Argümantasyon Destekli Probleme Dayalı Öğretimin Fen Bilgisi Öğretmen Adaylarının Gazlar ve Asit-Bazlar Konularındaki Başarılarına Etkisi

Bu çalışmada, asitlik/bazlık ve gazlar konularının öğretimi sırasında, Probleme Dayalı Öğretim (PDÖ) yöntemi argümantasyonla desteklenerek, PDÖ yönteminin eksik görülen tarafının argümantasyon yöntemiyle tamamlanıp tamamlanamayacağının incelenmesi amaçlanmıştır. Araştırmada ön test-son test eşitlenmemiş kontrol gruplu yarı deneysel desen kullanılmıştır. Araştırmanın örneklemini, Türkiye’de bir devlet üniversitesinde öğrenimini sürdüren 140 fen bilgisi öğretmen adayı oluşturmaktadır. Çalışma iki deney grubu ile yürütülmüş, bu grupların birinde probleme dayalı (N=44), diğerinde argümantasyon destekli probleme dayalı öğretim (N=46) uygulanmış, kontrol grubunda ise mevcut program (N=50) ile sekiz hafta süreyle yürütülmüştür. Veriler; a) AsitlerBazlar Başarı Testi ve b) Gazlar Başarı Testi ile toplanmış, t-testi ve varyans analizi (ANOVA) ile analiz edilmiştir. Analiz sonuçlarına göre, argümantasyon destekli probleme dayalı öğretim yönteminin uygulandığı deney grubundaki öğrencilerin Asit/Bazlar ve Gazlar konularındaki akademik başarılarının diğer gruplardaki öğrencilerin akademik başarılarından anlamlı derecede yüksek olduğu bulunmuştur.

The Effect of Argumentation-supported Problem Based Learning on the Achievements of Science Teacher Candidates Regarding the Subjects of Gases and Acids-Bases

In this study, our aim was to investigate whether the missing element in theProblem Based Learning (PBL) method could be supplied by supporting the PBLmethod with argumentation during a class on the topic of acidity/alkalinity andgases. In the research, a non-equivalent (pre-test and post-test) control-groupdesign was used. The research sample was composed of 140 science teachercandidates at a state university in Turkey. The study was carried out with twoexperimental groups and one control group. In one of the experimental groups,problem based learning (PBL) was applied (N=44), and, in the other experimentalgroup, argumentation-supported problem based learning (AS-PBL) was applied(N=46). In the control group, a traditional teaching approach (TTA) was carriedout (N=50). The study lasted for eight weeks. Data was collected through a) theacids/bases academic achievement test and b) the gases academic achievementtest and were analyzed by t-test and ANOVA (analysis of variance). The resultsrevealed that the academic achievement of the students in the experiment groupwhere teaching method AS-PBL was applied regarding acids/bases and gaseswere higher than the academic achievement of the students in the otherexperimental group at a significant level.

PDF

___

Albanese, M. (2000). Problem-based learning: Why curricula are likely to show little effect on knowledge and clinical skills. Medical Education, 34, 729-738.
Albanese, M.A. & Mitchell, S. (1993). Problem-based learning: a review of literature on its outcomes and implementation issues. Academic Medicine, 68, 52–81.
Ali, R., Hukamdad, Akhter, A., & Khan, A. (2010). Effect of using problem solving method in teaching mathematics on the achievement of mathematics students. Asian Social Science, 6 (2), 67-72.
Allen, D. E., Duch, B. J., & Groh, S. E. (1996). The power of problem‐based learning in teaching introductory science courses. New Directions for Teaching and Learning, 1996(68), 43-52.
Atkins, P., & Jones, L. (2009). Chemical principles. Macmillan.
Ayyıldız, Y., & Tarhan, L. (2013). Case study applications in chemistry course: gases, liquids, and solids. Chemistry Education Research and Practice, 14(4), 408-420.
Bağ, H., & Çalık, M. (2017). A thematic review of argumentation studies at the K-8 Level. Education & Science, 42(190).
Banta, T. W., Black, K. E., & Kline, K. A. (2000). PBL 2000 plenary address offers evidence for and against problem-based learning, PBL Insight to solve, to learn, together. A newsletter for undergraduate Problem Based Learning from Stamford, 3 (3).
Barrett, T., & Naughton, C. (2014). Problem-based learning: an integrative approach to the cultivation of personcenteredness, empathy, and compassion. In Integrative Learning (pp. 65-79). Routledge.
Barrows, H. S., & Myers, A. C. (1993). Problem-based learning in secondary schools. Unpublished monograph. Springfield, IL: Problem-Based Learning Institute, Lanphier High School and Southern Illinois University Medical School.
Barrows, H. S., & Tamblyn, R. M. (1980). Problem-based learning: An approach to medical education. Springer Publishing Company.
Belland, B. R. (2010). Portraits of middle school students constructing evidence-based arguments during problembased learning: The impact of computer-based scaffolds. Educational technology research and Development, 58(3), 285-309.
Belland, B. R., Glazewski, K. D., & Richardson, J. C. (2011). Problem-based learning and argumentation: Testing a scaffolding framework to support middle school students’ creation of evidence-based arguments. Instructional Science, 39(5), 667-694.
Boud, D., & Feletti, G. (2013). The challenge of problem-based learning. Routledge.
Bouwma‐Gearhart, J., Stewart, J., & Brown, K. (2009). Student misapplication of a gas‐like model to explain particle movement in heated solids: implications for curriculum and instruction towards students’ creation and revision of accurate explanatory models. International Journal of Science Education, 31(9), 1157-1174.
Camp, G. (1996). Problem-based learning: A paradigm shifts or a passing fad? Medical Education Online, 1(1), 4282.
Cassel, D. G. (2002). Synergistic argumentation in a problem-centered learning environment. Doctoral dissertation, The University of Oklahoma, Oklahoma
Chin, C., & Chia, L. G. (2004). Problem‐based learning: Using students' questions to drive knowledge construction. Science Education, 88 (5), 707-727.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative (pp. 146-166). Upper Saddle River, NJ: Prentice Hall.
Çelik, A. Y., & Kılıç, Z. (2014). The impact of argumentation on high school chemistry students’ conceptual understanding, attitude towards chemistry and argumentativeness. Eurasian Journal of Physics and Chemistry Education, 6(1), 58-75
Dahlgren, M. A., Castensson, R., & Dahlgren, L. O. (1998). PBL from the teachers' perspective. Higher Education, 36 (4), 437-447.
Dobbs, V. (2008). Comparing Student Achievement in The Problem-Based Learning Classroom and Traditional Teaching Methods Classroom. ProQuest Information and Learning.
Dochy, F., Segers, M., Van den Bossche, P. & Gijbels, D. (2003). Effects of problem-based Learning: a metaanalysis. Learning and Instruction, 13 (5), 533–568.
Donnel, C. M., O’Connor, C. and Seery, M. K. (2007). Developing practical chemistry skills by means of studentdriven problem-based learning mini-projects. Chemistry Education Research and Practice, 8 (2), 130-139.
Driver, R., Asoko, H., Leach, J., Scott, P., & Mortimer, E. (1994). Constructing scientific knowledge in the classroom. Educational researcher, 23(7), 5-12.
Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science education, 84 (3), 287-312.
Duch, B. J., Groh, S. E. & Allen, D. E. (2001). The power of problem-based learning. Stylus Publishing. Virginia (USA).
Duschl, R. A., & Osborne, J. (2002). Supporting and promoting argumentation discourse in science education. Studies in Science Education, 38(1), 39-72).
Erduran, S., & Jiménez-Aleixandre, M. P. (2008). Argumentation in science education. Perspectives from Classroom-Based Research. Dordre-cht: Springer.
Erduran, S., & Mugaloglu, E. Z. (2013). Interactions of economics of science and science education: Investigating the implications for science teaching and learning. Science & Education, 22(10), 2405-2425.
Erduran, S., & Pabuccu, A. (2012). Bonding chemistry and argument: teaching and learning argumentation through chemistry stories. Bristol: University of Bristol.
Etherington, M.B. (2011) Investigative primary science: A problem-based learning approach. Australian Journal of Teacher Education, 36(9), 53-74).
Ford, M. (2008). Disciplinary authority and accountability in scientific practice and learning. Science Education, 92 (3), 404-423.
Garnett, P.J. & Treagust, D.F. (1992). Conceptual difficulties experienced by senior high school students of chemistry: electrochemical (galvanic) and electrolytic cells. Journal of Research in Science Teaching, 29(10), 1079-1099.
Gultepe, N., & Kilic, Z. (2015). Effect of scientific argumentation on the development of scientific process skills in the context of teaching chemistry. International Journal of Environmental and Science Education, 10(1), 111-132.
Greenwood J. D. (1999). Understanding the “Cognitive Revolution” in Psychology. Journal of the History of the Behavioral Sciences, 35(1), 1-22).
Groh, S. E. (2001). Using problem-based learning in general chemistry. (Eds.: Allen Deborah E.). The Power of Problem-Based Learning: A Practical "how to" for Teaching Undergraduate Courses in Any discipline (pp. 207).
Hefter, M. H., Berthold, K., Renkl, A., Riess, W., Schmid, S., & Fries, S. (2014). Effects of a training intervention to foster argumentation skills while processing conflicting scientific positions. Instructional Science, 42, 929- 947.
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational psychology review, 16(3), 235-266.
Hmelo-Silver, C. E., & Barrows, H. S. (2008). Facilitating collaborative knowledge building. Cognition and instruction, 26(1), 48-94.
Hmelo S. & Cindy E. (2004) Problem-Based Learning: What and How do students learn? Educational Psychology Review. 2004(16), 35-66;
Jiménez‐Aleixandre, M. P., Bugallo Rodríguez, A., & Duschl, R. A. (2000). “Doing the course” or “doing science”: Argument in high school genetics. Science Education, 84(6), 757-792.
Jiménez-Aleixandre, M. P., & Pereiro-Muñoz, C. (2005). Argument construction and change while working on a real environment problem. In Research and the quality of science education (pp. 419-431). Springer, Dordrecht.
Joung, S. (2003). The effects of high-structure cooperative versus low-structure collaborative design on online debate in terms of decision making, critical thinking, and interaction pattern. Doctoral Dissertation, The Florida State University, Florida.
Jonassen, D. H. (2011). Design Problems for Secondary Students. National Center for Engineering and Technology Education.
Ju, H., & Choi, I. (2018). The Role of Argumentation in Hypothetico-Deductive Reasoning During Problem-Based Learning in Medical Education: A Conceptual Framework. Interdisciplinary Journal of Problem-Based Learning, 12(1), 4.
Kelly, O., & Finlayson, O. (2009). A hurdle too high? Students’ experience of a PBL laboratory module. Chemistry Education Research and Practice, 10(1), 42-52.
Larive, C. K. (2004). Problem-based learning in the analytical chemistry laboratory course. Analytical and Bioanalytical Chemistry, 380 (3), 357-359.
Mann, M., Treagust, D. F. (1998). A pencil and paper instrument to diagnose students’ conception of breathing, gas exchange and respiration. Australian Science Teachers Journal, 44(2), 55-59.
Marklin Reynolds, J., & Hancock, D. R. (2010). Problem‐based learning in a higher education environmental biotechnology course. Innovations in Education and Teaching International, 47 (2), 175-186.
McDonald, J.T., 2002. Using problem-based learning in a science methods course. Proceedings of the Annual International Conference of the Association for the Education of Teachers in Science, ERIC ED 465 621, Charlotte.
McGhee, M. (2015). The effects of argumentation scaffolding in a problem-based learning course on problemsolving outcomes and learner motivation. Doctoral Dissertation, The Florida State University, Florida.
Mehalik, M. M., Doppelt, Y., & Schuun, C. D. (2008). Middle‐school science through design‐based learning versus scripted inquiry: Better overall science concept learning and equity gap reduction. Journal of Engineering Education, 97(1), 71-85.
Noh, T., & Scharmann, L. C. (1997). Instructional influence of a molecular‐level pictorial presentation of matter on students' conceptions and problem‐solving ability. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 34(2), 199-217.
Nussbaum, E. M., & Edwards, O. V. (2011). Critical questions and argument stratagems: A framework for enhancing and analyzing students’ reasoning practices. The Journal of the Learning Sciences, 1-46.
Osborne, J., Erduran, S. & Simon, S. (2004). Enhancing the quality of argumentation in school science. Journal of Research in Science Teaching, 41 (10), 994-1020.
Osborne, J., Erduran, S., Simon, S., & Monk, M. (2001). Enhancing the quality of argument in school science. School science review, 82(301), 63-70.
Özmen, H. (2011). Effect of animation enhanced conceptual change texts on 6th grade students’ understanding of the particulate nature of matter and transformation during phase changes. Computers & Education, 57(1), 1114-1126.
Papastergiou, M. (2009). Digital game-based learning in high school computer science education: Impact on educational effectiveness and student motivation. Computers & Education, 52(1), 1-12.
Pepper, C. (2010). ‘There’s a lot of learning going on but NOT much teaching!’: student perceptions of problem‐ based learning in science. Higher Education Research & Development, 29 (6), 693-707.
Peterson, R. F. & Treagust, D. F. (1998). Learning to teach primary science through problem-based learning. Science Education, 82 (2), 215-237.
Ramstedt, M., Hedlund, T., Björn, E., Fick, J., & Jahnke, I. (2016). Rethinking chemistry in higher education towards technology enhanced problem-based learning. Education Inquiry, 7 (2).
Ronis, D. L. (2007). Problem-based learning for math & science: Integrating inquiry and the internet. Corwin.
Sağır, Ş. U., & Kılıç, Z. (2012). Analysis of the Contribution of Argumentation-Based Science Teaching on Student Success and Retention. Eurasian Journal of Physics & Chemistry Education, 4(2).
Savery, J. R. (2006). Overview of problem-based learning: Definitions and distinctions. Interdisciplinary Journal of Problem-based Learning, 1(1), 3.
Schwartz, P., Webb, G., & Mennin, S. (Eds.). (2001). Problem-based learning: Case studies, experience and practice. Psychology Press.
Selçuk, G. S. (2010). The effects of problem-based learning on pre-service teachers achievement, approaches and attitudes towards learning physics. International Journal of Physical Sciences, 5(6), 711-723.
Serin, G. (2009). Probleme dayalı öğrenme öğretiminin 7. sınıf öğrencilerin fen başarısına, fene karşı tutumuna ve bilimsel süreç becerilerine etkisi [The effect of problem based learning instruction on 7th grade students' science achievement, attitude toward science and scientific process skills]. Doctoral Dissertation, Middle East Technical Universty, Ankara, Turkey.
Skamp, K. (1999). Are Atoms and Molecules Too Difficult for Primary Children? School Science Review, 81(295), 87-96.
Şahin, M. (2009). Exploring University Students' Expectations and Beliefs about Physics and Physics Learning in a Problem-Based Learning Context. Eurasia Journal of Mathematics, Science & Technology Education, 5(4).
Taşoğlu, A. K.,& Bakaç, M. (2010). The effects of problem based learning and traditional teaching methods on students’ academic achievements, conceptual developments and scientific process skills according to their graduated high school types. Procedia-Social and Behavioral Sciences, 2 (2), 2409-2413.
Torp, L. & Sage, S. (2002). Problem as Possibilities: Problem-Based Learning for K-16 Education. Alexandria, VA, USA: Association for Supervision and Curriculum Development.
Treagust, D. F. (1988). Development and use of diagnostic tests to evaluate students’ misconceptions in science. International journal of science education, 10(2), 159-169.
Tüysüz, C., Demirel, O. E., & Yildirim, B. (2013). Investigating the effects of argumentation, problem and laboratory-based instruction approaches on pre-service teachers’ achievement concerning the concept of “acid and base”. Procedia-Social and Behavioral Sciences, 93, 1376-1381.
Velez, A. B. (2008). Thinking critically together: The intellectual and discursive of controversial conversations. Doctoral Dissertation, The Harvard University, Massachusetts.
Vernon, D. T., & Blake, R. L. (1993). Does problem-based learning work? A meta-analysis of evaluative research. Academic medicine, 68 (7), 550-63.
Voska, K. W., Heikkinen, H. W. (2000). Identification and analysis of student conception used to solve chemical equilibrium problems. Journal of Research in Science Teaching, 37(2), 160-176.
Walton, D. (2007). Media argumentation: dialectic, persuasion and rhetoric. Cambridge University Press.
West, T. L. (1994). The effect of argumentation instruction on critical thinking skills. Doctoral Dissertation. Southern Illinois University, Chicago.
Wood, D.F. (2003). Problem based learning, ABC of learning and teaching in medicine, 326 (7384): 328-330
Yuzhi, W. (2003). Using problem-based learning in teaching analytical chemistry. The China Papers, 2, 28-33.