Argümantasyon Tabanlı Bilim Öğrenme Yaklaşımına Dayalı Laboratuvar Etkinliklerinin 7. Sınıf Öğrencilerinin Kavram Öğrenmelerine Etkisi: Yaşamımızdaki Elektrik Ünitesi

Bu çalışmanın amacını, Fen ve Teknoloji dersinde laboratuvar uygulamalarının Argümantasyon Tabanlı Bilim Öğrenme (ATBÖ) yaklaşımını temel alan aktivitelerle gerçekleştirildiği deney grubunda yer alan öğrenciler ile klasik yaklaşımı kullanan kontrol grubunda yer alan öğrenciler arasında, kavram öğrenme düzeyleri açısından, bir farklılığın olup olmadığının belirlenmesi oluşturmaktadır. ATBÖ yaklaşımı Keys, Hand, Prain ve Collins (1999) tarafından geliştirilmiş araştırma-sorgulamaya dayalı bir yaklaşımıdır. Araştırmanın modeli ön ve son test kontrol gruplu yarı deneysel desendir. Bu araştırmanın çalışma grubunu, Yalova ilinde bir devlet ilköğretim okulunda 2010–2011 eğitim-öğretim yılında yedinci sınıfta öğrenim gören öğrenciler oluşturmuştur. Çalışma grubu 31 kız, 34 erkek olmak üzere toplam 65 öğrenciden oluşmuştur. Bu çalışmada Kavram Testi veri toplama aracı olarak kullanılmıştır. Uygulamanın ardından deney grubu ile kontrol grubu arasında, kavram öğrenme düzeyleri açısından deney grubu lehine anlamlı bir fark oluşmuştur.

Anahtar Kelimeler:

Araştırma-Sorgulama, Argümantasyon Tabanlı Bilim Öğrenme Yaklaşımı

Effects of the Argumantation Based Inquiry Approach on Students’ Concept Learning Levels

The purpose of this study is to explore the effects of using the Argumentation Based Inquiry (ABI) approach (adopted from the Science Writing Heuristic - SWH approach) on students’ concept learning levels. ABI approach which is an inquiry based approach was constructed Keys, Hand, Prain and Collins (1999). In the study, quasi experimental design with pretest and posttest control group is used. The experimental group performed laboratory activities through ABI approach, the control group performed laboratory activities through traditional approach. The sampling of our study was comprised of the students from a primary public school in Yalova. The students were 7th graders in the academic year 2010-2011. A total of 65 students (31 girls and 34 boys) participated in our study. Conceptional Test was used in this study as the instrument. After the implementation there was a significant difference between the experimental and the control groups in favor of the experimental group in terms of concept learning level.

Keywords:

Inquiry Argumantation Based Inquiry Approach, Concept Learning,

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