Publication: Kimya eğitiminde kimyasal tepkimelerde denge konusunun bilgisayar destekli ve laboratuar temelli öğretminin öğrencilerin kimya başarılarına, hatırlama düzeylerine ve tutumlarına etkisi
Abstract
Bu araştırma da kimya eğitiminin önemli konularından biri olan Kimyasal Tepkimelerde Denge konusu üzerinde çalışılmıştır. Literatürde bu konu zor olarak kabul edilir ve klasik öğretim yöntemlerinin dışında farklı öğretim yöntemleriyle ders işlenmesinin daha yararlı olacağı önerilir. Bu önerilerden yola çıkarak konunun lise seviyesinde kavramsal düzeyde öğretilmesine katkıda bulunacak bir yazılım hazırlanmıştır. Araştırmacı tarafından hazırlanan bu yazılım, sınıf ortamında Bilgisayar Destekli Öğretim yönteminin uygulanmasında kullanılmıştır. Diğer bir yöntem olan Laboratuar Temelli Öğretim uygulamasında ise, laboratuar ortamında öğrencilere deneyler yaptırılarak gruplara ders anlatılmıştır. Geleneksel yöntemde ise sınıf ortamında klasik yöntemle ders işlenmiştir. Çalışmada kullanılan üç farklı öğretim yönteminin akademik başarıya, öğrenilen bilgilerin hatırlanma düzeyine ve Kimya dersine yönelik tutumu ne ölçüde değiştirdiği ve bu değişikliğin anlamlı bir farklılaşmaya sebep olup olmadığı araştırılmıştır. Araştırma iki farklı lisede toplam 180 öğrenci ile yapılmıştır. Çalışmaya her iki okuldan da iki deney ve bir kontrol grubu katılmıştır. Araştırma modellerinden deneysel ve tarama modelleri kullanılmıştır. Deneysel modelde sontest kontrol gruplu model seçilmiştir. Bu gruplardan genel zekâ düzeyleri, lise 1 kimya notları ve kimya dersine yönelik tutumları açısından aralarında anlamlı fark olmayanlar, yansız atama ile kontrol ve deney grupları olarak belirlenmiştir. Tarama modelinde ilişkisel ve korelasyon türü ilişkisel tarama modelleri kullanılmıştır. Araştırmadaki bağımlı değişkenler; kimya başarısı, hatırlama düzeyi ve öğrencilerin kimya dersine yönelik tutumlarıdır. Bağımsız değişken ise seçilen öğretim yöntemleridir. Çalışma sonuçlarına göre Bilgisayar Destekli ve Laboratuar Temelli Öğretim uygulamalarının öğrencilerin akademik başarıları ve hatırlama düzeyleri, kontrol grubu öğrencilerine göre anlamlı derecede farklılaşmış fakat deney grupları arasında anlamlı farklılıklar oluşmamıştır. Sadece Bilgisayar Destekli Öğretim alan grupla Laboratuar Temelli öğretim alan öğrencilerin sontestleri arasında Bilgisayar Destekli Öğretim alan grup lehine anlamlı bir fark tespit edilmiştir. Öğrencilerin kimya tutumlarında ise gruplar arasında anlamlı farklılıklar oluşmamıştır. Demografik özelliklerin öğrenci başarısı ve tutumu üzerindeki etkilerinde ise; anne baba eğitim düzeyinde, anne çalışma durumunda ve öğrencilerin başarı algı durumları ile akademik başarıları arasında anlamlı ilişkilere rastlanmıştır. Üniversitede kimya bölümü seçme isteği ile kimya dersine karşı tutum arasında anlamlı fark bulunmuştur.
This research focused on the concept of chemical equilibrium, which is regarded as one of the most difficult topics in chemistry education. Accompanying computer software was prepared to make the topic conceptually more understandable at high school level, and laboratory activities were planned for the experimental groups. In the control groups, the traditional teaching method was used in classroom environments. The three different teaching methods used in this study were examined on the basis of their effect on students’ academic success, their recall level, and their attitudes towards chemistry. The statistical significance of these effects was explored. This study was carried out in two different high schools with 180 Grade 10 students. Experimental and survey research methods were used. In the experimental method the posttest control group model was chosen. Before the implementation the general IQ levels, Grade 9 chemistry scores and attitudes toward chemistry of the students were obtained and those without noticeable differences were randomly assigned to the experimental and control groups. In the survey method corelational and relationship based models were used. Dependent variables were chemistry achievement, recall level, attitudes toward chemistry and IQ levels. The independent variable was the teaching method. The three teaching methods were called Computer Based Teaching, Laboratory Based Teaching and Conventional Teaching. Central for this research was the comparison of the three different teaching methods in terms of their impact on academic success, recall level and attitudes towards chemistry. Whether their impact was significantly different from each other was researched, as well. Findings concluded that there were significant differences in terms of academic success and recall level between the students taught with Computer Based and Laboratory Based Teaching methods, and the control group. There were no significant differences between the experimental groups. There were only significant differences between the posttest scores of the groups taught by Computer Based and Laboratory Based methods favoring the Computer Based method. There were no significant differences in terms of chemistry attitudes. With respect to the effect of demographics on student success and attitudes, significant differences were found in terms of student perception of success and academic success considering parental education level and mother’s working status. Another significant difference was between choice of chemistry major and attitudes toward chemistry.
This research focused on the concept of chemical equilibrium, which is regarded as one of the most difficult topics in chemistry education. Accompanying computer software was prepared to make the topic conceptually more understandable at high school level, and laboratory activities were planned for the experimental groups. In the control groups, the traditional teaching method was used in classroom environments. The three different teaching methods used in this study were examined on the basis of their effect on students’ academic success, their recall level, and their attitudes towards chemistry. The statistical significance of these effects was explored. This study was carried out in two different high schools with 180 Grade 10 students. Experimental and survey research methods were used. In the experimental method the posttest control group model was chosen. Before the implementation the general IQ levels, Grade 9 chemistry scores and attitudes toward chemistry of the students were obtained and those without noticeable differences were randomly assigned to the experimental and control groups. In the survey method corelational and relationship based models were used. Dependent variables were chemistry achievement, recall level, attitudes toward chemistry and IQ levels. The independent variable was the teaching method. The three teaching methods were called Computer Based Teaching, Laboratory Based Teaching and Conventional Teaching. Central for this research was the comparison of the three different teaching methods in terms of their impact on academic success, recall level and attitudes towards chemistry. Whether their impact was significantly different from each other was researched, as well. Findings concluded that there were significant differences in terms of academic success and recall level between the students taught with Computer Based and Laboratory Based Teaching methods, and the control group. There were no significant differences between the experimental groups. There were only significant differences between the posttest scores of the groups taught by Computer Based and Laboratory Based methods favoring the Computer Based method. There were no significant differences in terms of chemistry attitudes. With respect to the effect of demographics on student success and attitudes, significant differences were found in terms of student perception of success and academic success considering parental education level and mother’s working status. Another significant difference was between choice of chemistry major and attitudes toward chemistry.