Fen öğreniminde güçlük çekilen biyolojik kavramların yapılandırmacı yaklaşımla öğretimi
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Date
2014-01-22
Authors
Özcan, Hülya
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Publisher
Uludağ Üniversitesi
Abstract
Bu çalışmada amaç, 6. ve 7. sınıf fen bilimleri programlarında yer alan ve öğretiminde güçlük çekilen biyoloji kavram ve konularını tespit etmek, öğretimini sağlamak ve kavram yanılgılarını gidermektir. Araştırmanın örneklemini; Bademli Necla Orhan Orta Okulu 6/A, 7/A sınıfı öğrencileri oluşturmaktadır. Öğrencilerin ön bilgilerini yoklamak amacıyla seviye tespit sınavı yapılmış ve o yılın tüm biyoloji konu ve kavramları içinde güçlük çekilenler tespit edilmiştir. Güçlük çekilen konu ve kavramlardan 6. sınıf düzeyinde en çok zorluk çekilen ilk 5 'i ve 7. sınıf düzeyinde ise ilk 6 'sı seçilerek kendi içlerinde gruplandıktan sonra öğretimine ilişkin etkinlikler planlanmıştır. Bu etkinlikler arasında beyin fırtınası, gözlem, laboratuvar uygulamaları gibi farklı yaklaşımlara yer verilmiştir. Kavram ve konular işlendikten hemen sonra konu başarı sınavı, 1 ay sonra ise kalıcılık sınavı uygulanmıştır. Öğretimden hemen sonra ulaşılan seviye ile 1 ay sonra ulaşılan seviye arasındaki farklılıklar belirlenmiştir. Öğretim sırasında kavramların öğretimine yönelik bilişsel kazanımlar ile her öğrencinin nitel olarak ulaştığı düzey belirlenmiştir. Öğretim yapıldıktan sonra 6. ve 7. sınıf fen bilimleri programında yer alan biyolojik kavram ve konularda öğrencilerin bilişsel düzeylerinde değişiklik olup olmadığını tespit etmek üzere bir son test uygulanmıştır. Ölçme aracı olarak, Fen ve teknoloji konularını içeren ön test ve son test, konu başarı sınavı ile kalıcılık sınavı; veri toplama aracı olarak da Fen Bilgisi tutum ölçeği, çoklu zekâ testi, güçlük çekilen ve öğretim sonucunda güçlük çekilmeye devam edilen biyolojik kavram ve konuların tespit etmek üzere çizelgeler kullanılmıştır. Sonuç olarak öğrencilerin güçlük çektikleri konu ve kavramların öğretiminde gerek nicel ve gerekse nitel bakımdan önemli başarılar sağlandığı, her biri için yapılan sınavların bunu desteklediği, öğrencilerin kavram ve konuları bütünleşik bir biçimde algılamalarının daha etkili olduğu, ilgi, dikkat, katılım, etkinlik üretme, günlük yaşamla ilişkilendirme noktasında gösterdikleri çabalardaki tutarlılığı hem birebir görüşme hem de sınıf içinde sergilemeleri, bütüncül bir yaklaşımla gerçekleştirilen öğretimin kalıcılık üzerine de olumlu etkisi olduğunu göstermektedir. Öğrencilerin derse güçlük çektikleri kavram ve konuların öğretimine etkin katılımın sağlandığı, yeni ve farklı etkinliklerle öğretimlerinin pekiştirildiği, gruplar halinde işlenen konulara katkı sağlama çabası içine girdikleri, öğrencilerin, öğrenimlerinde sıkıntı çektikleri hususların belirginleştiği ve bunların ortadan kaldırılmasına imkân veren bir ortamın oluştuğu belirlenmiştir.
This study aimed at determining the 6th grade and the 7th grade biology concepts and subjects in which students had difficulty, ensuring the teaching of such concepts and subjects, and removing misconceptions on such concepts and subjects. The research sample consisted of the 6/A and 7/A students of Bademli Necla Orhan Middle School. A level determination exam was conducted to determine the prior knowledge of the students. In this way, the biology subjects and concepts included in the related curricula in which the students had difficulty were determined. The first five subjects and concepts in which the 6th grade students had most difficulty and the first six subjects and concepts in which the 7th grade students had most difficulty were selected and grouped within themselves. After that, teaching activities were planned. These activities involved various approaches including but not limited to brainstorming, observation, and laboratory practices. The subject achievement test was conducted immediately after the related concepts and subjects had been covered. One month later, the permanence test was carried out. The differences between the level reached immediately after the teaching and the level reached one month later were found. The present study also revealed the qualitative level reached by every student through the cognitive acquisitions regarding the teaching of concepts. After the teaching had been completed, a post-test was administered to the students in order to reveal whether any change occurred in the cognitive levels of the students regarding the biology concepts and subjects included in the 6th grade and the 7th grade science curricula. A pre-test and a post-test covering science and technology subjects, the subject achievement test, and the permanence test were employed for measurement. The science attitude scale, the multiple intelligence test, and the charts aimed at demonstrating the biology subjects and concepts in which the students had difficulty and in which the students continued to have difficulty after the teaching were used for data collection. It was concluded that important qualitative and quantitative successes were achieved in the teaching of the subjects and concepts in which the students had difficulty, the test results supported that, the integrated perception of the subjects and concepts by the students was more effective, the students exerted an effort in regard to interest, attention, participation, activity generation, and association with the daily life both individually and in the classroom environment, and the teaching based on an integrated approach had a positive impact on permanent learning. In addition, it was found out that students actively participated in the teaching of the concepts and subjects in which they had difficulty, the teaching was reinforced through new and different activities, the students made an effort to contribute to the subjects covered in groups, the issues which the students had difficulty in learning became evident, and an environment allowing the removal of such difficulties was created.
This study aimed at determining the 6th grade and the 7th grade biology concepts and subjects in which students had difficulty, ensuring the teaching of such concepts and subjects, and removing misconceptions on such concepts and subjects. The research sample consisted of the 6/A and 7/A students of Bademli Necla Orhan Middle School. A level determination exam was conducted to determine the prior knowledge of the students. In this way, the biology subjects and concepts included in the related curricula in which the students had difficulty were determined. The first five subjects and concepts in which the 6th grade students had most difficulty and the first six subjects and concepts in which the 7th grade students had most difficulty were selected and grouped within themselves. After that, teaching activities were planned. These activities involved various approaches including but not limited to brainstorming, observation, and laboratory practices. The subject achievement test was conducted immediately after the related concepts and subjects had been covered. One month later, the permanence test was carried out. The differences between the level reached immediately after the teaching and the level reached one month later were found. The present study also revealed the qualitative level reached by every student through the cognitive acquisitions regarding the teaching of concepts. After the teaching had been completed, a post-test was administered to the students in order to reveal whether any change occurred in the cognitive levels of the students regarding the biology concepts and subjects included in the 6th grade and the 7th grade science curricula. A pre-test and a post-test covering science and technology subjects, the subject achievement test, and the permanence test were employed for measurement. The science attitude scale, the multiple intelligence test, and the charts aimed at demonstrating the biology subjects and concepts in which the students had difficulty and in which the students continued to have difficulty after the teaching were used for data collection. It was concluded that important qualitative and quantitative successes were achieved in the teaching of the subjects and concepts in which the students had difficulty, the test results supported that, the integrated perception of the subjects and concepts by the students was more effective, the students exerted an effort in regard to interest, attention, participation, activity generation, and association with the daily life both individually and in the classroom environment, and the teaching based on an integrated approach had a positive impact on permanent learning. In addition, it was found out that students actively participated in the teaching of the concepts and subjects in which they had difficulty, the teaching was reinforced through new and different activities, the students made an effort to contribute to the subjects covered in groups, the issues which the students had difficulty in learning became evident, and an environment allowing the removal of such difficulties was created.
Description
Keywords
Fen öğretimi, Güçlük çekilen biyolojik kavram ve konular, Biology concepts and subjects deemed difficult, Science teaching
Citation
Özcan, H. (2014). Fen öğreniminde güçlük çekilen biyolojik kavramların yapılandırmacı yaklaşımla öğretimi. Yayınlanmamış yüksek lisans tezi. Uludağ Üniversitesi Eğitim Bilimleri Enstitüsü.