Publication: Kavram karikatürü temelinde tasarlanan öğretimin 9. sınıf öğrencilerinin periyodik özellikleri kavramalarına etkisi
Abstract
Periyodik özellikler kimyanın en önemli konularından olan periyodik tablonun öğretiminde olmazsa olmazıdır. Belirli aralıklarla tekrar eden veya düzenli değişim gösteren bu özeliklerin öğretiminde çoğunlukla ezbere başvurulsa da yapılandırmacılığın hâkim olduğu bir eğitim anlayışında kullanılabilecek birçok yöntem bulunmaktadır. Bu yöntemlerden bir tanesi de sınıf içi etkileşimin yüksek olduğu kavram karikatürleridir.Kavram karikatürleri temelinde tasarlanan öğretimin 9. sınıf öğrencilerinin periyodik özellikleri kavramalarına etkisinin sorgulandığı bu araştırma 2017-2018 eğitim öğretim yılı bahar döneminde İstanbul ilindeki bir lisede öğrenim gören 9. sınıf öğrencilerinin katılımıyla yürütülmüştür. Araştırmanın deseni ön test-son test kontrol gruplu yarı deneysel desendir. Araştırmaya 64 öğrenci katılmıştır.Deney grubundaki dersler kavram karikatürleriyle hazırlanmış materyaller ile yürütülürken kontrol grubundaki dersler mevcut öğretim temel alınarak yürütülmüştür. Öğretime ilişkin uygulamalar 5 haftada tamamlanmıştır. Araştırmanın veri toplama araçları araştırmacı tarafından geliştirilen Periyodik Özellikler Kavram Testi (PÖKT), literatürde mevcut bulunan Mantıksal Düşünme Yeteneği Testi (MDYT) ve Bilimsel Süreç Becerileri Testidir (BSBT). Periyodik Özellikler Kavram Testi atom yarıçapı, iyonlaşma enerjisi, metalik-ametalik özellik, elektron ilgisi ve elektronegatiflik olmak üzere 5 ayrı bölümden ve toplamda 35 sorudan oluşmaktadır. Sorular açık uçlu, çoktan seçmeli, iki aşamalı çoktan seçmeli ve iki aşamalı açık uçlu çoktan seçmeli şeklindedir. Nicel verilerin analizinde parametrik olmayan testlerden faydalanılmıştır. Açık uçlu soruların analizinde ise içerik analizinden yararlanılmıştır.Araştırma bulgularında hem deney hem de kontrol grubunun periyodik özellikler kavram ön test- son test puanlarında son test lehine anlamlı bir fark olduğu görülmektedir. Bu sonuç her iki yöntemin de öğretimde başarılı olduğunun göstergesidir. Ayrıca bulgular deney ve kontrol gruplarının periyodik özellikler kavram son testi puanlarında deney grubu lehine anlamlı bir farklılık olduğunu göstermiştir. Bu sonuç kavram karikatürlerinin öğrencilerin periyodik özellikler konusunu kavramalarında geleneksel yöntemlere göre daha başarılı olduğu şeklinde yorumlanabilir.
Periodic properties are indispensable in teaching the periodic table which is one of the most important subjects of chemistry. In the teaching of these features, which were repeated at isolated intervals or regularly deactivated, it was dominated by constructivism even though the environment was recited. One of these methods is the concept cartoons with create high level of classroom interaction.This study was conducted with 9 graders attending to a high school located in Istanbul during the spring semester of 2017-2018 academic year. The research design is a quasi-experimental design with pre-test and post-test control groups. 64 students participated in the study.While the chemistry course in the experimental group was carried out with materials prepared with concept cartoons, the course in the control group was based on the content of the current curriculum. Both teaching interventions were completed in 5 weeks period. The data collection tools were Periodic Properties Concept Test (PÖKT) developed by the researcher, Logical Thinking Ability Test (MDYT) and Scientific Process Skills Test (BSBT) available in the existing literature. Periodic Properties Concept Test consist of five different sections and 35 questions regarding the concepts of atomic radius, ionization energy, metallic-nonmetallic property, electron affinity and electronegativity. The type or questions varied as; open-ended, multiple-choice, two-stage multiple-choice and two-stage open-ended multiple choice. In the analysis of quantitative data, non-parametric tests were used. In the analysis of open-ended questions, content analysis was performed.Research findings indicated that there is a significant difference in terms of periodic characteristics concept pre-test and post-test scores in favor of post-test scores in both experimental and control groups. This result shows that both instructions are successful in helping students to gain the knowledge on periodic properties. In addition, the findings reviled that there was a significant difference in the periodic properties concept post-test scores of the experimental and control groups in favor of the experimental group. This result was interpreted as the teaching intervention based on concept cartoons had a more positive effect on students’ understanding of the periodic properties as compared to the traditional teaching.
Periodic properties are indispensable in teaching the periodic table which is one of the most important subjects of chemistry. In the teaching of these features, which were repeated at isolated intervals or regularly deactivated, it was dominated by constructivism even though the environment was recited. One of these methods is the concept cartoons with create high level of classroom interaction.This study was conducted with 9 graders attending to a high school located in Istanbul during the spring semester of 2017-2018 academic year. The research design is a quasi-experimental design with pre-test and post-test control groups. 64 students participated in the study.While the chemistry course in the experimental group was carried out with materials prepared with concept cartoons, the course in the control group was based on the content of the current curriculum. Both teaching interventions were completed in 5 weeks period. The data collection tools were Periodic Properties Concept Test (PÖKT) developed by the researcher, Logical Thinking Ability Test (MDYT) and Scientific Process Skills Test (BSBT) available in the existing literature. Periodic Properties Concept Test consist of five different sections and 35 questions regarding the concepts of atomic radius, ionization energy, metallic-nonmetallic property, electron affinity and electronegativity. The type or questions varied as; open-ended, multiple-choice, two-stage multiple-choice and two-stage open-ended multiple choice. In the analysis of quantitative data, non-parametric tests were used. In the analysis of open-ended questions, content analysis was performed.Research findings indicated that there is a significant difference in terms of periodic characteristics concept pre-test and post-test scores in favor of post-test scores in both experimental and control groups. This result shows that both instructions are successful in helping students to gain the knowledge on periodic properties. In addition, the findings reviled that there was a significant difference in the periodic properties concept post-test scores of the experimental and control groups in favor of the experimental group. This result was interpreted as the teaching intervention based on concept cartoons had a more positive effect on students’ understanding of the periodic properties as compared to the traditional teaching.