Kimyadaki laboratuvar aktivitesi kontrolünün kimyacı görüşleri ile incelenmesi

Kontrol kavramı, bütün sonlandırılmış aktivitelerde merkezi öneme sahiptir. Aktivitenin kontrol eksikliği, aktivitenin düzenlenmesi işlevini sağlama kapasitesinin bozulmasına neden olmaktadır. Bu çalışmanın temel amacı, kimya eğitimindeki “olası kontrol öğreniminin” tespit edilebilmesine yardımcı olabilecek göstergelerin ortaya çıkartılmasıdır. Nitel araştırma yöntemiyle gerçekleştirilen bu çalışmanın örneklemini, laboratuvar çalışmalarında tecrübeli oldukları bilinen ve meslektaşlarının tavsiyesiyle seçilen 7 araştırmacı kimyacı oluşturmuştur. Araştırmanın verileri, bu kimyacılarla yapılan yarı yapılandırılmış görüşmeler yoluyla sağlanmış ve analiz edilmiştir. Çalışma sonucunda elde edilen bulgular beş başlık altında toplanmıştır: Aktivitenin kontrolünün özellikleri, kontrol esnasında kimyacıların karşılaştıkları üç farklı durum, laboratuvar aktiviteleri esnasında kontrol edilen deney elemanları, aktivitenin kontrolü için kullanılan bilişsel kaynaklar ve kontrol öğretimi ile ilgili tespitler. Elde edilen bu bulgular, hem kimya eğitimindeki kontrol öğretiminin yerinin tespit edilebilmesine, hem de yeni kimya öğretim programlarının geliştirilmesine katkı sağlayabilir.

A review of controlling the laboratory activity in chemistry according to chemists’ views

The concept of control is central in all completed activities. The lack of the control activity may cause the deterioration of the activity regulation. The main purpose of the current study is searching out the indications that may help identifying “possible control learning” in chemistry education. The participants of this study are 7 chemists from 5 different universities in France who were all recommended by their colleagues as “experienced researchers” in different areas of chemistry. The data were collected by using semi-structured interviews related to the concept of control in chemistry. Results have been categorized under the following five different categories: the characteristics of activity control, three different cases that participants experienced during the results of activity control, the controlled components in experiments, cognitive resources used for activity control, and views related to control learning. The findings of this study may contribute both to determine the place of control learning in chemistry education and develop new chemistry education programs.

PDF

___

Aydın, N. & Yılmaz, A. (2010). Yapılandırıcı Yaklaşımın Öğrencilerin Üst Düzey Bilişsel Becerilerine Etkisi, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 39: 57-68.
Barak, M., & Shakhman, L. (2008). Fostering higher-order thinking in science class: teachers’ reflections. Teachers and Teaching, Volume 14, Issue 3, 191- 208.
Barbier, J. M. (1996). Savoirs théoriques et savoirs d’action. Paris: PUF
Bardin, L. (1991). L’analyse de contenu. Paris: A. Collin.
Bayram, Z. (2001). La place de la vérification dans l’enseignement de la Chimie. Yayımlanmamış mastır tezi, Université Claude Bernard Lyon 1, Lyon, France.
Bayram, Z. (2010). Contrôle de l’activité en Chimie. Saarbrücken: Editions Universitaires Européennes.
Buscaglia, M., D’épinay, C.L., Morel, B., Ruegg, H. & Vonèche, J. (1983). Les critères de vérité dans la recherche scientifique. Un dialogue multidisciplinaire. Paris: Maloine S. A. Editeur.
Coppé, S. (1993). Processus de vérification en mathématiques chez les élèves de première scientifique en situation de devoir surveillé. Yayımlanmamış doktora tezi, Université Claude Bernard Lyon 1, Lyon, France.
Danili E. & Reid N. (2004). Some strategies to improve performance in school chemistry, based on two cognitive factors, Research in Science and Technological Education, 22, 201-223.
Dumon, A. (1988). Quelle(s) méthode(s) pour l’enseignement expérimental de la chimie? Revue française de pédagogie, 84: 29-38.
Galpérine, P. L. (1966). Essais sur la formation par étapes des actions et des concepts. In A. Leontiev., A. Luria & A. Spirnov (Eds.), Recherches psychologiques en URSS (pp. 168-183). Moscou: Les éditions du progrès.
Granger, G. G. (1992). La vérification. Paris: Edition Odile Jacob.
Hofstadter, D. (1985). Goedel, Escher, Bach, les brins d’une guirlande éternelle. Paris: Inter Éditions.
Hofstein, A. & Lunetta, V.N., (1982). The role of the laboratory in science teaching: neglected aspects of research, Review of Educational Research, 52, 201-217.
Hofstein, A. & Mamlok-Naaman, R. (2007). The laboratory in science education: the state of the art. Chemistry Education Research and Practice, 2007, 8(2), 105-107
Larcher, C. & Goffard, M. (Eds) (2003). Les activités expérimentales dans la classe. Enjeux, références, fonctionnements, contraintes. Paris: INRP.
Latour, B. & Woolgar, S. (1986). Laboratory Life: The Construction of Scientific Facts. New Jersey: Princeton University Press.
Le Boterf, G. (1994). De la compétence. Paris: Les éditions d’organisation, Faire.
Leontiev, A. (1972). Le développement du psychisme. Paris: Éditions sociales.
Leontiev, A. (1975). Activité, conscience et personnalité . Moscou: Éditions du progrès.
Leplat, J. (1997). Regard sur l’activité en situation du travail. Contribution à la psychologie ergonomique. Paris: PUF.
Leplat, J. (2000). L’analyse psychologique de l’activité en ergonomie. Toulouse: Octarès Édition.
Lunetta, V.,N., Hofstein, A. & Clough, M. (2007). Learning and teaching in the school science laboratory: an analysis of research, theory, and practice, In Lederman, N. & Abel, S. (Eds.), Handbook of research on science education. (pp. 393-441), Mahwah, NJ: Lawrence Erlbaum.
Malglaive, G. (1990). Enseigner à des adultes. Paris : PUF.
Margolinas, C. (1993). De l’importance du vrai et du faux. Dans la classe de mathématique. Grenoble: La pensée Sauvage.
Martin, J. (2004). Self-regulated learning, social cognitive theory, and agency. Educational Psychologist, 39 (2), 135-145.
Nguyen-Xuan, A., Richard, J. F. & Hoc, J. M. (1990). Le contrôle de l’activité. In J.-F. Richard, C. Bonnet & R. Ghiglione (Eds.), Traité de psychologie cognitive 2- Le traitement de l’information symbolique (pp. 208-245). Paris: Bordas-Dunod.
Pintrich, P.R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385-407.
Pintrich, P.R. (2005) The role of goal orientation in self-regulated learning. In Boekarters M., Pintrich P.R. ve Zeidner M. (Eds), (2005, sf: 452-502) Handbook of Self Regulation, San Diego: Academic Press.
Ravenstein, J. (1999). Autononie de l’élève et régulation du système didactique. Bruxelles: De Boeck.
Renaud, R. (2002). The effect of higher order questions on critical thinking skills. Submitted in partial fulfillment of the requirements fort he degree of Doctor of Philosophy. The University of Western Ontario, London, Ontorio, January 2002.
Richard, J. F. (1995). Les activités mentales, Comprendre, raisonner, trouver des solutions (2nd Ed.). Paris: Armand Colin.
Ruban, L. & Reis, S.M. (2006). Patterns of self-regulatory strategy use among low-achieving and high-achieving university students. Roeper Review, 28(3).
Savoyant, A. (1996). Approche cognitive de l’alternance. Bref, 118, 1-4.
Schunk, D. H. (2005). Self-regulated learning: the educational legacy of Paul R. Pintrich. Educational Psychologist, 40(2), 85–94.
Schunk, D.H. ve Ertmer, P.A. (2005). Self-regulated and academic learning: self-efficacy enhancing interventions. In Boekarters M., Pintrich P.R. ve Zeidner M. (Eds), (2005, sf: 631-649) Handbook of Self Regulation, San Diego: Academic Press.
Serrero, M. (1987). Critères de pertinence en physique. Bulletin de l’union des physiciens, 1229-1236.
Turan, S. & Demirel, Ö. (2010). Özdüzenleyici Öğrenme Becerilerinin Akademik Başarı ile İlişkisi: Hacettepe Üniversitesi Tıp Fakültesi Örneği, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 38: 279-291.
Türk Dil Kurumu, (2011). Büyük Türkçe Sözlük. Ankara: TDK Yayını. http://tdkterim.gov.tr/bts/ adresinden alınmıştır.
Tiberghien, A., Veillard, L., Le Maréchal, J.-F., Buty, C. & Millar, R. (2001), An analysis of labwork tasks used in science teaching at upper secondary school and university levels in several European countries. Science Education, 85: 483–508.
Vermersch, P. (1994). L’entretien d’explicitation. Paris: ESF.
Yetkin Özdemir, İ. E. (2011). Self-Regulated Learning From a Sociocultural Perspective, Eğitim ve Bilim, Vol. 36, no 160, 298-308.