Publication: 9. Sınıf kimya dersi çeşitlilik temasındaki etkinliklerin öğrencilerin bilimsel süreç becerilerinin gelişimine ve kavramsal anlamalarına katkısının belirlenmesi
Abstract
9. Sınıf kimya dersi çeşitlilik temasındaki etkinliklerin öğrencilerin bilimsel süreç becerilerinin gelişimine ve kavramsal anlamalarına katkısının belirlenmesi Bu araştırmanın problem durumu 2024 Kimya hazırlanan 9. Sınıf kimya dersi çeşitlilik temasındaki etkinliklerin öğrencilerin bilimsel süreç becerilerinin gelişimine ve kavramsal anlamalarına katkısının belirlenmesidir. Ayrıca bu öğretim programına uygun olarak hazırlanan ders kitabındaki etkinliklerin hangi düşünme becerilerini geliştirmeyi hedeflediğini, sahip olduğu amaçları, öğrenciyi yönlendirdiği öğrenme deneyimlerini, çalışma biçimlerini, etkinlik süresince ihtiyaç duyulan kaynakları, doğa ve diğer canlılarla ilişkileri açısından nasıl bir dağılım gösterdiğini incelemeyi amaçlamaktadır. Araştırmanın amaçları doğrultusunda, nitel araştırma modellerinden durum çalışması yöntemi benimsenmiştir. Araştırmanın veri toplama araçları kavramsal anlama anketi ile bilimsel süreç becerileri testidir. İncelenecek olan tema kapsamında kavramsal sorulardan oluşan bir anket hazırlanmıştır. Ayrıca temanın geliştirmeye çalıştığı becerilerin ölçümünü sağlayacak beceri ölçen sorular ile bilimsel süreç becerileri testi ikincil veri toplama aracı olarak kullanılmıştır. Bu araştırmanın odak noktası, 2024 Kimya evesinde geliştirilen 9. Sınıf kimya dersi çeşitlilik temasındaki etkinliklerin öğrencilerin bilimsel süreç becerilerinin gelişimine ve kavramsal anlamalarına katkısını belirlemektir. Ayrıca, ders kitabındaki etkinliklerin hangi düşünme becerilerini hedeflediğini, sahip olduğu amaçları, öğrencilere kazandırmayı hedeflediği öğrenme deneyimlerini, çalışma biçimlerini ve etkinlik sürecinde gerekli kaynakları nasıl yapılandırdığını ayrıntılı bir şekilde incelemeyi amaçlamaktadır. Bununla birlikte, bu etkinliklerin doğayla ve diğer canlılarla olan ilişkileri nasıl ele aldığı da araştırmanın inceleme konuları arasındadır. Araştırma sürecinde, nitel araştırma yaklaşımlarından “durum çalışması” yöntemi tercih edilmiştir. Verilerin toplanmasında ise iki temel araç kullanılmıştır: kavramsal anlama anketi ve bilimsel süreç becerileri testi. İncelenen tema doğrultusunda, öğrencilerin kavramsal anlamalarını ortaya çıkarmayı amaçlayan sorulardan oluşan bir anket hazırlanmıştır. Ayrıca, temanın kazandırmayı hedeflediği bilimsel süreç becerilerini ölçmeye yönelik sorular içeren bir test, ek veri toplama aracı olarak kullanılmıştır. Böylece, ders kitabı etkinliklerinin öğrencilerin düşünsel ve kavramsal gelişimlerine sağladığı katkılar çok yönlü ve kapsamlı bir biçimde ortaya konmaya çalışılmıştır.
An investġgation into the contrġbution of diversity-themed activies in the 9th grade chemġstry curriculum to students’ scientific process skills and conceptual understanding The problem statement of this research is to determine the contribution of the activities included in the Diversity Theme of the 9th-grade chemistry course, which was prepared in accordance with the 2024 Chemistry Curriculum, to the development of students’ scientific process skills and their conceptual understanding. In addition, the study aims to examine which thinking skills the activities presented in the textbook—developed in alignment with the aforementioned curriculum—are designed to foster, their intended objectives, the learning experiences they guide students toward, the modes of study they encourage, the resources required during the implementation process, and the distribution of these activities in terms of their relationship with nature and other living beings. In line with these aims, the case study design, one of the qualitative research methods, was adopted. The data collection tools of the research consist of a conceptual understanding questionnaire and a scientific process skills test. Within the scope of the theme under investigation, a questionnaire composed of conceptual questions was developed to assess students’ understanding. Furthermore, a set of skill-based questions designed to measure the competencies that the theme aims to enhance, along with the scientific process skills test, were employed as secondary data collection instruments. The focus of this research is to determine the contribution of the activities included in the Diversity Theme of the 9th-grade chemistry course, which was developed within the framework of the 2024 Chemistry Curriculum, to the development of students’ scientific process skills and their conceptual understanding. In addition, the study aims to conduct a detailed analysis of the thinking skills targeted by the activities presented in the textbook, their underlying objectives, the learning experiences they aim to provide for students, the modes of study they encourage, and the ways in which the required resources are structured throughout the activity process. Furthermore, the study also seeks to explore how these activities address the relationship between humans, nature, and other living beings. In the research process, the case study design, one of the qualitative research approaches, was adopted. Two primary data collection tools were employed: the conceptual understanding questionnaire and the scientific process skills test. In line with the selected theme, a questionnaire consisting of items designed to reveal students’ conceptual understanding was developed. Additionally, a test including questions aimed at measuring the scientific process skills that the theme intends to foster was used as a supplementary data collection instrument. Through these tools, the study seeks to present a comprehensive and multidimensional analysis of the extent to which the textbook activities contribute to students’ intellectual and conceptual development.
An investġgation into the contrġbution of diversity-themed activies in the 9th grade chemġstry curriculum to students’ scientific process skills and conceptual understanding The problem statement of this research is to determine the contribution of the activities included in the Diversity Theme of the 9th-grade chemistry course, which was prepared in accordance with the 2024 Chemistry Curriculum, to the development of students’ scientific process skills and their conceptual understanding. In addition, the study aims to examine which thinking skills the activities presented in the textbook—developed in alignment with the aforementioned curriculum—are designed to foster, their intended objectives, the learning experiences they guide students toward, the modes of study they encourage, the resources required during the implementation process, and the distribution of these activities in terms of their relationship with nature and other living beings. In line with these aims, the case study design, one of the qualitative research methods, was adopted. The data collection tools of the research consist of a conceptual understanding questionnaire and a scientific process skills test. Within the scope of the theme under investigation, a questionnaire composed of conceptual questions was developed to assess students’ understanding. Furthermore, a set of skill-based questions designed to measure the competencies that the theme aims to enhance, along with the scientific process skills test, were employed as secondary data collection instruments. The focus of this research is to determine the contribution of the activities included in the Diversity Theme of the 9th-grade chemistry course, which was developed within the framework of the 2024 Chemistry Curriculum, to the development of students’ scientific process skills and their conceptual understanding. In addition, the study aims to conduct a detailed analysis of the thinking skills targeted by the activities presented in the textbook, their underlying objectives, the learning experiences they aim to provide for students, the modes of study they encourage, and the ways in which the required resources are structured throughout the activity process. Furthermore, the study also seeks to explore how these activities address the relationship between humans, nature, and other living beings. In the research process, the case study design, one of the qualitative research approaches, was adopted. Two primary data collection tools were employed: the conceptual understanding questionnaire and the scientific process skills test. In line with the selected theme, a questionnaire consisting of items designed to reveal students’ conceptual understanding was developed. Additionally, a test including questions aimed at measuring the scientific process skills that the theme intends to foster was used as a supplementary data collection instrument. Through these tools, the study seeks to present a comprehensive and multidimensional analysis of the extent to which the textbook activities contribute to students’ intellectual and conceptual development.