Publication: Süreç aşamalı resimlerin öğrencilerin çözünürlük kavramını öğrenmeleri üzerine etkisi
Abstract
ÖZETKimya dersi birçok öğrenci için anlaşılması zor olarak nitelendirilmektedir. Kimya dersinin çoğunlukla zor olarak görülmesinin nedenlerinden biri kimyanın soyut kavramlar içermesidir. Öğrencilerin dinamik kimya proseslerinin nasıl gerçekleştiğini öğrenmeleri için; kimya ile ilintili olayları zihinlerinde canlandırılmaları ve bilimsel açıdan kabul edilebilir zihinsel model geliştirmeleri gerekmektedir.Bu çalışmada Süreç Aşamalı Resimlerin öğrencilerin çözünürlük kavramını öğrenmeleri üzerine etkisi ve basamak sayıları ile öğrenme düzeyi arasındaki ilişki incelenmiştir. Tek gruplu ön test - son test deneysel model şeklinde tasarlanan bu araştırmada çalışma grubunu, 2016 – 2017 eğitim öğretim yılında İstanbul ilinde Küçükçekmece ilçesinde okuyan 8. Sınıf öğrencileri oluşturmaktadır. Öğrencilere ilk olarak Çoklu Zeka Testi uygulanmıştır. Hemen ardından önce öğrencilerin konu hakkındaki kavramsal anlamalarını ölçmek için kavramsal sorulardan (n= 5) oluşan bir anket uygulanmıştır. Sonrasında her sınıfa farklı basamak sayısı olacak şekilde Süreç Aşamalı Resimler ile öğretim yapılmıştır. Tasarlanan öğretimde öğrencilere müdahale edilmemiş ve her öğrencinin bireysel cevap vermesine olanak sağlanmıştır. Analizler yapılırken öğrencilerin bireysel farklılıkları göz önünde bulundurulmuş (ideografik analizler) ve nicel veri analiz yöntemlerinde ise Spss kullanılmıştır. İstatistiki verilere bakıldığında öğrencilerin ön- son testlerinden aldığı puanlar neticesinde süreç aşamalı resimlerin öğrencilerin öğrenmeleri üzerinde olumlu etki bıraktığı ve basamak sayısı arttıkça öğrenme düzeyinin iyileştiği sonucuna ulaşılmıştır.
Chemistry is considered difficult for many students to understand. One of the reasons why chemistry is often seen as difficult is that chemistry contains abstract concepts. In order to help students, learn how dynamic chemical processes are realized; chemistry-related phenomena need to be visualized in their minds and develop a scientifically acceptable mental model.In this study, the effect of Multi Frame Pictures on students' learning of the concept of resolution and the relationship between the number of steps and learning level were investigated. In this study, which was designed as a single-group pretest-posttest experimental model, the study group consisted of 8th grade students studying in Küçükçekmece district in İstanbul in 2016-2017 academic year. First, Multiple Intelligence Test was applied to the students. Immediately afterwards, a questionnaire consisting of conceptual questions (n = 5) was applied to measure students' conceptual understanding of the subject. Then, each stage was taught with Multi Frame Pictures with different number of steps. In the designed instruction, students were not intervened, and each student was allowed to respond individually. The individual differences of the students were taken into consideration during the analysis (ideographic analysis) and the Spss program was used for quantitative data analysis methods. When the statistical data were analyzed, it was concluded that the process-stage pictures had positive effects on the students 'learning and the learning level improved as the number of steps increased as a result of the scores obtained from the students' pre-final perception tests.
Chemistry is considered difficult for many students to understand. One of the reasons why chemistry is often seen as difficult is that chemistry contains abstract concepts. In order to help students, learn how dynamic chemical processes are realized; chemistry-related phenomena need to be visualized in their minds and develop a scientifically acceptable mental model.In this study, the effect of Multi Frame Pictures on students' learning of the concept of resolution and the relationship between the number of steps and learning level were investigated. In this study, which was designed as a single-group pretest-posttest experimental model, the study group consisted of 8th grade students studying in Küçükçekmece district in İstanbul in 2016-2017 academic year. First, Multiple Intelligence Test was applied to the students. Immediately afterwards, a questionnaire consisting of conceptual questions (n = 5) was applied to measure students' conceptual understanding of the subject. Then, each stage was taught with Multi Frame Pictures with different number of steps. In the designed instruction, students were not intervened, and each student was allowed to respond individually. The individual differences of the students were taken into consideration during the analysis (ideographic analysis) and the Spss program was used for quantitative data analysis methods. When the statistical data were analyzed, it was concluded that the process-stage pictures had positive effects on the students 'learning and the learning level improved as the number of steps increased as a result of the scores obtained from the students' pre-final perception tests.