Publication: Kimya öğretmenlerinin laboratuvar kullanımı ve uygulamalarına yönelik algıları
Abstract
Bu araştırmada kimya öğretmenlerinin laboratuvar kullanımı ve laboratuvar uygulamalarına yönelik algıları incelenmiştir. Araştırma 2019-2020 eğitim öğretim yılında Millî Eğitim Bakanlığı ortaöğretim kurumlarında görev yapmakta olan 149 kimya öğretmeni ile gerçekleştirilmiştir. Nicel araştırma yöntemlerinden ilişkisel tarama modelinde bir çalışma olarak tasarlanmıştır. Veri toplama aracı olarak “Kimya Öğretmenlerinin Laboratuvar Uygulamalarına Yönelik Algıları Ölçeği”, “Laboratuvar Uygulamalarını Etkileyen Etmenler Anketi” ve kimya öğretmenleriyle ilgili bazı değişkenler hakkında veri toplayabilmek için “Kişisel Bilgi Formu” kullanılmıştır. Kimya öğretmenlerinin laboratuvar uygulamalarına yönelik algıları ölçeği ve bu ölçeğin alt boyutları olan laboratuvarın amaçları, etkililiği ve planlanmasına yönelik puanlarının, cinsiyete ve mezun oldukları fakülteye göre manidar bir farklılık olup olmadığı bağımsız gruplar t-testi, çalıştıkları okul türüne göre manidar bir farklılık olup olmadığı tek yönlü varyans analizi (ANOVA) ile belirlenmiştir. Kimya öğretmenlerinin laboratuvar uygulamalarına yönelik algıları ölçeği ve bu ölçeğin alt boyutları olan laboratuvarın amaçları, laboratuvarın etkililiği ve planlanmasına yönelik puanlarının mesleki tecrübeye göre manidar bir farklılık olup olmadığı, Kruskal-Wallis testi ile belirlenmiştir. Son olarak yapılan anketten elde edilen verilerden betimsel istatistiklerle yüzde, frekans ve ortalamalar elde edilmiştir. Araştırma sonucunda laboratuvarın amaçları, etkililiği, planlanması ve laboratuvar uygulamalarına yönelik algıları puanlarında öğretmenlerin cinsiyetine ve çalıştıkları okul türüne göre manidar fark bulunmamıştır. Mesleki tecrübelerinde ise laboratuvarın etkililiği ve laboratuvar uygulamalarına yönelik algıları puanlarında manidar fark bulunmuştur. Öğretmenlerin mezun oldukları okul türüne göre laboratuvarın amaçları alt boyutunda manidar fark bulunmuştur. Kimya öğretmenlerinin anket maddelerine verdiği cevaplara göre; öğretmenler kimyasalların etkisine karşı öğrencilerini korumada, sınıf hakimiyeti sağlamada ve deney araç-gereçlerini kullanmada kendini yeterli hissetmektedir. Ancak sınıfların kalabalık oluşundan ve müfredat yoğunluğundan deneylere yeterince zaman ayıramadıklarını belirtmişlerdir. Ayrıca öğretmenler, laboratuvarda yapılamayan deneylerin bilgisayar ortamında yapılması gerektiği ve bilgisayar ortamında yapılan deneylerin öğrenci açısından motive edici bir unsur olduğu görüşüne sahiptir.
In this study, chemistry teachers' perfections of lab use and lab applications were examined. The study was conducted with 149 chemistry teachers working at secondary schools under the Ministry of National Education during 2019-2020 school year. It was designed as a relational survey model, one of the quantitative research methods. Chemistry Teachers' Perceptions Scale for Lab Applications, Questionnaire for Factors Affecting Laboratory Practices and Personal Information Form, in order to collect data about some variables related to chemistry teachers were used as data collection tools. Whether the scale of the chemistry teachers' perceptions of lab applications and the scores of sub-dimensions of this scale, which are the goals, effectiveness and planning of the lab, have any meaningful difference according to sex and the degree obtained and have any meaningful difference according to independent samples t-test and type of the school they work at were determined by one-way analysis of variance (ANOVA). Whether the scale of the chemistry teachers' perceptions of lab applications and the scores of sub-dimensions of this scale, which are the goals, effectiveness and planning of the lab, have any meaningful difference according to work experience was determined by Kruskal-Wallis test. Percentages, frequencies and averages were obtained with descriptive statistics from the data obtained from the last questionnaire. As a result of the study, no meaningful difference was found in the perception scores of teachers towards goals, effectiveness and planning of the lab and lab practices according to their sex and type of the school they work at. Meaningful difference was found in their perception scores towards the effectiveness of the lab and lab practices according to their work experience. In sub-dimension of lab goals, meaningful difference was found according to the type of the school from which the teachers graduated. According to the answers given by chemistry teachers to the questionnaire items; teachers feel competent in protecting their students against the effects of chemicals, providing classroom management, and using experimental equipment. However, they stated that they could not spare enough time for experiments due to crowded classes and curriculum density. In addition, teachers believe that the experiments that cannot be carried out in the lab should be performed in the computer environment and that the experiments made in the computer environment are a motivating factor for the students.
In this study, chemistry teachers' perfections of lab use and lab applications were examined. The study was conducted with 149 chemistry teachers working at secondary schools under the Ministry of National Education during 2019-2020 school year. It was designed as a relational survey model, one of the quantitative research methods. Chemistry Teachers' Perceptions Scale for Lab Applications, Questionnaire for Factors Affecting Laboratory Practices and Personal Information Form, in order to collect data about some variables related to chemistry teachers were used as data collection tools. Whether the scale of the chemistry teachers' perceptions of lab applications and the scores of sub-dimensions of this scale, which are the goals, effectiveness and planning of the lab, have any meaningful difference according to sex and the degree obtained and have any meaningful difference according to independent samples t-test and type of the school they work at were determined by one-way analysis of variance (ANOVA). Whether the scale of the chemistry teachers' perceptions of lab applications and the scores of sub-dimensions of this scale, which are the goals, effectiveness and planning of the lab, have any meaningful difference according to work experience was determined by Kruskal-Wallis test. Percentages, frequencies and averages were obtained with descriptive statistics from the data obtained from the last questionnaire. As a result of the study, no meaningful difference was found in the perception scores of teachers towards goals, effectiveness and planning of the lab and lab practices according to their sex and type of the school they work at. Meaningful difference was found in their perception scores towards the effectiveness of the lab and lab practices according to their work experience. In sub-dimension of lab goals, meaningful difference was found according to the type of the school from which the teachers graduated. According to the answers given by chemistry teachers to the questionnaire items; teachers feel competent in protecting their students against the effects of chemicals, providing classroom management, and using experimental equipment. However, they stated that they could not spare enough time for experiments due to crowded classes and curriculum density. In addition, teachers believe that the experiments that cannot be carried out in the lab should be performed in the computer environment and that the experiments made in the computer environment are a motivating factor for the students.