Publication: Lise birinci sınıflarda çözünürlük konusunun öğretiminde klasik ve deneysel yöntemlerin başarıya etkisinin karşılaştırılması
Abstract
Bu araştırma ile, lise 1 nci sınıflardaki kimya eğitiminin uygulanmasında deneysel yöntemin başarıya nasıl etki edeceğinin değerlendirilmesi yapılmıştır. Bu amaçla; liselerde öğretmen merkezli geleneksel öğretim yöntemine ilave olarak öğrencilerin çözünürlük konusu ile ilgili deneyleri bizzat kendileri tarafından yapılmasına imkan sağlanarak; laboratuvar çalışmasının öğrencilerin kimya eğitimindeki başarısına etkisinin nasıl olacağı araştırılmıştır. Ayrıca bu çalışmada deneysel yöntemin kullanılmasının öğrencilerin kimya dersine olan tutumlarına etkisinin nasıl olacağı incelenmiştir. Araştırmada çalışma grubu olarak 2001-2002 Eğitim Öğretim Yılında İstanbul Kuleli Askeri Lisesi 1nci Sınıfında öğrenim gören 6, 13, 14 ve 16 ncı şube öğrencileri 17 şube içerisinden seçilmiştir. Öğrenci seçiminde 2001-2002 Eğitim Öğretim Yılı 1 nci Dönem kimya dersi toplu sınav sonuçları kriter olarak baz alınmıştır. 13 ve 16 ncı şubeler deney grubu, 6 ve 14 ncü şubeler kontrol grubu olarak belirlenmişlerdir. Araştırmaya deney grubundan 55 öğrenci, kontrol grubundan 55 öğrenci olmak üzere toplam 110 öğrenci katılmıştır. 3 haftalık çalışma sonunda öğrencilere çözünürlük konusunda hazırlanan 25 soruluk test Bilimsel Başarı Testi olarak uygulanarak deneysel yöntem ve öğretmen merkezli geleneksel öğretim yönteminin başarısı somut olarak görülmeye çalışılmıştır. Ayrıca her iki gruba Kimya Dersi Tutum Ölçeği çalışma başında ve sonunda uygulanarak öğrencilerin kimya dersine karşı tutumlarında bir farklılık olup olunmadığına bakılmıştır. Bu araştırma sonunda elde edilen bilgilere dayanarak ortaya çıkarılan sonuçlar şunlardır: ?Lise 1 nci sınıflarda çözünürlük konusunun öğretiminde; deneysel yöntem ile öğretmen merkezli geleneksel öğretim yöntemi (klasik yöntem) arasında mukayese yapıldığında deneysel yöntem lehine anlamlı bir farklılık bulunmuştur. ?Kontrol grubuna çalışma başında ve sonunda uygulanan Kimya Dersi Tutum Ölçeği puanlarının ortalamaları birbirine eşit derece kadar yakın çıkarken, deney grubunda puanların ortalamaları uygulama sonunda biraz yüksek çıksa da birbirine çok yakın değerler olduğundan aralarında fark olmadığı kabul edilmiştir. Yani bu çalışma sonunda öğrencilerin kimya dersine karşı tutumlarında bir değişiklik olmamıştır. Bütün bu bulgulardan deneysel yöntemin etkili bir eğitim aracı olarak ders ortamında kullanılabileceği ve deney grubunda öğrencilerin kimya dersine karşı tutumlarında çok az olumlu yönde değişiklik olması ve çalışmanın 3 hafta gibi bir sürede yapılması nedeniyle uygulamaların uzun süreli olması durumunda deneysel yöntemin öğrencilerin bilişsel ve duyuşsal davranışlarına olumlu etkisi olacağı sonucuna varılabilir. 1
With this research, it was evaluated to what extent the experimental method in app- lications of chemistry training would affect the success of students. To that purpose, the students were allowed to perform the experiments related to solubility by themselves, a practice done alongside the traditional teacher -centered training method and it was inqui- red weather the laboratory work increased the rate of success. The effect of experimental method on the approach of the students towards the chemistry coarse was also monitored. As workshop group, 4 sections of the 17 first-year sections of the Kuleli Military High School, in the educational year 2001-2002, were selected: sections 6, 13, 14 and 16. In selecting the sections, the first cemestre general examination results were taken into consideration. Two sections, 13 and 16, were determined as the experiment group and the other two, 6 and 14, as the control group. Both groups were comprised of 55 students. After a 3 week workshop, A Scientific Success Test of 25 questions was held to see the success rate of the experimental method apart from the traditional teacher- centered training method. A Chemistry Attitude Inventory , on the other hand, was applied to the students before and after the workshop in order to see if a difference occured in the attitude of the students towards the chemistry course. The results from the information obtained through the research are as follows. ?Among thr first-year high school students, a meaningful difference has been observed between the experimental method and the teacher-centered one (the classical method), in favour of the former, as to the teaching of the subject of solubility. ?According to the average points of The Chemistry Attitude İnventory, both the one applied before the workshop and the one applied after it, the attitude of the control group stayed almost the same while the attitude of the experimental group changed only to small extent, which was not enough tobe considered meaningful. In other words, the workshop has not changed the attitude of the student towards the chemistry course. With all these data, it will be right to judge that the experimental method can be used as an effective training method. Considering that the experiment- group students changed their attitude towards the course, however little and that the workshop lasted so short a time as three weeks, it can be said that, with a longer workshop actirity, the cognitive and affective behariours of students can be bettered by the experimental method. 1
With this research, it was evaluated to what extent the experimental method in app- lications of chemistry training would affect the success of students. To that purpose, the students were allowed to perform the experiments related to solubility by themselves, a practice done alongside the traditional teacher -centered training method and it was inqui- red weather the laboratory work increased the rate of success. The effect of experimental method on the approach of the students towards the chemistry coarse was also monitored. As workshop group, 4 sections of the 17 first-year sections of the Kuleli Military High School, in the educational year 2001-2002, were selected: sections 6, 13, 14 and 16. In selecting the sections, the first cemestre general examination results were taken into consideration. Two sections, 13 and 16, were determined as the experiment group and the other two, 6 and 14, as the control group. Both groups were comprised of 55 students. After a 3 week workshop, A Scientific Success Test of 25 questions was held to see the success rate of the experimental method apart from the traditional teacher- centered training method. A Chemistry Attitude Inventory , on the other hand, was applied to the students before and after the workshop in order to see if a difference occured in the attitude of the students towards the chemistry course. The results from the information obtained through the research are as follows. ?Among thr first-year high school students, a meaningful difference has been observed between the experimental method and the teacher-centered one (the classical method), in favour of the former, as to the teaching of the subject of solubility. ?According to the average points of The Chemistry Attitude İnventory, both the one applied before the workshop and the one applied after it, the attitude of the control group stayed almost the same while the attitude of the experimental group changed only to small extent, which was not enough tobe considered meaningful. In other words, the workshop has not changed the attitude of the student towards the chemistry course. With all these data, it will be right to judge that the experimental method can be used as an effective training method. Considering that the experiment- group students changed their attitude towards the course, however little and that the workshop lasted so short a time as three weeks, it can be said that, with a longer workshop actirity, the cognitive and affective behariours of students can be bettered by the experimental method. 1