Hamide ERTEPINAR, Ömer GEBAN, Gülcan ÇETİN

The Effect of Conceptual Change Approach on Students' Ecology Achievement and Attitude Towards Biology

Bu çalışma, küçük gruplarda demonstrasyon destekli kavram değiştirme metinlerine dayalı öğretim yönteminin öğrencilerin ekoloji başarıları ve biyolojiye karşı tutumlarına etkisini incelemiştir. Bu çalışmaya bir devlet lisesindeki 78 dokuzuncu sınıf öğrencisi katılmıştır. Beş haftalık uygulamada kontrol grubunda geleneksel metodla ders işlenirken, deneysel grupta ise küçük gruplarda kayram değiştirme yaklaşımına dayalı ders işlenmiştir. Kavram değiştirme metinleri, öğrencilerin ekoloji konusuna ait kavram yanılgılarını gidermek için hazırlanmıştır. Kavram değiştirme metinleri, demonstrasyon ve görsel araçlar gerektiren çalışma yaprakları ile desteklenmiştir. Veri analizinde, bağımsız örnekler t testi kullanılmıştır. Sonuçlar kavram değiştirme metinlerine dayalı öğretimin, öğrencilerin ekoloji başarıları açısından deneysel grup ve kontrol grup arasında, deneysel grubun lehine istatistiksel olarak anlamlı bir değişiklik oluşturduğunu ortaya koyarken, öğrencilerin biyoloji tutumları açısından deneysel grup ve kontrol grup arasında istatistiksel olarak anlamlı bir değişiklik oluşturmadığını ortaya koymuştur.

Kavramsal Değişim Yaklaşımının Öğrencilerin Ekoloji Başarı ve Biyoloji Tutumlarına Etkisi

This study investigated the effectiveness of conceptual change texts oriented instruction accompanied by demonstrations in small groups on students' ecology achievement and attitude towards biology. 78 ninth grade students in a public high school participated in this study. While the control group was taught with the traditional method, the experimental group was instructed by the conceptual change approach within small groups in five weeks time period. Conceptual change texts were prepared for remediation of students' misconceptions about ecology. Conceptual change texts were supported with worksheets requiring demonstration tools and visual aids. Independent samples t-test was used to analyze the data. The results revealed that the conceptual change approach oriented instruction made a statistically significant difference between the experimental group and the control group in students' ecology achievement in favor of the experimental group, although there was no statistically significant mean difference between the experimental group and the control group in students' attitude towards biology.

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