Publication: Bilgisayar destekli deney yöntemiyle kavram haritaları yönteminin bazı bilişsel süreçler ve hatırlama düzeyi açısından incelenmesi
Abstract
BİLGİSAYAR DESTEKLİ DENEY YÖNTEMİYLE KAVRAM HARİTALARI YÖNTEMİNİN BAZI BİLİŞSEL SÜREÇLER VE HATIRLAMA DÜZEYİ AÇISINDAN İNCELENMESİ Bu araştırmada, lise 2. Sınıfta verilen fizik dersinde Kavram Haritalarının ve Bilgisayar Destekli Deney Yönteminin öğrenci başarısına, kavram öğrenilmesine ve hatırlama düzeyine etkisi incelenmiştir. Her iki yöntem Magnetizma ve Alternatif Akım Devreleri konusu işlenirken sınıf ortamında öğretmen ve öğrenciler tarafından kullanılmıştır. Uygulama sonunda Kavram Haritaları Yönteminin ve Bilgisayar Destekli Deney Yönteminin sınıflarda ayrı ayrı ve bir arada kullanılmasının öğrencilerin akademik başarısına, kavram öğrenmelerine ve hatırlama düzeyine etkisinin olup olmadığına bakılmıştır. Yapılan çalışmada 3 deney, 1 kontrol grubu kullanılmıştır. Çalışma 2000-2001 Eğitim ve Öğretim yılında, Deniz Lisesi Komutanlığında Lise 2.sınıfta öğrenim gören sınıflardan rasgele seçilen 4 sınıfta toplam 117 öğrenciyle yapılmıştır. Uygulamanın yapıldığı bu 4 sınıfın fizik dersine aynı öğretmen girdiğinden, ölçeklerden elde edilen verilerde öğretmen faktörünün sonuçlara etkisi en aza indirilmiştir. Uygulamaya başlamadan önce bütün gruplara Başarı ön testi, Kavram Öğrenme Düzeyi Sınavı, Mantıksal Düşünme Yeteneği Testi verilmiştir. Bu ön testlerde ve sınavlarda gruplar arasında anlamlı bir fark çıkmamıştır. Uygulamanın bitiminden hemen sonra Başarı Testi ve Kavram Öğrenme Düzeyi Sınavı bütün gruplara tekrar verilmiştir. Uygulamanın bitiminden 12 hafta sonra da yine aynı gruplara Başarı Testine paralel sorulardan oluşan Hatırlama Testi verilerek uygulanan yöntemlerin öğrencilerin hatırlama düzeyine etkisi incelenmiştir. Bu araştırma sonunda; Bilgisayar Destekli Deney Yöntemi, öğrencilerin Kavram Öğrenme düzeylerinin artmasında Kavram Haritaları Yönteminden daha fazla etkili olmuştur (P<0.01).Kavram Haritaları Yöntemi ve Bilgisayar Destekli Deney Yönteminin bir arada ve ayrı ayrı kullanıldığı 3 deney grubunun hatırlama düzeyine etkisi, kontrol grubundakilerin hatırlama düzeyinden anlamlı düzeyde yüksek bulunmuştur (P<0.01). Çalışmanın sonunda bu sonuçlara göre fen/ fizik eğitimiyle ilgili önerilerde bulunulmuştur.
THE STUDY OF COMPUTER ASSISTED EXPERIMENTAL METHOD AND CONCEPT MAPPING METHOD WITH REGARD TO SOME COGNITIVE PROCESSES AND LEVEL OF RETENTION In this study, the effect of Computer Assisted Experimental Method and Concept Mapping Method on achievement, concept learning, and retention level of lyceé 2 students was investigated at the level of high school physics lessons. These two methods were applied by the same physics teacher and his students while the subjects of Magnetism and Alternating Current Circuits were being taught. The purpose of this study was to search the effectiveness of using Computer Assisted Experimental Method and Concept Mapping Method in both seperate classes and in the same class on achievement, concept learning and retention level of the students. The study was conducted on four groups: three experimental groups and one control group were used. The study was conducted at the Naval High School, in Istanbul, during the school year 2000-2001. In the first part of the study, achievement test , Concept Learning Test, Logical Thinking Attitude Test were given as the pre-test to all four groups. There were no significant differences between the groups. The results of these pre-tests showed that the level of the bacground knowledge of the students was the same. At the end of the study, achievement test and Concept Learning test were given as the post-test to the same groups again. The retention test, an equivalent test to the achievement test, was given to four groups 12 weeks after intervention. The purpose of this retention test was to figure out the effect of the two methods with regard to retention of the knowledge of the students about the subjects of the Magnetism and Alternating Current Circuits. The findings of this study are as follows: The Computer Assisted Experimental Method was more effective than Concept Mapping Method on the concept learning of the students (P<0.01). A significant difference in the level of retention was found between the experimental groups and the control group. This difference was in favor of the experimental groups. Some suggestions about the science/ physics teaching methods were brought forward in the light of these results. I hope that this research contributes to the studies done in science teaching and gives some useful ideas to the teachers and educators.
THE STUDY OF COMPUTER ASSISTED EXPERIMENTAL METHOD AND CONCEPT MAPPING METHOD WITH REGARD TO SOME COGNITIVE PROCESSES AND LEVEL OF RETENTION In this study, the effect of Computer Assisted Experimental Method and Concept Mapping Method on achievement, concept learning, and retention level of lyceé 2 students was investigated at the level of high school physics lessons. These two methods were applied by the same physics teacher and his students while the subjects of Magnetism and Alternating Current Circuits were being taught. The purpose of this study was to search the effectiveness of using Computer Assisted Experimental Method and Concept Mapping Method in both seperate classes and in the same class on achievement, concept learning and retention level of the students. The study was conducted on four groups: three experimental groups and one control group were used. The study was conducted at the Naval High School, in Istanbul, during the school year 2000-2001. In the first part of the study, achievement test , Concept Learning Test, Logical Thinking Attitude Test were given as the pre-test to all four groups. There were no significant differences between the groups. The results of these pre-tests showed that the level of the bacground knowledge of the students was the same. At the end of the study, achievement test and Concept Learning test were given as the post-test to the same groups again. The retention test, an equivalent test to the achievement test, was given to four groups 12 weeks after intervention. The purpose of this retention test was to figure out the effect of the two methods with regard to retention of the knowledge of the students about the subjects of the Magnetism and Alternating Current Circuits. The findings of this study are as follows: The Computer Assisted Experimental Method was more effective than Concept Mapping Method on the concept learning of the students (P<0.01). A significant difference in the level of retention was found between the experimental groups and the control group. This difference was in favor of the experimental groups. Some suggestions about the science/ physics teaching methods were brought forward in the light of these results. I hope that this research contributes to the studies done in science teaching and gives some useful ideas to the teachers and educators.