Şenol ŞEN, Ayhan YILMAZ, Ümit Işık ERDOĞAN

KİMYA LABORATUVARINDA SORGULAMAYA DAYALI ÖĞRENMENİN ÖĞRENCİLERİN ÖĞRENME YAKLAŞIMLARINA VE EPİSTEMOLOJİK İNANÇLARINA ETKİSİ

Bu çalışmanın amacı, kimya laboratuvarında sorgulamaya dayalı öğrenmenin öğrencilerin öğrenme yaklaşımlarına ve epistemolojik inançlarına etkisini belirlemek ve bu yöntem hakkında öğrencilerin görüşlerini tespit etmektir. Çalışmada, karma yöntem araştırma deseni kullanılmıştır. Çalışmaya toplam 24 öğrenci katılmıştır. Veri toplama aracı olarak öğrenme yaklaşımları ölçeği, epistemolojik inanç ölçeği ve açık uçlu sorular kullanılmıştır. Analizler sonucunda, öğrenmenin çabaya bağlı olduğuna inanç ve öğrenmenin yeteneğe bağlı olduğuna inanç öntest ve sontest puanları arasında anlamlı bir farklılık varken, tek bir doğrunun var olduğuna inanç öntest ve sontest puanları arasında anlamlı bir farklılık tespit edilmemiştir. Öğrencilerin öğrenme yaklaşımları incelendiğinde ise yüzeysel yaklaşım öntest ve sontest puanları arasında anlamlı bir farklılık tespit edilirken, derin yaklaşım öntest ve sontest puanları arasında anlamlı bir farklılık belirlenmemiştir. Nitel veriler incelendiğinde; aşamalardan hoşlanma durumu, zaman problemi, aşamaların öğrenme sürecine katkısı, aşamaların zorlukları ve aşamaların uygulanıp / uygulanmaması şeklinde beş tema oluşturulmuştur.

The Effect of Inquiry based Learning on Students’ Learning Approaches and Epistemological Beliefs in Chemistry Laboratory

This study aims to determine the effects of inquiry-based learning in the chemistry laboratory on students’ learning approaches and epistemological beliefs, and to determine students’ views about this method. This study uses mixed methods research design. The study group comprised 24 students. Learning approaches scale, epistemological beliefs scale, and open-ended questions were used as data collection tools. Following the analyses, significant differences were found between pretest and posttest scores for the belief that learning depends on effort, for the belief that leaning depends on ability, and for surface approach; but no significant differences were found between pre-test and posttest scores for the belief that there is only one truth and for deep approach. On examining the qualitative data, five themes were obtained: enjoying the stages, time problem, the contributions of the stages to the learning process, the difficulty of the stages, and whether or not the stages are followed

Keywords:

Inquiry-based learning chemistry laboratory, learning approaches, epistemological beliefs,

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