Kimya öğretmenlerinin yetiştirilmesinde önemli hususlar: Laboratuvar yeterliliklerinin incelenmesi
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Date
2016-09-21
Authors
Uyulgan, Melis Arzu
Kartal, Mehmet
Journal Title
Journal ISSN
Volume Title
Publisher
Uludağ Üniversitesi
Abstract
Bu çalışmada, kimya öğretmenliği ve kimya bölümü son sınıfında öğrenim gören geleceğin kimya öğretmenlerinin laboratuvar yeterlilikleri bilimsel süreç becerileri açısından incelenmiştir. Araştırma tarama modellerinden tekil tarama modeline göre tasarlanmıştır. Çalışmaya eğitim fakültesi kimya öğretmenliği (N=67) ve fen fakültesi kimya bölümünde (N=96) okuyan toplam 163 son sınıf öğrencisi katılmıştır. Öğrencilerin temel kimya laboratuvar yeterliliklerine ilişkin veriler Laboratuvar Yeterlilikleri Testi kullanılarak belirlenmiştir. Verilerin analizi analitik kriter ölçeği yardımıyla gerçekleştirilmiştir. Araştırma sonuçlarından öğrencilerin incelenen bilimsel süreç becerilerinden gözlem yapma, sınıflandırma, veri işleme ve model oluşturma, yorumlama ve sonuç çıkarma, verileri kaydetme ve hipotez kurma, değişkenleri belirleme, değişkenleri kontrol etme ve değiştirme, işlevsel tanımlama, deney tasarlama, deney araç-gereçlerini tanıma ve kullanma, deney düzeneği kurma becerilerinde yetersiz kaldıkları; ölçme, tahminde bulunma ve çıkarım yapma becerilerinde ise yeterli düzeyde cevaplar verebildikleri ortaya çıkmıştır. Ayrıca araştırma sonuçlarından kimya öğretmenliği gruplarının testten aldıkları ortalama puanlarının 49,34 ve başarı oranının % 41, kimya bölümü gruplarının ise ortalama puanlarının 48,08 ve başarı oranının % 40 olduğu bulunmuştur.
In this study, laboratory proficiency of future chemistry teachers who are studying at departments of chemistry education and chemistry was investigated in terms of the scientific process skills. The study was designed according to single screening model from the survey models. Total of 163 senior was participated to the study who are studying at faculty of education, chemistry education (N=67) and faculty of science, department of chemistry (N=96). Data regarding students’ basic chemistry laboratory proficiencies were determined using Laboratory Proficiency Test (LPT). The data analysis was carried out with the help of analytic scoring scale. Considering the results of the study it was found out that the students were insufficient at the scientific process skills of observing, classifying, processing data and formulating models, interpreting data and drawing conclusions, recording data and formulating hypothesis, identifying variables, controlling and changing variables, defining operationally, designing an experiment, conducting the tools materials and supplies of the experiment, establishing experimental setup; also they were sufficient at measuring, predicting and inferring. In addition, considering the results of the study the chemistry education student groups’ average scores obtained from LPT test was found to be 49.34 and success rate was 41%, the chemistry department student groups’ average scores obtained from LPT test was found to be 48.08 and the success rate was 40%.
In this study, laboratory proficiency of future chemistry teachers who are studying at departments of chemistry education and chemistry was investigated in terms of the scientific process skills. The study was designed according to single screening model from the survey models. Total of 163 senior was participated to the study who are studying at faculty of education, chemistry education (N=67) and faculty of science, department of chemistry (N=96). Data regarding students’ basic chemistry laboratory proficiencies were determined using Laboratory Proficiency Test (LPT). The data analysis was carried out with the help of analytic scoring scale. Considering the results of the study it was found out that the students were insufficient at the scientific process skills of observing, classifying, processing data and formulating models, interpreting data and drawing conclusions, recording data and formulating hypothesis, identifying variables, controlling and changing variables, defining operationally, designing an experiment, conducting the tools materials and supplies of the experiment, establishing experimental setup; also they were sufficient at measuring, predicting and inferring. In addition, considering the results of the study the chemistry education student groups’ average scores obtained from LPT test was found to be 49.34 and success rate was 41%, the chemistry department student groups’ average scores obtained from LPT test was found to be 48.08 and the success rate was 40%.
Description
Keywords
Bilimsel süreç becerisi, Kimya eğitimi, Laboratuvar, Öğretmen eğitimi, Scientific process skills, Chemistry education, Laboratory, Teacher training
Citation
Uyulgan, M.A. ve Kartal M. (2016). “Kimya öğretmenlerinin yetiştirilmesinde önemli hususlar: Laboratuvar yeterliliklerinin incelenmesi ”. Uludağ Üniversitesi Eğitim Fakültesi, 30(1), 101-138.