Atom, İyon, Molekül ve Madde Kavramlarının Öğrenilmesinde Kavramsal Değişim Metinlerinin Etkisi

Bu çalışmanın amacı analojilerle desteklenmiş olarak hazırlanan kavramsal değişim yaklaşımına dayalı öğretimin 7. sınıf öğrencilerinin atom, molekül, iyon ve madde konusu ile ilgili kavramları anlamalarına etkisini incelemektir. Aynı zamanda, öğretim yönteminin öğrencilerin Fen Bilgisi dersine yönelik tutumlarına etkisi ve cinsiyet farkının öğrencilerin atom, molekül, iyon ve madde kavramlarını anlamalarına etkisini incelemektir. Çalışmada, aynı fen öğretmeninin eğitim verdiği 70 yedinci sınıf öğrencisi yer almıştır. Çalışma, 2004-2005 eğitim öğretim yılı birinci dönemde yürütülmüştür. Çalışmada iki grup, beş grup arasından rastgele seçilmiştir. Gruplardan biri kontrol grubu olarak adlandırılmış diğeri deney grubu olarak adlandırılmıştır. Kontrol grubundaki öğrenciler geleneksel yöntem ile öğrenim görmüş ve deney grubundaki öğrenciler analojilerle desteklenen kavramsal değişim metinleri ile öğrenim görmüşlerdir. Çalışmada, Fen Bilgisi Dersi Tutum Ölçeği ve Atom, Molekül, Iyon ve Madde Kavram Testi her iki gruba da ön test ve son test olarak uygulanmıştır. Çalışmanın hipotezlerini desteklemek için ANOVA istatistiksel analiz yöntemleri kullanılmıştır. Analiz sonuçları deney grubundaki öğrencilerin atom, molekül, iyon ve madde konularındaki başarılarının, kontrol grubundaki öğrencilere göre daha yüksek olduğunu göstermiştir. Ancak, cinsiyet farkının atom, molekül, iyon ve madde kavramlarını anlama ve Fen bilgisi dersine olan tutumlarına bir etkisi olmadığı saptanmıştır.

Anahtar Kelimeler:

Kavramsal Değişim Metinleri, Analoji, Kavram Yanıgıları, Fen Bilgisi Tutum Ölçeği

FACILITATING CONCEPTUAL CHANGE IN ATOM, MOLECULE, ION AND MATTER COCEPTS

The main purpose of the study was to investigate the effects of conceptual change texts oriented instruction accompanied with analogies on seven grade students’ understanding of atom, molecule, ion and matter concepts. In addition, the effect of instruction on students’ attitudes toward science as a school subject and the effect of gender difference on understanding of atom, molecule, ion and matter concepts were investigated.. In this study, 70 students at seventh grade from two classes were participated and they were instructed by the same teacher. The study was conducted during 2004-2005 first semester. Two groups were selected randomly throughout five classes. One of the group was defined as control group and other group defined as experimental group. Students in control group were instructed traditional method and students experimental group were instructed by conceptual change text oriented instruction accompanied with analogies. Attitude Toward Science and Atom, Molecule, Ion, Matter Test were administered to both groups as a pre-test and post-test. ANOVA model was used to test hypothesis. The results showed that experimental group significantly better acquisition of the scientific conceptions related to atom, molecule, ion and matter concepts than the traditional group. On the other hand, no significant effect of gender difference on understanding of atom, molecule, ion and matter concepts and students’ attitudes toward science as a school subject was found.

Keywords:

Conceptual Change Text, Analogy, Misconception, Attitude Toward Science,

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