Fosil Öğretimi

ÖZET: Öğrenci gruplarına (9-11 yaş) doğa, ilk insanlar ve fosillerin oluşumu hakkında uygulanan testlerden elde edilen öğrenci cevapları, bilimsel paleontolojik prensiplerden çok uzak öğrenci düşüncelerini ortaya çıkarmaktadır (Ault, 1982). Bu çalışmada, kabul edilmiş bilimsel tanımlara göre farklı ya da hatalı öğrenci düşünceleri öğrenci alternatif kavramları olarak tanımlanmıştır. Bu noktadan hareketle çalışma, fosiller hakkında öğrencilerin alternatif kavramlarının nasıl geliştirilebileceğini araştırmak ve bu geliştirmeyi en sağlıklı şekilde gerçekleştirecek olan öğretmenlerin bilim uzmanı olarak yetiştirilmesinin gerekliliğinin altını çizmek amacındadır. Çalışmada ilk olarak, 105 öğrencinin (9-11 yaş) fosiller hakkındaki alternatif kavramları sözlü ve yazılı olarak uygulanan testlerle ortaya çıkarılarak analiz edilmiş, analiz sonuçlarına bağlı olarak, fosil kavramının öğretimi için öğrencilere uygulanacak aktiviteler planlanmıştır. Daha sonra, planlanan aktiviteleri uygulayacak öğretmenler için örnek konstrüktivist (yapılandırmacı) bir öğretim modülü geliştirilmiş, model 124 öğretmen adayı ve 126 öğretmenden oluşan 250 kişilik denek grubuna uygulanmıştır. Çalışmada kullanılan strateji jeolojik kavramların öğretimi üzerine bir düşünce ve analiz sisteminin kurulması ve kullanılmasını buna bağlı olarak konstrüktivist (yapılandırmacı) tabanlı bir pedagojik pratiğin tasarlanmasını sağlamıştır.

Teaching of the Fossil

ABSTRACT: Reponses collected as a result of questioning students (9-11 years) about the nature, age and formation of the fossil reveal the presence of students’ representations do not always appear to approximate to a scientific principles of the palaeontology (Ault, 1982). In this article, the term alternative conception is used to describe any conceptual difficulties, which is different from or inconsistent with the accepted scientific definition. From acting this point, this study aims to research about fossils how to develop student’s alternative conceptions and underline how important is to educate teachers as scientist, who will carry out this development in the most healthy way. In this study; firstly, alternatives concepts of 105 students (9-11 years) which were revealed by survey about fossils were analysed. According to the analysis results, the activities which would be applied to students were planned. Then, a sample constructivist education module for teachers to teach fossil concept which would be used for planning activities was developed. And the model was applied on 124 candidates and 126 teachers-totally a group of 250 people. The strategy used in the study has made it possible to use a system of thinking on teaching geological concepts and to contemplate a constructivist-based pedagogical practice.

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