Elektrokimya Öğretiminde Uygulanan Probleme-Dayalı Öğrenme (PDÖ) ve Senaryoya İlişkin Öğrenci Görüşleri

Araştırma, Analitik Kimya dersinde ‘Elektrokimya’ konusunda geliştirilen ve kullanılan probleme-dayalı öğrenme (PDÖ) oturumları ve senaryosuna ilişkin öğrenci görüşlerini belirlemeyi amaçlamıştır. Çalışma Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Ortaöğretim Fen ve Matematik Alanlar Kimya Eğitimi’nde okuyan dördüncü sınıf öğrencileriyle gerçekleştirilmiştir (N=15). Senaryo ve PDÖ eğitim oturumlarına ilişkin öğrenci görüşleri yapılandırılmış görüşme formu kullanılarak alınmıştır. Ek olarak, öğrencilerden söz konusu konuya ilişkin farklı bir senaryo ve öğretim materyali tasarlama önerileri de istenmiştir. 11 açık-uçlı sorudan oluşan yapılandırılmış görüşme formundan elde edilen veriler içerik analiziyle değerlendirilmiştir. Genel olarak öğrenciler PDÖ eğitim oturumları ve senaryoya ilişkin olumlu görüşler belirtmişlerdir. Çalışmada uygulanan senaryonun,günlük hayatla ilişkili etkinliklerle konu içeriğinin arttırılarak genişletilebileceği önerilmiştir.

Students’ Opinions About Problem-Based Learning (PBL) and Scenario Applied in Teaching Electrochemistry

This research aimed to determine students’ opinions about both problem-based scenario developed and the sessions of problem-basedlearning (PBL) used for the topic of ‘Electrochemistry’ in an Analytical Chemistry course. The research was conducted with studentswho were studying in the fourth year in the Department of Chemistry Education, Secondary Science and Mathematics Education,Faculty of Buca Education, Dokuz Eylul University (N=15). Students’ opinions concerning the scenario and the PBL sessions weregathered by using a structured data collection tool. In addition, the attempt was made to determine whether the students couldthemselves design a scenario or different learning materials for the relevant topic. The data obtained from the structured data collectiontool consisted of answers to 11 open-ended questions which were evaluated by content analysis. Students stated positive opinionsrelated to PBL sessions and problem-based scenario in general. The study proposes that the scope of the applied scenario could befurther expanded by increasing content of the topic related to activities associated with daily life.

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