You are here

Home » Content

Atomun Yapısının Kavratılmasında ve Yanlış Kavramaların Giderilmesinde Bütünleştirici ve Geleneksel Öğretim Yöntemlerinin Etkileri

Effects of the Traditional Method and Constructivist Approach on the Understanding of Atomic Structure and Elimination of Related Misconceptions

Journal Name:

  • Gazi Eğitim Fakültesi Dergisi

Publication Year:

  • 2005

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
The purpose of this study is to compare the “traditional teaching technique” and “constructivist approach” as regards to the perception of the concepts related to the “structure of atom“. The study was carriedout with the 9 th year students in Kırklareli Babaeski High school. The students have been given a pre-test in order to determine their primary knowledge and misconceptions. Two groups have been formed with equal success rates. One of them is determined as the “control” and the other as the “experimental” group. Control and the experimental groups were taught with traditional and constructivist approach respectively. All the students were given a Prior Knowledge Test related to Structure of Atom, Logical Thinking Skill Test, Scientific Calculation Skill test and Atomic Structure Concepts test before the teaching process. In order to evaluate their success, after the teaching process, the students have been given a final atomic structure concept test. The data obtained have been evaluated by ANCOVA and t- test. The results show that the Constructivist Method was more successful, and some misconceptions still persisted after the teaching process. In order to determine the reasons behind their misconceptions, some interviews are made with the students
Bookmark/Search this post with
Abstract (Original Language): 
Araştırmanın amacı, “Atomun Yapısı” konusunun kavratılmasında; “Geleneksel Anlatım Yöntemi” ile “Bütünleştirici (constructivist) Yöntem” in başarıya etkilerini karşılaştırmaktır. Çalışma Kırklareli-Babaeski Lisesi I. Sınıf öğrencileri ile gerçekleştirilmiştir. Öğrencilere “ön test” uygulayarak ön bilgileri ve yanlışkavramları tespit edilmiştir. Başarıbakımından denk iki grup oluşturularak, biri “kontrol grubu” diğeri “deney grubu“ olarak belirlenmiştir. Kontrol grubuna geleneksel anlatım yöntemi, deney grubuna bütünleştirici yöntemle öğretim yapılmıştır. Öğrencilere öğretimden önce Atomun yapısıÖn Bilgi Testi, Mantıksal Düşünme Yetenek Testi, Bilimsel İşlem Beceri Testi ve Atomun YapısıKavram Testi-İlk olarak uygulanmıştır. Uygulamadan sonra başarıyıbelirlemek amacıyla Atomun YapısıKavram Testi-Son uygulanmıştır. Sonuçların değerlendirilmesi t-Testi ve ANCOVA ile yapılmıştır. Sonuçta bütünleştirici yöntemin daha başarılıolduğu saptanmıştır. Test sonuçlarından bazı yanlışkavramların hala devam ettiği görülerek, yanlışkavramların nedenini araştırmak amacıyla mülakat yapılmıştır.
FULL TEXT (PDF): 
PDF icon arastirmax-atomun-yapisinin-kavratilmasinda-yanlis-kavramalarin-giderilmesinde-butunlestirici-geleneksel-ogretim-yontemlerinin-etkileri.pdf
  • 1
41-54
  • Turkish

REFERENCES

References: 

Ben-Zwi, R.I., Eylan, B & Sılberstein J. (1986). “Is an Atom of Copper Malleable?”
Journal of Chemical Education, 63 (1) 64-66.
Bodner, M.C (1986a). Constructivism: A Theory of Knowledge. Journal of Chemical
Education, 63 (10), 873-878 and (1986b), 71 (3), 184-190.
Bodner, G.M.,Klobuchar, M. & Geelan, D.,(2001). The Many Form of Constructivism.
Journal of Chemical Education,78(8), 1107.
Chandran, S., Treagust, D., and Tobin, K. (1987). The Role of Cognitive Factors in
Chemistry Achievement. Journal of Research in Science Teaching, 24, 145-160
Colburn, A. (2000). Constructivism: Science Education’s” Grand Unifying Theory”.
The Clearance House, 74(1), 9-12.
Burns J.C, Okey J.R, & wise K.C (1985). Development of and Integrated Process Skill
Test: TipsII. Journal of Research in Science Teaching, 22 (2), 169-177[12]
Gabel, D.L., Samuel, K.V & Hunn, D.J.(1987). Understanding the Particulate Nature of
Matter.Journal of Chemical Education, 64, 695- 697.
GÜ, Gazi Eğitim Fakültesi Dergisi, Cilt 25, Sayı1 (2005) 41-54 54
Griffıtths, A. K & Preston, K. P (1992). Grade–12 Students Misconceptions Relating to
Fundamental Characteristic of Atoms and Molecules. Research in Science
Teaching, 29(6), 611-628.
Harrison, A.G. & Treaqust, D.F. (1996). Secondary Students Mental Models of Atoms
and Molecules: İmplications for Teaching Chemistry. Science Education,
80(5), 509-534,
Novick, S. & Nussbaum, J. (1981). “Pupils’ Understanding of the Particulate Nature of
Matter: A Cross-age Study”. Science Education, 65 (2), 187-196.
Onwuegbuzie, A.J. (2000). Science Process Skill and Achievement in Research
Methodology Courses, Bowling Green: Annual Meeting of the Mid-South
Educational Research Association
Rosenshine, B. (1987). Explicit Teaching, D. Berliner and B. Rosenshine (Eds.) Talks
to Teachers, New York: Rondam House.
Senemoğlu, N. (1998). Gelişim, Öğrenme ve Öğretim: Gazi Kitapevi, Ankara.
Stuessy, C. (1984). Correlates of Scientific Reasoning in Adolescents: Experience,
Locus of Control, Age, Field, Dependence-Independence,
Rigidity/Flexibility, IQ and Gender. Doctoral Dissertation, Columbus, Ohio:
The Ohio State University
Sutan A. & McHugh A. (1994). Atoms Family. Science Scope, 18 (2), 22-26.
Taber, K.S. (2002). Conceptualizing Quanta–Illuminating the Ground State of Student
Education: Research and Practice in Europe, 3(2), 145-158
Tobin K. & Copie W. (1981). The Development and Validation of a Group Test of
Logical Thinking. Educational an Psychological Measurement, 41 (2), 413-423.
Tsaparlis, G. (1997). Atomic and Molecular Structure in Chemical Education. Journal
of Chemical Education,74 (8), 922-925.
White, R. T. (1993). Learning Science. Oxford: Blackwell Publishers.
White, R. & Gunstone, R. (1992). Probing Understandin. London, The Falmer Press.
Yager, R.E (1991). The Constructivist Learning Model. Science Teacher, 58 (6), 52-57.

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