Ölçme Tekniğinin Farklı Bilişsel Stillerdeki Öğrencilerin Hareket Konusundaki Kavramsal Bilgi Düzeylerine Etkisi

Bu çalışmada alan bağımlı ve alan bağımsız bilişsel stillere sahip öğrencilerin farklı ölçme teknikleri (çoktan seçmeli, açık uçlu) ile ölçülen hareket konusundaki kavramsal bilgi düzeyleri arasındaki ilişki incelenmiştir. Çalışmaya Bolu ilindeki üç farklı liseden 136 öğrenci (Erkek=87, Kız=49) katılmıştır. Bu çalışmaya katılan öğrencilerin tamamının 2003-2004 eğitim öğretim yılının birinci döneminde fizik dersinde hareket ve hareket yasaları konularını öğrendikleri varsayılmıştır. Belirtilen eğitim öğretim yılının ikinci döneminin başında öğrencilerin hareket ve hareket yasaları konularındaki kavramsal bilgi düzeyleri iki farklı formatta hazırlanmış testle ölçülürken öğrencilerin bilişsel stilleri (alan bağımlı ve alan bağımsız) ise Saklı Figürler Testi (SFT) kullanılarak belirlenmiştir. Çalışmada elde edilen verilerin ANOVA teknikleri kullanılarak analizi sonucunda, alan bağımlı ve alan bağımsız bilişsel stile sahip öğrencilerin çoktan seçmeli testten aldıkları puan ortalamaları arasında, alan bağımsız bilişsel stile sahip öğrenciler lehine istatistiksel olarak anlamlı bir fark bulunmasına rağmen alan bağımlı ve alan bağımsız bilişsel stile sahip öğrencilerin açık uçlu testten aldıkları puan ortalamaları arasında istatistiksel olarak anlamlı bir fark bulunmamıştır. Bu çalışmadaki bulguların literatürdeki çalışmalarla ilişkisine bakılmış ve bu bulguların eğitim programı ve öğretmen yetiştirilmesi açısından önemi eleştirel bir bakış açısıyla analiz edilmiştir.

THE EFFECT OF ASSESSMENT TECHNIQUE ON MOTION CONCEPTUAL UNDERSTANDINGS OF STUDENTS HAVING DIFFERENT COGNITIVE STYLE

In this study, the effects of assessment techniques on conceptual understandings of high school students having different cognitive styles (field dependent and field independent) on major concepts of motion were investigated. Participants were 136 students (Male=87, Female=49) from various high schools in Bolu. The subjects of this study were taught motion and motion laws in a high school physics course in the first semester of 2003-2004. After completing the first semester, students’ conceptual understanding levels of major concepts of motion were assessed by using two tests developed in different formats. Also, cognitive styles of students (field dependent and field independent) were identified, using the Group Embedded Figure Test (GEFT). Data collected in this study were analyzed, using ANOVA. Results of the study showed that there was a statistically significant difference between field-dependent and field-independent students’ conceptual understanding levels which was assessed by using a multiple- choice test. There were not significant differences between field-dependent and field-independent students’ conceptual understanding levels which were assessed by using an open-ended test. Finally, the findings of the current and previous studies were compared, and the possible effects of the present study’s findings on teaching and learning were discussed

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