Model Tabanlı Sorgulama Yaklaşımının, Öğrencilerin Bilimin Doğası

Bu araştırma kapsamında, ortaokul fen eğitiminde zihinsel, paylaşılan ve uzlaşılan modeller oluşturma, modelleri test etme ve revize etme becerilerinden oluşan modelleme sürecinin öğrencilere kazandırılması ve bu yolla öğrencilerinin bilimin doğasına ilişkin görüşlerinin incelenmesi amaçlanmıştır. Araştırmada karma yöntemin, Eşzamanlı Üçgenleme Deseni kullanılmıştır. Çalışma grubu üç farklı okuldan seçilen 114 yedinci sınıf öğrencisi ile üç fen bilgisi öğretmeninden oluşmaktadır. Öğrencilerin modelleme becerilerinin geliştirilmesi için geliştirilen Model Tabanlı Sorgulama Programı, zihinsel, paylaşılan ve uzlaşılan model oluşturma becerileri ile "Yaşamımızdaki Elektrik" ünitesi kazanımlarından oluşmaktadır. Araştırmada nitel ve nicel veri toplama araçları eş zamanlı olarak kullanılmıştır. Nicel veri toplama aracı olarak seçilen BİLTEST deney ve kontrol gruplarına ön test ve son test olarak uygulanmıştır. Nitel veri toplama aracı olarak ise gözlem, odak grup görüşmesi ve doküman incelemesi kullanılmıştır. Nicel veriler ANCOVA ile analiz edilirken nitel veriler için içerik analizi yöntemi kullanılmıştır. Nicel analiz sonuçlarına göre, BİLTEST puanları arasında deney grubu lehine istatistiksel olarak anlamlı bir fark bulunmuştur (F1,111 = 9,747, p = ,002 , ?2 = 0,483). Ek olarak öğrencilerden ve öğretmenlerden toplanan nitel veriler model tabanlı sorgulama programının öğrencilerin bilimin doğasına ilişkin görüşlerini geliştirdiği, anlamlı öğrenmelerine katkı sağladığı ve derse katılımını arttırdığını tespit edilmiştir. Bu sonuçlar uygulanan yöntemin öğrencilerin bilimin doğasına ilişkin görüşlerini geliştirmede etkili bir yöntem olduğunu göstermektedir

The Effect of Model Based Inquiry towards Students’ Views of Nature of Science

This research aims to improve students’ modeling abilities via provide them opportunity of constructing, testing, using and revising their own models, and develop their views about nature of science. For this purpose, Concurrent – Triangulation Design was used as mixed method. Study was done with 114 seventh grade students and three science teachers from three different public schools. To enhance students modeling abilities, Modeling Based Science Education Program was designed based on Electricity in Our Life unit form Science Education Curriculum. The Modeling Based Science Education Program consist of constructing mental, expressed and consensus models in context of electrostatics and electric current topics. In this research qualitative and quantitative data were obtained concurrently. As quantitative data, Views of Nature of Science Test (BİLTEST) was used as pre and posttests. As quantitative data, participant observations, document reviews and interviews were used. According to quantitative analyses, there is meaningful difference between pre and post test scores of views of nature of science test of experimental and control groups (F1,111 = 9,747, p = ,002 , π2 = 0,483). Additionally, qualitative data obtained from students and teachers shows that, Modeling Based Science Education Program enables to meaningful permanent learning, student engagement and enhance students’ views of nature of science. This results shows that, modeling based science education program can be an effective method to develop students’ views of nature of science

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