Publication: Ortaöğretim Kimya eğitiminde kimyasal reaksiyonlar ve enerji (termokimya) konusunun öğretiminde klasik ve deneysel yöntemlerin başarıya etkisinin karşılaştırılması
Abstract
Bu çalışma ile lise ikinci sınıflardan seçilen iki sınıftan geleneksel öğretim yöntemi (klasik yöntem) uygulanan sınıfın konuyu öğrenmedeki başarısı ile, deneysel yöntem uygulanan sınıfın konuyu öğrenmedeki başarısı karşılaştırılmıştır. Araştırma süresince bazı dersler laboratuar ortamında işlenmiştir. Öğrencilerin gruplar halinde deney yapmalarına imkan sağlanmıştır. Ayrıca çalışmada deneysel yöntemin kullanılmasının öğrencilerin kimya dersine olan tutumlarına bir etkisinin olup olmayacağı da anket çalışmalarıyla incelenmiştir. Verileri toplamak için Mantıksal Düşünme Yeteneği Testi, Bilimsel Başarı Testi ve Kimya Tutum Ölçeği kullanılmıştır. Bu araştırma sonunda ilgili konunun öğretiminde deneysel yöntem kullanılan sınıfın başarısının, geleneksel öğretim yöntemi kullanılan sınıfa göre daha yüksek olduğu bulunmuştur. Ayrıca her iki sınıfta da çalışmanın başında ve sonunda Kimya Tutum Ölçeği uygulanmış ve iki sınıfın da ortalamalarının birbirine yakın çıkması, öğrencilerin kimya dersine karşı olan tutumlarının değişmediği sonucuna varmamıza neden olmuştur.
With the help of this research, two high school classes were choosen, then the class in which classical method was applied was compared with the other class in which experimental method was applied, in terms of their success in learning. During the research, some lessons were tought in labs, so that the students could have the opportunity to make experiments in groups. Also, during this process, it was examined with the help of surveys, whether or not the experimental method has effects on students attitudes towards Chemistry. The Test of Logical Thinking Ability, Scientific Achievement Test and Chemical Attitude Inventory were applied in order to gather the data. At the end of this research, it is pointed out that, in teaching the related subject, experimental method is more successful than the classical method in terms of students learning. Also, in each class, the Chemical Attitude Inventory was applied, both at the beginning and at the end of the research. The fact that the average of the classes are almost the same showed that, the students' attitudes towards the Chemistry hasn't changed.
With the help of this research, two high school classes were choosen, then the class in which classical method was applied was compared with the other class in which experimental method was applied, in terms of their success in learning. During the research, some lessons were tought in labs, so that the students could have the opportunity to make experiments in groups. Also, during this process, it was examined with the help of surveys, whether or not the experimental method has effects on students attitudes towards Chemistry. The Test of Logical Thinking Ability, Scientific Achievement Test and Chemical Attitude Inventory were applied in order to gather the data. At the end of this research, it is pointed out that, in teaching the related subject, experimental method is more successful than the classical method in terms of students learning. Also, in each class, the Chemical Attitude Inventory was applied, both at the beginning and at the end of the research. The fact that the average of the classes are almost the same showed that, the students' attitudes towards the Chemistry hasn't changed.