Akademik Veri Yönetim Sistemi
International learning, teaching and educational research congress, Amasya, Türkiye, 5 - 07 Eylül 2019, ss.34-35
Maddenin özellikleri fen bilimlerinin en önemli ve temel konularındandır. Tüm yaş gubu öğrencilerinde olduğu gibi sınıf öğretmen adaylarınında bu temel konu hakkında alternatif fikirler içermeyen öğrenmelere sahip olması gerekmektedir. Bu çalışmanın amacı sınıf öğretmen adaylarının maddenin özelliklerine ilişkin anlama düzeylerini belirlemeye çalışmaktır. Çalışmanın örneklemi 2018-2019 öğretim yılında Fen ve Teknoloji Laboratuvar uygulamaları-1 dersini alan 90 sınıf öğretmen adayından oluşmaktadır. Veri toplama aracının hazırlanması için fen ve teknoloji laboratuvar uygulamaları-1 dersinde madde ve özellikleri konusunda yapılan deneyler göz önünde bulundurulmuştur. Veri toplama aracı üç açık uçlu sorudan oluşmakta ve cevapların açıklanması istenmektedir. Soruların içeriği aşağıda belirtilmiştir:
1- Sıcaklığın sıvıların yoğunluğu üzerindeki etkisi,
2- Buz tamamen eridiğinde kütle, hacim ve yoğunluğundaki değişim,
3- Gazların çözünürlüğünün sıcaklıkla değişimi
Çalışmanın verileri içerik analizi kullanılarak analiz edilmiştir. Öğrencilerin vermiş oldukları cevaplar; cevapsız, anlamama, kavram yanılgısıyla kısmi anlama, kısmi anlama, tam anlama başlıkları altında sınıflandırılmıştır. Bulgular incelendiğinde ilk soruya ilişkin tam anlama kategorisinin oranı 11%, kısmi anlama kategorisinin oranının ise 25% olduğu görülmektedir. Kavram yanılgısıyla anlama, anlamama ve cevapsız kategorilerinde ise sırasıyla bu oranlar 3%, 53% ve 6%. Öğrencilerin çoğu (53%) bu soruya bilimsel olarak yanlış olan cevaplar (anlamama) vermiştir. İkinci soruya ilişkin tam anlama ve kısmi anlama kategorilerinin sırayla (5% ve 7%) olduğu görülmektedir. Kavram yanılgısıyla anlama, anlamama ve cevapsız kategorilerinde ise sırasıyla bu oranlar 3%, 72% ve 11%. Öğrencilerin çoğu (72%) bu soruya bilimsel olarak yanlış olan cevaplar (anlamama) vermiştir. Üçüncü soruya ilişkin tam anlama kategorisinin oranı 15%, kısmi anlama kategorisinin oranının ise 10% olduğu görülmektedir. Kavram yanılgısıyla anlama, anlamama ve cevapsız kategorilerinde ise sırasıyla bu oranlar 48%, 20% ve %5. Öğrencilerin çoğu (48%) bu soruya kavramın kısmen anlaşılmasını gösteren; fakat aynı zamanda bir kavram yanılgısını da (Bir Spesifik Kavram Yanılgısıyla Kısmî Anlama) içeren cevaplar vermiştir. Öğretmen adaylarının sorulara verdikleri cevaplar incelendiğinde genellikle alternatif fikirler içeren ve bilimsel olarak doğru olmayan cevaplar verdikleri görülmektedir. Elde edilen sonuçlar öğretmen adaylarının yapılan deneylere ilişkin anlama düzeyinde aktif öğrenme gerçekleştiremediklerini göstermektedir.
Anahtar kelimeler: maddenin özellikleri,kütle, hacim, yoğunluk
The properties of matter are one of the most important and fundamental subjects of science. As in all age group students, prospective classroom teachers should have learning that does not include alternative ideas on this basic subject. The aim of this study is to determine the level of understanding of pre-service classroom teachers about the properties of matter. The sample of the study consists of 90 pre-service classroom teachers who took Science and Technology Laboratory Applications-1 course in the 2018-2019 academic year. In the course of science and technology laboratory applications-1, the experiments on matter and properties were taken into consideration for the preparation of the data collection tool. The data collection tool consists of three open-ended questions and the answers are required to be explained. The content of the questions is as follows:
1- The effect of temperature on the density of liquids,
2- The change in mass, volume and density when the ice is completely melted,
3- The change in the solubility of gases with temperature.
The data of the study were analyzed using content analysis. Students' answers are classified under the headings: no understanding, specific alternative conceptions, partial understanding with specific alternative conception, partial understanding, sound understanding. When the findings are examined, it is seen that the ratio of sound understanding category for the first question is 11% and the ratio of the partial understanding category is 25%. partial understanding with specific alternative conception, specific alternative conceptions and no understanding, these rates are 3%, 53% and 6% respectively. Most of the students (53%) gave scientifically incorrect answers to this question. The sound understanding and partial understanding categories for the second question appear to be 5% and 7% respectively. The partial understanding with specific alternative conception, specific alternative conceptions and no understanding, these rates are 3%, 72% and 11% respectively. Most of the students (72%) answered this question scientifically incorrect (specific alternative conceptions). The ratio of the sound understanding category for the third question is 15%, and that of the partial understanding category is 10%. The partial understanding with specific alternative conception, specific alternative conceptions and no understanding, these rates are 48%, 20% and 5% respectively. Most of the students (48%) showed a partial understanding of the concept to this question, but it also provided an alternative conception (Partial Understanding with a Specific Alternative Conception). When the answers of the pre-service classroom teacher to the questions are examined, it is seen that they give answers that contain alternative conception and are not scientifically correct. The results show that pre-service classroom teachers cannot perform active learning at the level of comprehension of experiments.
Keywords: Properties of Matter, mass, volume, density
The properties of matter are one of the most important and fundamental subjects of science. As in all age group students, prospective classroom teachers should have learning that does not include alternative ideas on this basic subject. The aim of this study is to determine the level of understanding of pre-service classroom teachers about the properties of matter. The sample of the study consists of 90 pre-service classroom teachers who took Science and Technology Laboratory Applications-1 course in the 2018-2019 academic year. In the course of science and technology laboratory applications-1, the experiments on matter and properties were taken into consideration for the preparation of the data collection tool. The data collection tool consists of three open-ended questions and the answers are required to be explained. The content of the questions is as follows:
1- The effect of temperature on the density of liquids,
2- The change in mass, volume and density when the ice is completely melted,
3- The change in the solubility of gases with temperature.
The data of the study were analyzed using content analysis. Students' answers are classified under the headings: no understanding, specific alternative conceptions, partial understanding with specific alternative conception, partial understanding, sound understanding. When the findings are examined, it is seen that the ratio of sound understanding category for the first question is 11% and the ratio of the partial understanding category is 25%. partial understanding with specific alternative conception, specific alternative conceptions and no understanding, these rates are 3%, 53% and 6% respectively. Most of the students (53%) gave scientifically incorrect answers to this question. The sound understanding and partial understanding categories for the second question appear to be 5% and 7% respectively. The partial understanding with specific alternative conception, specific alternative conceptions and no understanding, these rates are 3%, 72% and 11% respectively. Most of the students (72%) answered this question scientifically incorrect (specific alternative conceptions). The ratio of the sound understanding category for the third question is 15%, and that of the partial understanding category is 10%. The partial understanding with specific alternative conception, specific alternative conceptions and no understanding, these rates are 48%, 20% and 5% respectively. Most of the students (48%) showed a partial understanding of the concept to this question, but it also provided an alternative conception (Partial Understanding with a Specific Alternative Conception). When the answers of the pre-service classroom teacher to the questions are examined, it is seen that they give answers that contain alternative conception and are not scientifically correct. The results show that pre-service classroom teachers cannot perform active learning at the level of comprehension of experiments.
Keywords: Properties of Matter, mass, volume, density