Publication: Orta öğretimde laboratuar çalışmasının öğrencilerin başarısına etkisi
Abstract
Bu çalışmanın amacı, Geleneksel Öğretim Yöntemi (Öğretim Yöntemi - 1) ve Geleneksel Öğretime ilave olarak verilen Araştırmaya Yönelik Laboratuvar Yön-teminin (Öğretim Yöntemi -2) öğrencilerin kimya başarısına etkisinin karşılaştı-rılması ve Araştırmaya Yönelik Laboratuvar yönteminin, kimya öğretimine sağla-yacağı katkıların deneysel olarak bulunmasıdır. Bu çalışmada, 2 adet lise 2. sınıftan seçilen toplam 59 denek kullanılmıştır. Verileri toplamak için Mantıksal Düşünme Yeteneği Testi, Kimya Başarı Testi ve Laboratuvar Tutum Ölçeği kullanılmıştır. Çalışma sonunda; ·Geleneksel Öğretim metoduna ilave olarak Araştırmaya Yönelik Laboratuvar yönteminden faydalanan öğrencilerin, geleneksel öğretim yönteminden faydalanan öğrencilere oranla daha başarılı oldukları bulun-muştur. ·Araştırmaya Yönelik Laboratuvar yönteminden faydalanan öğrencilerin laboratuvara karşı tutumlarında olumlu bir artış olduğu gözlenmiştir.
The aims of this study are to explore and compare the effects of traditional (lecture-based) and investigative-oriented laboratory chemistry teaching methods and also to find out the contribution of the latter on chemistry achievement of high school students. The study involved a total of 59 second year upper secondary school stu-dents. Students were selected from two classes of the same secondary school and were mixed ability. Three different instruments; Logical Thinking Ability Test, Chemistry Achievement Test and Laboratory Attitude Scale were used to collect data from the students involved in the study. The following findings are reported; ·Students who are taught via the investigative-oriented chemistry labora-tory method are more succesful than those who are taught through the tra-ditional teaching method. · The investigative - oriented chemistry laboratory method increases stu-dents' positive attitude towards chemistry laboratory.
The aims of this study are to explore and compare the effects of traditional (lecture-based) and investigative-oriented laboratory chemistry teaching methods and also to find out the contribution of the latter on chemistry achievement of high school students. The study involved a total of 59 second year upper secondary school stu-dents. Students were selected from two classes of the same secondary school and were mixed ability. Three different instruments; Logical Thinking Ability Test, Chemistry Achievement Test and Laboratory Attitude Scale were used to collect data from the students involved in the study. The following findings are reported; ·Students who are taught via the investigative-oriented chemistry labora-tory method are more succesful than those who are taught through the tra-ditional teaching method. · The investigative - oriented chemistry laboratory method increases stu-dents' positive attitude towards chemistry laboratory.