DESIGNING AN ELECTRICAL CIRCUITS LESSON PLAN REGARDING INQUIRY-BASED LEARNING THROUGH 5E LEARNING CYCLE

The purpose of this study is to help science teachers teaching an electrical circuits science lesson through inquiry-based learning. A lesson plan based on inquiry-based learning techniques has been prepared to inspire teachers. In addition, computer simulations and websites were used to suggest new applications for teachers. Transferring energy within a system as electrical energy is explained through electrical circuits science concept. Meanwhile, designed lesson plan is following an approach for supporting inquiry-based learning with using 5E learning model, gaining to construct simple electrical circuit ability by students, and eliminating common student misconceptions. The study is concluded to indicate possible objection about the structure of the lesson plan in the argument section.

5E ÖĞRENME DÖNGÜSÜ ARACILIĞIYLA SORGULAMAYA DAYALI ÖĞRENMEYE YÖNELİK BİR ELEKTRİK DEVRELERİ DERS PLANI TASARLAMA

Bu çalışmanın amacı fen bilimleri öğretmenlerinin sorgulamaya dayalı öğrenme aracılığıyla elektrik devreleri fen konusunu işlemelerinde yardımcı olmaktır. Öğretmenlere ilham vermesi için sorgulamaya dayalı öğrenme tekniklerine dayalı bir ders planı hazırlanmıştır. Ayrıca, bilgisayar simülasyonları ve web sitelerinden faydalanılarak öğretmenler için yeni uygulama önerilerinde bulunulmuştur. Elektrik devreleri fen konusuyla enerjinin bir sistem içinde elektrik enerjisi olarak aktarılması açıklanmaktadır. Bununla birlikte, oluşturulan ders planı 5E öğrenme modelini kullanarak, öğrencilerin basit bir elektrik devresini kendi başlarına düzenleyebilme becerisini kazandırarak ve olası öğrenci kavram yanılgılarını gidererek sorgulamaya dayalı öğrenmeyi destekleyen bir yaklaşım izlemektedir. Çalışma tartışma kısmında ders planının yapısıyla ilgili olası karşı görüşler üzerinde durularak sonuca bağlanmıştır.

PDF

___

American Association for the Advancement of Science (AAAS). The Benchmarks for Science Literacy. Published by Oxford University Press in 1993. New York: NY.

Bayrak, B., Kanli, U., & Ingec S. K. (2007). To compare the effects of computer based learning and the laboratory based learning on students’ achievement regarding electric circuits. The Turkish Online Journal of Educational Technology – TOJET, 6(1), 15-24.

Bybee, R. W. (eds.) “Scientific Inquiry and Science Teaching” pp. 1-12. In Flick, L. B. and Lederman, N. G. (2006) Scientific Inquiry and Nature of Science: Implications for Teaching, Learning, and Teacher Education. Published by Springer. Printed in The Netherlands.

Cobern, W. W., Schuster, D., Adams, B., Applegate, B., Skjold, B., Undreiu, A., Loving, C. C., and Gobert, J. D. (2010). Experimental comparison of inquiry and direct instruction in science. Research in Science & Technological Education, 28(1), 81-96.

Çetin, A. (2016). Fizik Dersi Durgun Elektrik Konusunda 5E Öğrenme Yöntemi ve Simülasyonlar İle Bir Dersin Planlanması (Designing a Lesson with 5E Learning Cycle and Simulations for Static Electricity Subject in Physics). Academia Eğitim Araştırmaları Dergisi, 1(1),36-41. http://academiadergi.com

Ekmekci, A., & Gulacar, O. (2015). A Case Study for Comparing the Effectiveness of a Computer Simulation and a Hands-On Activity on Learning Electric Circuits. Eurasia Journal of Mathematics, Science and Technology Education, 11(4), 765-775.

Felder, R. (1993). Reaching the Second Tier: Learning and Teaching Styles in College Science Education. Journal of College Science Teaching, 23(5), 286-290.

Hannifin, R. D., & Vermillion, J. R. (2008). “Technology in the classroom”. In T. L. Good (Ed.), 21st Century education: A reference handbook (vol. 2) (pp. 209–218). Thousand Oaks, CA: SAGE.

National Research Council (1996). National Science Education Standards. Washington, DC: National Academy Press.

National Research Council (2000). Inquiry and the National Science Education Standards. Washington, DC: National Academy Press.

Novak and Krajick (eds.) “Using Technology to Support Inquiry in Middle School Science” pp. 75-101 in Flick, L. B. and Lederman, N. G. (2006) Scientific Inquiry and Nature of Science: Implications for Teaching, Learning, and Teacher Education. Published by Springer. Printed in The Netherlands.

Ogle, D. (1986). K-W-L: A Teaching Model That Develops Active Reading of Expository Text. The Reading Teacher, 39, 564-570. http://dx.doi.org/10.1598/RT.39.6.11

Tarekegn, G. (2009). Can computer simulations substitute real laboratory apparatus? Latin-American Journal of Physics Education 3(3), 506-517.