Buradasınız

Anasayfa » Content

Examination of Natural Science Laboratory Perception Levels of Students at Primary Education Grade 6 and Their Attitudes Towards Laboratory Practices of Natural Science Course

Journal Name:

  • International Journal of Educational Researchers

Publication Year:

  • 2011

Key Words:

Author NameUniversity of Author
Abstract (2. Language): 
Attitude is the positive or negative tendency of an individual to any matter. Attitude towards natural science is the emotions, thoughts and behaviors of individuals towards natural science and concepts of natural science. These emotions, thoughts and behaviors may be positive or negative and vary in time. Attitude is influenced by many variables such as age, gender, home and school media, teacher’s personality and instruction technique, previous knowledge and experience, and the attitudes and behaviors of parents. However, the studies performed state that attitude towards natural science is influenced most by laboratory studies. Laboratories are not only places, where students learn theoretical information, but also practices, with which they understand scientific methodology, can behave like a scientist, and develop their practical abilities. Laboratories are media where students work alone or in small groups in cooperation and investigate and examine scientific events. Laboratory studies are carried out in order to verify in laboratory medium the concepts, principles, theories, laws and etc. presented in relation to natural science, to recognize laboratory tools and materials and to gain the skills of using them and establishing an experiment mechanism. There are studies which advocate that laboratory activities develop social relationships and help cognitive development by forming a positive attitude. This study examined whether there was any difference in the attitudes of students at primary education grade 6, who received natural science education in the laboratory and in classroom, towards the laboratory practices of natural science course and in their laboratory perceptions. In this line, the relational model based only on post-test control group was used some 86 students (42 in the experiment group and 44 in the control group) in total constituted the study group. “Attitude Scale for Laboratory Practices of Natural Science Course” and the drawings regarding the laboratory media, which students imagined to have during the practices of natural science course, were used as data collection instruments. Descriptive statistics was used for determining the attitudes of students towards the laboratory practices of natural science course and the difference in their laboratory perceptions. T-test was used so as to find out whether they differed in terms of the specified variables. As a result of the analysis, a significant difference was found in the attitudes of students, who received natural science education in laboratory and in classroom, towards the laboratory practices of natural science course and in their laboratory perceptions.
Bookmark/Search this post with
FULL TEXT (PDF): 
PDF icon arastirmax-examination-natural-science-laboratory-perception-levels-students-primary-education-grade-6-and-their-attitudes-towards-laboratory-practices-natural-science-course.pdf
  • 1
17
27
  • English

REFERENCES

References: 

Adesoji, A. F., & Raimi, M. S. (2004). Effects of Enhanced Laboratory Instructional Technique on Senior Secondary Students’ Attitude toward Chemistry in Oyo Township, Oyo State, Nigeria. Journal of Science Education and Technology, 13(3).
Akçay, S., Aydoğdu, M., Yıldırım, H. İ., & Şensoy, Ö. (2005). Fen Eğitiminde İlköğretim 6. Sınıflarda Çiçekli Bitkiler Konusunun Öğretiminde Bilgisayar Destekli Öğretimin Öğrenci Başarısına Etkisi [The Effect of Computer Assisted Instruction in Flowery Plant Subject in 6th Grade Students in Science Education on the Success of Student]. Kastamonu Education Journal, 13(1), 103-116.
Aladejana, F., & Aderibigbe, O. (2007). Science Laboratory Environment and Academic Performance. Journal of Science Technology Education, 16, 500-506.
Alıcıgüzel, İ. (1979). İlk ve Orta Dereceli Okullarda Öğretim. İstanbul: İnkılap ve Aka Press.
Braund, M., & Reiss, M. (2006). Validity and Worth in the Science Curriculum: Learning School Science Outside the Laboratory. The Curriculum Journal. 17(3), 213–228.
Büyükkaragöz, S. S. (1997). Program Geliştirme. 2. Baskı. Konya: Kurucular Ofset.
Chang, H., Quintan, C., & Krajcik, J.S. (2010). The Impact of Designing and Evaluating Molecular Animations on How Well Middle School Students Understand the Particulate Nature of Matter. Science Education, 94(1), 73-94.
Doğdu, S., & Arslan Z. (1990). Eğitim Teknolojisi Uygulamaları ve Eğitim Araç-Gereçleri. Ankara: Tekışık Web Ofset.
Erkuş, A. (2005). Bilimsel Araştırma Sarmalı. Ankara: Seçkin Press.
Greenfield, T. A. (1997). Gender and Grade Level Differences in Science Interest and Participation. Science Education, 81(3), 259.
Habibe, T. (2006). Lise Kimya Öğretiminde Laboratuar Kullanımına İlişkin Öğrenci Görüşleri [Student Views on the Laboratory Use in High School Chemistry Education]. Türk Eğitim Bilimleri Dergisi, 4(1), 31-43.
25 The International Journal of Educational Researchers (IJERs)
Examination of Natural Science Laboratory Perception Levels of Students at Primary Education Grade 6 and Their Attitudes Towards Laboratory Practices of Natural Science Course
Hançer, A. H., & Yalçın, N. (2007). Fen Eğitiminde Yapılandırmacı Yaklaşıma Dayalı Bilgisayar Destekli Öğrenmenin Bilgisayara Yönelik Tutuma Etkisi [The Effects of Computer Based Learning Based Upon Constructivist Approach in Science Education on Attitudes toward Computer]. Kastamonu Education Journal, 15(2), 549-560.
Hofstein, A., & Lunetta, V. N. (2003). The Laboratory in Science Education: Foundations for the Twenty-First Century. Science Education, 88(1), 28-54.
Horstman, M., Aldiss, S., Richardson, A., & Gibson, A. (2008). Methodological Issues When Using the Draw and Write Technique with Children Aged 6 to 12 Years. Qualitative Health Research, 18(7), 1001-1011.
Karamustafaoğlu, O. (2000). Fizik Öğretiminde Laboratuar Uygulamalarının Yürütülmesinde Karşılaşılan Güçlükler. Türk Fizik Derneği, 19 th Physics Congress, 26-29 September, Fırat University, Elazığ.
Klahr, D., & Li, J. (2005). Cognitive Research and Elementary Science Instruction: From the Laboratory, to the Classroom, and Back. Journal of Science Education and Technology, 14(2), 217-238.
Knox, K. L., Moynihan, J. A., & Markowitz, D. G. (2003). Evaluation of Short Term Impact of a High School Summer Science Program on Students’ Perceived Knowledge and Skills. Journal of Science Education and Technology, 12(4), 471-478.
Lunetta, V. N. (1998). The school science laboratory: Historical perspectives and centers for contemporary teaching. In: Fraser, B. J. and Tobin, K. G. (Eds.), International handbook of science education. Dordrecht. Kluwer Academic Publishers.
Markowitz, D. G. (2004). Evaluation of the Long-Term Impact of a University High School Summer Science Program on Students’ Interest and Perceived Abilities in Science. Journal of Science Education and Technology, 13(3), 395-407.
Mckee, E., Williamson, M. V., & Ruebush, E. L. (2007). Effects of a Demonstration Laboratory on Student Learning. Journal of Science Education & Technology, 16(5), 395-400.
Orion, N., Hofstein, A., Tamir, T., & Giddings G. J. (1997). Development and Validation of an Instrument for Assessing the Learning Environment of Outdoor Science Activities. Science Education, 81(2), 161.
Ornstein, A. (2006). The Frequency of Hands-On Experimentation and Student Attitudes toward Science: A Statistically Significant Relation. Journal of Science Education & Technology, 15 (3/4), 285-297.
Osborne, J. (2003). Attitudes towards Science: A Review of the Literature and Its Implications. International Journal of Science Education, 25(9), 1049–1079.
Oskay Özyalçın, Ö., Erdem, E., & Yılmaz, A. (2009). Kimya Laboratuar Uygulamalarının Öğrencilerin Kimyaya Yönelik Tutum ve Başarılarına Etkisi Üzerine Bir Çalışma [A Study about the Effects of Chemistry Laboratory Applications on Students’ Attitudes toward Chemistry and Achievement]. Electronic Journal of Social Sciences, 8(27), 222-321.
Ottander, C., & Grelsson, G. (2006). Laboratory Work: The Teachers’ Perspective. Journal of Biological Education, 40(3), 113-118.
Özmen, H. (2001). Kimya Öğretmenliği Öğrencilerinin Laboratuar Uygulamalarında Karşılaştıkları Güçlüklerin Tespiti. Retrieved October 30, 2010, from http://egitim.cukurova.edu.tr/efdergi /makaleler.asp?dosya=185.
Taşkın Ekici F., Ekici E., & Taşkın S. (2002). Fen Laboratuarlarının İçinde Bulunduğu Durum, V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, 16-18 September, Ankara. Retrieved October 30, 2010, from http://www.fedu.metu.edu.tr/ufbmek 5/b_kitabi/PDF/Fen/Bildiri/ t90d.pdf.
Tsai, C. C. (2003). Taiwanese Science Students’ And Teachers’ Perceptions Of The Laboratory Learning Environments: Exploring Epistemological Gaps. Internatiınal Journal Science Education, 25(7), 847–860.
© Educational Research Association, All rights reserved. 26
Dr. Mustafa Doğru, Tuna Gençosman, Ayşenur Ataalkın / IJERs 2011, 2(1):17-27
Tweedy, M. E., & Hoese W. J. (2005). Diffusion activities in college laboratory manuals. Journal of Biological Education, 39(4), 150-155.
Uluçınar, Ş., Cansaran, A., & Karaca, A. (2004). Fen Bilimleri Laboratuvar Uygulamalarının Değerlendirilmesi [The Evaluation of Laboratory Studies in Science]. Türk Eğitim Bilimleri Dergisi, 2(4), 465-477.
Yeşilyurt, S. (2005). Biyoloji Eğitimi Öğrencilerinin Biyoloji Laboratuar Uygulamalarında Karşılaştıkları Güçlüklerin Belirlenmesi Üzerine Bir Araştırma. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 2(30), 88-96.
Yeşilyurt, S. (2006). Öğretmen Adayları ve Öğretim Elemanları Gözüyle Genel Biyoloji Lâboratuar Uygulamalarının Değerlendirilmesi [An Investigation on General Biology Laboratory Applications in Terms of The View of Prospective Teachers and Lecturers]. Kastamonu Education Journal, 14(2), 481-496.
Yeşilyurt, M., Kurt, T., & Temur, A. (2005). İlköğretim Fen Laboratuarı İçin Tutum Anketi Geliştirilmesi ve Uygulanması. Pamukkale University Journal of The Faculty of Education, 17, 23-37.

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