Deneysel Çalışma Yönteminin Temel Mikrobiyoloji Kavramlarının Öğretimine Etkisi

Bu çalışmada, temel mikrobiyoloji kavramlarının öğretilmesinde deneysel uygulamaların etkisi araştırılmıştır. Araştırmada tek gruplu ön test son test deneysel desen kullanılmıştır. Çalışma, 32 öğretmen adayı ile gerçekleştirilmiştir. Öğretmen adaylarının temel mikrobiyoloji kavramlarına ilişkin bilgileri ve mikrobiyoloji uygulamalarının bu kavramları öğrenmeye etkisi, ön test ve son test olarak uygulanan bir kavram testi ile incelenmiştir. Her deneysel uygulamadan önce, bir ön test ile öğrencilerin verilen temel kavramları tanımlamaları istenmiştir. Daha sonra deneysel uygulama yapılmış ve iki hafta sonra, öğrencilerin aynı kavramları bir kez daha tanımlamaları istenmiştir. Verilerin analizinde yapılandırıcı içerik analizi yöntemi kullanılmıştır. Her kavram için yanlış ve bilmiyorum cevapları 0, eksik cevap 1, doğru cevap 2 puan verilerek kodlanmıştır. Böylece elde edilen ön test - son test puanları, nonparametrik bir yöntem olan "Wilcoxon İşaretli Sıralar Testi" kullanılarak karşılaştırılmıştır. Laboratuvar uygulamalarının öğretmen adaylarının, daha önce bilmedikleri kavramlar hakkında doğru bilgi edinmelerinde ve yanlış anlamalarını düzeltmede etkili olduğu belirlenmiştir.

The Effect of Experimental Study Method on Teaching Basic Microbiology Concepts

In this study, the effects of experimental applications in the teaching of basicconcepts in microbiology have been investigated. In the research, one-grouppretest–posttest pre-experimental design was used. The study was conducted with32 pre-service teachers. In the study, pre-service students’ understanding of thebasic concepts of microbiology, and the effects of microbiology applications ontheir learning were investigated by a concept test with a pre-test post-testapplication. Before each experimental application, the pre-service teachers wereasked to define the basic concepts in the pre-test concept test. Then, theexperimental application was carried out and two weeks later, they were asked todefine the same concepts once more. Constructive content analysis method was usedin the analysis of the data. Each concept was coded as giving the wrong answer andI don’t know the answer 0, missing answer 1, correct answer 2 points. Thus,obtained pre-test and post-test scores were compared by using "Wilcoxon MarkedRanks Test", a nonparametric method. It was determined that laboratoryapplications were effective on pre-service teachers in obtaining accurateinformation about concepts they previously did not know and in correcting theirmisconceptions, if they had any.

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