Publication: 9. sınıf kimya dersi sıvılar konusunun 5E modeli ve TGA tekniği (tahmin-gözlem-açıklama) ile öğretiminin öğrencilerin başarısına etkisi
Abstract
Kimya öğretiminde, sıklıkla uygulanan geleneksel öğretim yöntemleri ve ders kitaplarıöğrencilerin anlamada zorluk çektikleri konuları ya da sahip oldukları yanlış bilgilerinigidermede yeterli olamamaktadır. Öğrenciler için uygun ortamlar sağlanarak, keşifyolculuğuna çıkarılmalı ve öznel bilgilerini oluşturmalarına destek olunmalıdır. Yapılançalışmalar, öğrenme sürecine aktif olarak katılan ve günlük hayatla bağlantılar kuranöğrencilerin daha iyi öğrendiklerini göstermektedir. Öğrencileri aktif katılıma yöneltenyöntem ve tekniklere öğrenme halkası, 4E, 5E, 7E modelleri, analojiler, kavramsaldeğişim metinleri, çalışma yaprakları, TGA vb. örnek olarak verilebilir.Öğrencilerin günlük hayatla bağlantılar kurdukları konulardan birisi de sıvılardır.Öğrenciler sıvılar konusunu yorumlarken bazı kavramların tam karşılığınıaçıklayamamakta ve günlük hayat örneklerini verirken bu kavramlarıkarıştırmaktadırlar. Bu sebepten araştırmanın problemini; 9.sınıf kimya öğretimprogramında yer alan maddenin halleri ünitesindeki sıvılar konusunu; yüzey gerilimi,adhezyon- kohezyon kuvvetleri, kılcallık ve viskozite başlıkları altında öğrencilerinaktif katılımına imkân sağlayan 5E modeli ve TGA tekniği kullanılarak öğretimininöğrenci başarısına etkisinin incelenmesi oluşturmaktadır. Araştırmada öntest - sontestkontrol gruplu yarı deneysel model kullanılmıştır. Araştırmaya 9. sınıf aday gruplardanöntest puanları açısından aralarında anlamlı fark olmayanlar seçilmiş ve çalışma seçilen3 grup ile tamamlanmıştır. Bu gruplardan biri kontrol grubu, diğer iki grup ise deneygrubu olarak seçilmiştir. Deney gruplarının birinde dersler 5E Modeli ile diğer deneygrubunda TGA Tekniği ile işlenmiştir. Kontrol grubunda ise dersler geleneksel yöntemile işlenmiştir. Çalışma sonuçlarına göre, 5E Modeli ve TGA Tekniği ile öğretimyapılan grupların akademik başarıları, kontrol grubu öğrencilerine göre anlamlıderecede farklılaşmış fakat deney grupları arasında anlamlı bir farklılık oluşmamıştır.
In chemistry teaching, traditional teaching methods that applied frequently and schooltextbooks are not sufficient enough for students to understand the difficult subjects or toeliminate the misinformation they already have. Students should be taken to their ownjourneys of exploration and they should be encouraged to create their own subjectiveknowledge provided with suitable learning environments. Studies show that learnerswho actively participate in the learning process and make connections with everydaylife learn better. The learning circle, 4E, 5E, 7E models, analogies, conceptual changetexts, worksheets, DOE, etc., can be given as examples for the methods and techniquesthat encourage the active learning.Liquids are one of the subjects in which students can connect with everyday life. Whencomprehending liquids, students are unable to give the exact explanations of someconcepts and they make mistakes when giving examples from the daily life. In the 9thGrade Chemistry teaching program, “surface tension”, “adhesion, cohesion forces”,“capillarity” and “viscosity” are some topics of “Liquids” which is included in the in theunit of “States of Matter”. Thus, the aim of this research is to examine the effects ofteaching these topics using the 5E model and DOE technique on the success of students.A Quasi- experimental model with pretest - posttest control groups was used in thisstudy. Those who did not have a significant difference in terms of pre-test scores amongthe 9th grade candidate groups were chosen and the study was completed with 3 groupschosen. One of these groups was selected as the control group and the other two groupsas the experimental group. In one of the experimental groups, lessons were taught by 5EModel and in the other experimental group by DOE Technique. In the control group,lessons were taught by the traditional method. According to the results of the study, theacademic achievement of the groups with 5E and DOE techniques differed significantlycompared to the control group students, but there was no significant difference betweenthe experimental groups.
In chemistry teaching, traditional teaching methods that applied frequently and schooltextbooks are not sufficient enough for students to understand the difficult subjects or toeliminate the misinformation they already have. Students should be taken to their ownjourneys of exploration and they should be encouraged to create their own subjectiveknowledge provided with suitable learning environments. Studies show that learnerswho actively participate in the learning process and make connections with everydaylife learn better. The learning circle, 4E, 5E, 7E models, analogies, conceptual changetexts, worksheets, DOE, etc., can be given as examples for the methods and techniquesthat encourage the active learning.Liquids are one of the subjects in which students can connect with everyday life. Whencomprehending liquids, students are unable to give the exact explanations of someconcepts and they make mistakes when giving examples from the daily life. In the 9thGrade Chemistry teaching program, “surface tension”, “adhesion, cohesion forces”,“capillarity” and “viscosity” are some topics of “Liquids” which is included in the in theunit of “States of Matter”. Thus, the aim of this research is to examine the effects ofteaching these topics using the 5E model and DOE technique on the success of students.A Quasi- experimental model with pretest - posttest control groups was used in thisstudy. Those who did not have a significant difference in terms of pre-test scores amongthe 9th grade candidate groups were chosen and the study was completed with 3 groupschosen. One of these groups was selected as the control group and the other two groupsas the experimental group. In one of the experimental groups, lessons were taught by 5EModel and in the other experimental group by DOE Technique. In the control group,lessons were taught by the traditional method. According to the results of the study, theacademic achievement of the groups with 5E and DOE techniques differed significantlycompared to the control group students, but there was no significant difference betweenthe experimental groups.