Kavramsal Değişim Yaklaşımının Bilimin Doğası Hakkındaki Görüşler ve Işık Ünitesindeki Akademik Başarı Üzerine Etkileri

Bu çalışmanın amacı; kavramsal değişim yaklaşımı, doğrudan yansıtıcı yaklaşım ve Milli Eğitim Bakanlığı tarafından kullanılmakta olan bir ders kitabının bilimin doğası hakkındaki görüşler ve akademik başarı üzerine etkilerini incelemektir. Çalışma 7. Sınıf düzeyinde Işık ünitesi bağlamında gerçekleştirilmiştir. Çalışmaya toplam 66 öğrenci katılmıştır. 22 şer öğrencinin bulunduğu üç sınıftan ikisi deney biri kontrol grubu olarak atanmıştır. Deney gruplarından birinde katılımcılar bilimin doğasını kavramsal değişim yaklaşımı ile öğrenmişlerdir. Bu çalışmada kavramsal değişim yaklaşımının gereklilikleri kavramsal değişim metinleri ve kavram panosu ile yerine getirilmiştir. Deney gruplarından diğerinde katılımcılar bilimin doğasını doğrudan yansıtıcı yaklaşım ile öğrenmişlerdir. Kontrol grubunda ise Milli Eğitim Bakanlığı tarafından okullarda kullanılmakta olan kitap uygulanmıştır. Çalışma karma yöntemle yürütülmüştür. Üç farklı öğretimin katılımcıların bilimin doğası hakkında sahip oldukları görüşleri nasıl etkilediğini değerlendirmek için Bilimin Doğası Üzerine Görüşler Anketi ve yarı yapılandırılmış görüşmeler kullanılmıştır. Katılımcıların bilimin doğası unsuları hakkındaki görüşleri zayıf, değişken ve yeterli kategorilerinde analiz edilmiştir. Katılımcıların akademik başarılarına ilişkin veriler Işık Ünitesi Başarı Testi ile elde edilmiştir. Grupların akademik başarıları Kruskall-Wallis test ile karşılaştırılmıştır. Öğrencilerin bilimin doğası hakkındaki görüşlerinin geliştirilmesinde en etkili yolun kavramsal değişim yaklaşımı olduğu tespit edilmiştir. Fen derslerinde bilimin doğası öğretimine yer vermenin akademik başarı üzerinde olumlu veya olumsuz etkisi olmadığı sonucuna ulaşılmıştır.

The Effectiveness of Conceptual Change Approach on the Views of Nature of Science and Academic Achievement in Light Unit

The aim of this study was to analyze the effectiveness of the conceptual change approach, explicit reflective approach and the book of Ministry of National Education on students' views of nature of science (NOS), and academic achievement. The study was carried out in the light unit context at the 7th grade. Participants were 66 students in three intact groups. Two of the three groups, including 22 students, were assigned to in the experimental study groups and the other was assigned as a control group. One of the experimental groups learned NOS through a conceptual change approach. The requirements of conceptual change approach were fulfilled by conceptual change texts and concept clipboard. The other experimental group learned NOS through explicit reflective approach. The course book of Ministry of National Education was used in the control group. The study was conducted by mixed methodology. An open-ended questionnaire in conjunction with semistructured interviews was used to assess three different interventions' effects on students NOS views. The NOS views were analyzed under the category of informed, transitional, and naive. The data related to academic achievement were obtained by the Achievement Test of Light Unit. Kruskall-Wallis Test was used for the comparison of academic achievement among three groups.The results of the study indicated that conceptual change approach was the most effective intervention in the teaching of NOS. It was concluded that teaching of NOS in science courses had neither positive nor negative effect on academic achievement.

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