kavramları gelecekte öğrencilerine taşıyacakları düşünülebilir.

REFERENCES

References: 

Abraham, M.R., Williamson, V.M., & Westbrook, S. L. (1994). A cross-age study of the understanding of five
chemistry concepts. Journal of Research in Science Teaching, 31(2).
Abraham, M. R., Grzybowski, E. B., Renner, J., Marek, E. A.,1992. Understandings and Misunderstandings of
Eight Graders of Five Chemistry Concepts Found in Textbooks, Journal of Research in Science Teaching, 29: 105.
Brooks, J. G., & Brooks, M. G. (1999). In Search of Understanding: The Case for Constructivist
Classrooms. Alexandria, Virginia USA: ASCD - Association for Supervision and Curriculum Development
BouJaoude, S. B., 1991. A Study of the Nature of Students' Understanding about the Concept of Burning,
Journal of Research in Science Teaching, 28(8): 689-704.
Çalik, M., Ayas A. & Coll R.K. (2007). Enhancing pre-service primaryteachers’ conceptual understanding of
solution chemistry with conceptual change text. International Journal Science Math Education, 5(1), 1–28.
Eğitim ve Öğretim Araştırmaları Dergisi
Journal of Research in Education and Teaching
Kasım 2012, Cilt 1, Sayı 4, Makale 14, ISSN: 2146-9199
125
Calik, M., Ayas, A., Ebenezer, J.V. (2005). A Review of solution chemistry studies: Insights into students’
conceptions. Journal of Science Education and Technology, 14(1), 29-50.
Duit, R. & Treagust, D. F. (1995). Students’ conceptions and constructivist teaching approaches, In Improving
Science Education, edited by Barry J. Fraser and Herbert J. Walberg, pp. 46-69. University of Chicago Press,
Chicago.
Ebenezer, J.V. & Erickson, G.L. (1996). Chemistry students’ conceptions of solubility: A phenomenograpy.
Science Education, 80, 181–201.
Fensham, P. J., (1992). Science and technology. In PW Jackson(Ed.), Handbook of research on curriculum (pp.
789–829). NewYork: Macmillan.
Ginns, I.S. & Watters, J.J. (1995). An analysis of scientific understandings of pre-service elementary teacher
education students. Journal of Research in Science Teaching, 32, 205–222.
Goodwin, A. (1995). Is salt melting when it dissolves in water? Journal of Chemica Education, 79, 393–396.
Guzzetti, B. J., 2000. Learning Counter Intuitive Science Concepts: What Have We Learned From Over a Decade
of Research?, Reading, Writing, Quarterly, 16(2): 89-95.
Hand, B. & Treagust, D.F. (1991). Student achievement and science curriculum development using a
constructive framework. School Science and Mathematics,91(4), 172-176.
Heermann, B., 1988. Teaching and learning with computers. Jossey-Bass Publishers, San Francisco, London.
Matthews, M. R. (2002). Constructivism and Science Education: A Further Appraisal, Journal of Science
Education and Technology, 11(2), 121-134.
Nakhleh, M.B. (1992). Why some students don’t learn chemistry? Journal of Chemical Education, 69(3), 191-
196.
Nicoll, G. (2001). A Report of Undergraduates’ Bonding Misconception. International Journal of Science
Education, 23(7), 707-730.
Özmen, H. & Kolomuç, A. (2004). Bilgisayarlı öğretimin çözeltiler konusundaki öğrenci başarısına etkisi. Gazi
Üniversitesi Kastamonu Eğitim Fakültesi Dergisi, 12(1), 57 - 68.
Valanides, N. (2000). Primary student teachers’ understanding of the particulate nature of matter and
its transformations during dissolving. Chemistry Education: Research and Practice in Europe, 1, 249–262.
Vermette, P., Foote, C., Bird, C., Mesibov, D., Harris-Ewing, S. & Battaglia, C. (2001). “Understanding
Constructivism(s): A Primer for Parents and School Board Members”, Education, 122(1), 87-93.

Thank you for copying data from http://www.arastirmax.com