Sınıf Öğretmeni Adaylarının Sindirim Sistemi Çizimlerinin İncelenmesi

Bu çalışmanın amacı sınıf öğretmeni adaylarının sindirim sistemi çizimlerini incelemektir. Araştırma verileri, 2016-2017 eğitim-öğretim yılında Trakya Üniversitesi Eğitim Fakültesi Sınıf Öğretmenliği programında öğrenim gören 102 üçüncü sınıf öğrencisine uygulanan çizimlerle toplanmıştır. Araştırma bulgularına göre, öğretmen adaylarının sindirim sistemi çizimleri bilimsel olarak kabul edilebilirlik seviyesinden oldukça uzaktır. Öğretmen adaylarının küçük bir yüzdesi (%12.7) tüm sindirim organlarını belirterek nispeten doğru olarak sindirim sistemini çizebilmişlerdir. Öğretmen adaylarının büyük çoğunluğu ağız, yemek borusu, mide, ince ve kalın bağırsakları sindirim sistemi çizimlerinde gösterirken, yutak, karaciğer ve pankreas ise çoğunlukla çizimlerinde yer almamıştır. Genel olarak öğretmen adaylarının sindirim sisteminin hangi organlardan oluştuğu ve sindirim sistemi organlarının büyüklüğü ile ilgili olarak yanlış bilgiye sahip oldukları ortaya çıkmıştır. Bu sonuçlar, aynı zamanda çizimlerin eğitim-öğretim sürecinde öğrencilerin eksiklerini ve kavram yanılgılarını ortaya çıkarmada önemli bir araç olduğunu ortaya koymakta ve çizimlerin öğrencilerin bilimsel kavramlarla ilgili anlamalarını geliştirmede daha yaygın olarak kullanılabileceğini göstermektedir.

An Analysis of Pre-service Primary Teachers' Drawings of the Digestive System

This study explores pre-service primary teachers' drawings of the digestive system. The research data was collected through the use of drawing method with 102 third grade pre-service primary teachers studying in the Faculty of Education at Trakya University during 2016-2017 academic year. The findings revealed that primary teacher candidates' drawings of the digestive system were quite far from the scientifically acceptable ones. A small percentage of students (12.7%) produced a relatively scientific representation of the digestive system, including all the digestive organs. Although a great majority of the students depicted the mouth, gullet, stomach and intestines in their drawings of the digestive organs, they mostly omitted the pharynx, liver and pancreas. They commonly had lack of knowledge about the digestive system organs, and size of them in the human body. These results also reveal that, in teaching and learning process, drawings are an important tool in revealing knowledge shortages or misconceptions, and may be used more commonly in improving students understanding of some scientific phenomena.

PDF

___

American Association for Advancement of Science [AAAS] (1993). Benchmarks for science literacy. New York: Oxford University Press.
Cachapuz, A. F. C. & Maskill, R. (1987). Detecting changes with learning in the organization of knowledge: use of word association tests to follow the learning of collision theory. International Journal of Science Education, 9, 491-504.
Cardak, O. (2015) Student science teachers' ideas of the digestive system. Journal of Education and Training Studies, 3(5), 127-133.
Cerrah Özsevgeç, L. (2007). What do Turkish students at different ages know about their internal body parts both visually and verbally. Journal of Turkish Science Education, 4(2), 31-44.
Dempster, E. R. & Stears, M. (2014). An analysis of children's drawings of what they think is inside their bodies: A South African regional study. Journal of Biological Education, 48(2), 71-79.
Driver, R. & Guesne, E. & Tiberghien, A. (1985). Children's ideas in science. Milton Keynes: Open University Press.
Driver, R. & Squires, A. & Rushworth, P., & Wood-Robinson V. (1994). Making Sense of Secondary Science, research into children's ideas. London and New York: Routhledge.
Gellert, E. (1962). Children's conceptions of the content and functions of the human body. Genetic Psychology Monographs, 65, 293-405.
National Research Council (1996). National science education standards. Washington: National Academy Press.
Novak J. D. & Gowin D. B. (1984). Learning how to learn. New York: Cambridge University Press.
Osborne, J. & Wadsworth, P., & Black, P. (1992). The Science processes and concept exploration (SPACE) research report: Processes of life. Liverpool: Liverpool University Press.
Osborne, J. (1994). Young Children's Understanding of Science in 4 Domains and Its Development Through A Constructivist Approach to Teaching. Ph.D Thesis. London University. London.
Reiss, M. J. & Tunnicliffe, S. D. (2001). Students' understandings of human organs and organ systems. Research in Science Education, 31, 383-399.
Richardson, V. (Ed.) (1997). Constructivist Teacher Education. Building a World of New Understandings. London: The Falmer Press.
Sasmaz-Oren, F. & Ormanci, U. (2014). Exploring pre-service teachers' ideas about the digestive system by using the drawing method. Journal of Baltic Science Education, 13 (3), 316-326.
Teixeira, F. M. (2000) What happens to the food we eat? Children's conceptions of the structure and function of the digestive system. International Journal of Science Education, 22 (5), 507-520.
Weiss, I. (1994). National survey of science and mathematics education. Research Triangle Park: Centre for Educational Research and Evaluation.