Fen ve Teknoloji Öğretiminde Probleme Dayalı Öğrenme Yöntemi İçerisinde Kavram Karikatürleri: Bir Etkinlik Örneği "Isınan Taneciklerin Dansı”

Fen öğretiminde öğrenme ve öğretme yaklaşımının değişmesi ile öğrencilerin derse aktif katılmasını, onların bilgileri yaparak-yaşayarak öğrenmesini ve bilgileri içselleştirerek birer fen okuryazarı olarak yetişmesine olanak sağlayan yöntem ve teknikler büyük önem kazanmaya başlamıştır. Söz konusu yöntemlerden biri de Probleme Dayalı Öğrenme Yöntemi (PDÖ)’dir. Bu yöntemde öğrenciler iki ya da üç oturum boyunca kendilerine sunulan günlük hayattakine çok yakın problem durumunu çözümleyerek öğrenmeye aktif olarak katılırlar. PDÖ oturumlarının ve PDÖ etkinliklerin daha verimli hale getirilebilmesi için PDÖ yönteminin farklı öğrenme teknikleri ile desteklenmesinin öğrenci motivasyonunu arttıracağı düşünülmektedir. Kullanılabilecek bu tekniklerden biri de kavram karikatürleridir. Bu çalışmada fen ve teknoloji öğretiminde probleme dayalı öğrenme yöntemi içerisinde kavram karikatürlerinin kullanımı açıklanarak, Madde ve Isı ünitesine ilişkin örnek etkinliklere yer verilmektedir.

Concept Cartoons Integrated Problem Based Learning in Science and Technology Education: An Activity Sample "Dance of the Heated Particules"

After the change of learning and teaching approach in science education, methods and techniques which help students to participate in course actively, encourages them to learn by doing-living and supports them to become science literal by assimilating information became more important. One of these methods is Problem Based Learning (PBL). In this method students participate actively by solving a problem situations given to them during two or three sessions. Supporting PBL with different learning techniques to make PBL sessions and PBL activities more effective might increase students’ motivation. One of the techniques could be used is concept cartoons. In this study use of concept cartoons integrated to problem based learning explained and sample activities towards matter and heat unit given.

Kaynakça

Allen, R. (2006). Priorities in practice: The essentials of science, grades K-6: Effective curriculum, instruction, and assessment. USA: Association for Supervision and Curriculum Development.

Alper, A. (2008). Attitudes toward problem based learning in a new turkish medicine curriculum. World Applied Sciences Journal, 4(6), 830-836.

Arts, J. A. R., Gijselaers, W. H. ve Segers, M. S. R. (2002). Cognitive Effects of an Authentic Computer-Supported, Problem-Based Learning Environment. Instructional Science, 30(6), 465-495.

Atan, H., Sulaiman, F. ve Idrus, R. M. (2005). The effectiveness of problem-based learning in the web based environment for the delivery of an undergraduate physics course. International Education Journal, 6(4), 430-437.

Balım, A. G., İnel, D. ve Evrekli, E. (2008). Fen öğretiminde kavram karikatürü kullanımının öğrencilerin akademik başarılarına ve sorgulayıcı öğrenme becerileri algısına etkisi. İlköğretim Online, 7(1), 188-202.

Baysal, Z. N. (2005). Hayat Bilgisi/Sosyal Bilgiler öğretiminde probleme dayalı öğrenme için problem durumları oluşturma. Türk Eğitim Bilimleri Dergisi, 3(4), 471-485.

Beringer, J. (2007). Application of problem based learning through research ınvestigation. Journal of Geography in Higher Education, 31(3), 445-457.

Berkel, H. J. M. V. ve Schmidt, H. G. (2000). Motivation to commit oneself as a determinant of achievement in problem-based learning. Higher Education, 40(2), 231-242.

Bing K. W. ve Tam, C. H. (2003). A fresh look at cartoons as a media of ınstruction in teaching mathematics and science in malaysian schools: A hands-on experience. Conference: Managing Curricular Change, ELTC, Malaysia.

Boran, A. İ. ve Aslaner, R. (2008). Problem-based learning in teaching mathematics at the science-art centers. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 9(15), 15-32.

Chung, J. C. C. ve Chow, S. M. K. (2004). Promoting student learning through a student- centered problem-based learning subject curriculum. Innovations in Education and Teaching International, 41(2), 157-168.

Dahlgren, M. A., Castensson, R. ve Dahlgren, L. O. (1998). PBL from the teachers’ perspective. Higher Education, 36(4), 437-447.

Dahlgren, M. A. ve Oberg, G. (2001). Questioning to learn and learning to question: Structure and function of problem-based learning scenarios in environmental science education. Higher Education, 41(3), 263-282.

De Lange, J. (2009). Case study, the use of concept cartoons in the flemish science education: Improvement of the tools and supporting learners’ language skills through a design based research. ESERA Conference, Istanbul, Turkey.

Dolmans, D. H. J. M. ve Ginns, P. (2005). A short questionnaire to evaluate the effectiveness of tutors in PBL: validity and reliability. Medical Teacher, 27(6): 534–538.

Dolmans, D. H. J. M., Grave, W. D., Wolfhagen, I. H. A. P. ve Vleuten, C. P. M. V. D. (2005). Problem-based learning: Future challenges for educational practice and research. Medical Education, 39(7), 732-741.

Feasey, R. (2007). Primary science for teaching assistants. USA-Canada: Routledge.

Gürses, A., Açıkyıldız, M., Doğar, Ç. ve Sözbilir, M. (2007). An ınvestigation into the effectiveness of problem-based learning in a physical chemistry laboratory course. Research in Science & Technological Education, 25(1), 99-113.

Hmelo, C. E., Gotterer, G. S. ve Bransford, J. D. (1997). A theory-driven approach to assessing the cognitive effects of PBL. Instructional Science, 25(6), 387-408.

Hsu, L. (2004). Developing concept maps from problem-based learning scenario discussions. Issues and Innovations in Nursing Education, 48(5), 510-518.

Iglesias, J. L. (2002). Problem-Based Learning in ınitial teacher education. Prospects, 32(3), 319

İngeç, Ş. K. (2008). Use of concept cartoons as an assessment tool in physics education. US-China Education Review, 5(11), 47-54.

Johnstone, A. H. ve Otis, K. H. (2006). Concept mapping in problem based learning: a cautionary tale. Chemistry Education Research and Practice, 7(2), 84-95.

Keogh, B. ve Naylor, S. (1999). Concept cartoons, teaching and learning in science: an evaluation. International Journal of Science Education, 21(4), 431-446.

Keogh, B. ve Naylor, S. (2000). Teaching and learning in science using concept cartoons: why dennis wants to stay in at playtime. Investigating: Australian Primary and Junior Science Journal, 16(3), 10-14.

Keogh, B., Naylor, S. ve Downing, B. (2003). Children’s interactions in the classroom: argumentation in primary science. 4th European Science Education Research Association Conference, Noordwijkerhout, Netherlands.

Keogh, B., Naylor, S. ve Wilson, C. (1998). Concept cartoons: A new perspective on physics education. Physics Education, 33(4), 219-224.

Khoo, H. E. (2003). Implementation of problem-based learning in asia medical schools and students’ perceptions of their experience. Medical Education, 37(5), 401-409.

Kinchin, I. M. (2004). Investigating students’ beliefs about their preferred role as learners. Educational Research, 46(3), 301-312.

Kindler, P., Grant, C., Kulla, S., Poole, G. ve Godolphin, W. (2009). Difficult incidents and tutor interventions in problem-based learning tutorials. Medical Education, 43, 866–873.

Kirişçioğlu, S. ve Başdaş, E. (2007). Yapılandırmacı öğrenme ortamlarında fen ve teknoloji derslerinde kullanılabilecek kavram karikatürleri ve etkinlik örnekleri. Ankara, Özel Tevfik Fikret Okulları: Eğitimde Yeni Yönelimler IV: Yapılandırmacılık ve Öğretmen.

Lehti, S. ve Lehtinen, E. (2005). Computer-supported problem-based learning in the research methodology domain. Scandinavian Journal of Educational Research, 49(3), 297-324.

Liceaga, A.M., Ballard, T.S. ve Skura, B.J. (2011).Incorporating a modified problem-based learning exercise in a traditional lecture and lab-based dairy products course. Journal of Food Science Education, 10(2), 19-22.

Martinez, Y. M. (2004). Does the k-w-l reading strategy enhance student understanding in honors high school science classroom?. (Unpublished masters thesis). Fullerton: California State University.

Massa, N. M. (2008). Problem-based learning. A real-world antidote to the standards and testing regime. The New England Journal of Higher Education, 22(4), 19-20.

Mennin, S. (2007). Small-group problem-based learning as a complex adaptive system. Teaching and Teacher Education, 23, 303-313.

Morris, M., Merritt, M., Fairclough, S., Birrell, N. ve Howitt, C. (2007). Trialling concept cartoons in early childhood teaching and learning of science. Teaching Science. 53(2), 42-45

Naylor, S., Downing, B. ve Keogh, B (2001). An empirical study of argumentation in primary science, using concept cartoons as the stimulus. 3rd European Science Education Research Association Conference, Thessaloniki, Greece.

Naylor, S. ve Keogh, B. (1999). Constructivism in classroom: Theory into practice. Journal of Science Teacher Education, 10(2), 93-106.

Naylor, S. ve Keogh, B. (2009). Active assessment. Mathematics Teaching, 215, 35-37.

Neville, D. O. ve Britt, D. W. (2007). A Problem-based learning approach to ıntegrating foreign language ınto engineering. Foreign Language Annals, 40(2), 226-246.

Newstetter, W. C. (2006). Fostering integrative problem solving in biomedical engineering: The PBL approach. Annals of Biomedical Engineering, 34(2), 217-225.

Nuldén, U. ve Scheepers, H. (1998, June) . Computer supported problem based learning: The case of project failure. the sixth European Conference on Information Systems (ECIS) Aix-en-Provence, France.

Nurnadiah, W., Puzi, W. M., Shahbodin, F. ve Husin, B. (2009). Designing problem based learning (pbl) problem scenario for statistic using linear and non-linear multimedia Presentation. International Conference on Information and Multimedia Technology.

Özyılmaz-Akamca, G. ve Hamurcu, H. (2009). Analojiler, kavram karikatürleri ve tahmin- gözlem-açıklama teknikleriyle desteklenmiş fen ve teknoloji eğitimi, E-Journal of New World Sciences Academy, 4(4), 1186-1206.

Parkinson, J. (2004). Improving secondary science teaching. Canada-USA: RoutledgeFalmer.

Pearson, J. (2006). Investigating ICT using problem-based learning in face-to-face and online learning environments. Computers and Education, 47(1), 56-73.

Peterson, R. F. ve Treagust, D. F. (1998). Learning to Teach primary science through problem- based learning. Science Education, 82(2), 215-237.

Sallaberry, C., Nodenot, T., Laforcade, P. ve Marguesuzaa, C. (2005). Model driven development of cooperative Problem-Based Learning Situations, Implementing tools for teachers and learners from pedagogical models. Proceedings of the 38th Hawaii International Conference on System Sciences.

Savery, J. R. (2006). Overview of problem-based learning: definitions and distinctions. The Interdisciplinary Journal of Problem-based Learning, 1(1), 9-20.

Savin-Baden, M. ve Major, G. H. (2004). The society for research into higher education foundations of problem-based learning. Berkshire, GBR: McGrawHill Education.

Shepherd, A. ve Cosgriff, B. (1998). Problem-Based Learning: A bridge between planning education and planning practice. Journal of Planning Education and Research, 17(4), 348-357.

Sungur, S. ve Tekkaya, C. (2006). Effects of problem-based learning and traditional ınstruction on self-regulated learning. The Journal of Educational Research, 99(5), 307-317.

Şaşmaz-Ören, F. (2009). Öğretmen adaylarının kavram karikatürü oluşturma becerilerinin dereceli puanlama anahtarıyla değerlendirilmesi. E-Journal of New World Sciences Academy, 4(3), 994

Şengül, S. ve Üner, İ. (2010). What is the impact of the teaching “algebraic expressions and equations” topic with concept cartoons on the students’ logical thinking abilities?. Procedia Social and Behavioral Sciences. 2, 5441-5445.

Tarhan, L. ve Acar, B. (2007). Problem-based learning in an eleventh grade chemistry class: ‘factors affecting cell potential’. Research in Science & Technological Education, 25(3), 351-369.

Tatalovic, M. (2009). Science comics as tools for science education and communication: a brief, exploratory study. Journal of Science Communication. 8(4), 1-17.

Tseng, K. H., Chiang, F. K. ve Hsu, W. H. (2008). Interactive processes and learning attitudes in a web-besed problem based learning (PBL) Platform. Computers in Human Behaviour, 24(3), 940-955.

Uden, L. ve Beaumont, C. (2005). Technology and problem-based learning. Hershey, PA, USA: Information Science Publishing.

Uğurel, I. ve Moralı, S. (2006). Karikatürler ve matematik öğretiminde kullanımı. Milli Eğitim Dergisi , 35(170), 47-66.

Wang, S. Y., Tsai, J. C., Chiang, H. C., Lai, C. S. ve Lin, H. J. (2008). Socrates, problem-based learning and critical thinking-a philosophic point of view. The Kaohsiung Journal of Medical Sciences, 24(3), 6-13.

Ward, J. D. ve Lee, C. L. (2002). A review of problem-based learning. Journal of Family and Consumer Sciences Education, 20(1), 16-26.

Yanpar, T. (2005). Öğretim teknolojileri ve materyal geliştirme. Ankara: Anı Yayıncılık.

Yenal, H., İra, N. ve Oflas, B. (2003). Etkin öğrenme modeli olarak: soruna dayalı öğrenme ve yüksek öğretimde uygulanması. Sosyal Bilimler Dergisi, 1(2), 117-126.

Yip, W. (2002). Students’ perceptions of the technological supports for problem-based learning. Education and Information Technologies, 7(4), 303-312.

Kaynak Göster

APA Balım, A. G. , Çeliker, H. D. , Kaçar, S. , Evrekli, E. , Türkoğuz, S. , İnel, D. , Özcan, E. & Ormancı, Ü. (2012). Fen ve Teknoloji Öğretiminde Probleme Dayalı Öğrenme Yöntemi İçerisinde Kavram Karikatürleri: Bir Etkinlik Örneği "Isınan Taneciklerin Dansı” . Batı Anadolu Eğitim Bilimleri Dergisi , 3 (5) , 68-87 .