Fen eğitiminde yapılandırmacı yaklaşım ve öğrencilerin kavram yanılgıları

Son yirmi beş yıldan beri yapılandırmacı öğrenme kuramı (constructivism), başta Amerika ve İngiltere olmak üzere pek çok ülkede hem eğitimde önemli bir araştırma alanı olarak hem de fen eğitiminde uygulanmaya çalışılan bir yaklaşım olarak güncelliğini sürdürmektedir. Literatürde yapılandırmacı öğrenme yaklaşımı konusunda çeşitli çalışmalar bulunmakla birlikte, bu çalışmalar genelde yapılandırmacı yaklaşımın kuramsal temellerine odaklanmıştır. Bu makalenin amacı, yapılandırmacı yaklaşımın ve özellikle anlamlı öğrenmenin temelini oluşturan öğrencilerin kavram yanılgıları konusu üzerinde de durarak, yapılandırmacı öğrenmeyi daha bütüncül bir şekilde ortaya koymaktır. Bu çalışmanın ilk bölümünde yapılandırmacı yaklaşım güncelliğini kazanmadan önce, 1960'lı ve 70'li yıllarda eğitim-öğretim sürecini etkileyen ve yapılandırmacı yaklaşımın gelişimine de katkıda bulunan Bruner ve Piaget'nin görüşlerine kısaca yer verilmektedir. Daha sonra yapılandırmacı yaklaşımın ve kavram yanılgıları alanındaki araştırmaların kuramsal temellerine önemli katkılar sağlayan Ausubel, Kelly ve Vygotsky'nin öğrenme ile ilgili düşünceleri açıklanmıştır. Öğrencilerin kavram yanılgılarının gelişimi ve nedenleri açıklandıktan sonra çeşitli araştırmalardan öğrencilerin kavram yanılgıları ile ilgili örnekler verilmiştir. Son bölümde, yapılandırmacı öğrenme yaklaşımının fen sınıflarında uygulanması ile ilgili görüşler üzerinde durulmuştur.

Constructivist approach in science education and students' misconceptions

Since the last 25 years, constructivism keeps its popularity in many countries mainly in USA and England, both as an important research area in education and, as an approach which is tried to be practiced in science education. Although there are several studies in the literature about constructivist approach, these studies focus mainly on the theoretical underpinnings of constructivism. The aim of this study is to provide a holistic understanding of the constructivist approach taking into students' misconceptions consideration, that they form the basics of constructivist approach and of particularly meaningful learning. In the first part of this study, before constructivist approach has popularity, Bruner and Piaget's views that influenced teaching-learning process in 1960s and 1970s, and also contributed the development of constructivism, are briefly reviewed. Then, the views of Ausubel, Kelly and Vygotsky, who provided the theoretical foundations of constructivism and of the research concerning the misconceptions, are explained. After explained the development and reasons of students' misconceptions, some examples of students' misconceptions are presented in the light of the research literature. The study is concluded with the views concerning the practice of constructivist approach in science classes.

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