Publication: Lise ikinci sınıflarda reaksiyon hızı konusunun öğretiminde klasik ve deneysel yöntemlerin başarıya etkisinin karşılaştırılması
Abstract
Bu çalışmanın esas amacı Geleneksel Öğretim Yöntemi ile Deneysel öğretim (laboratuvar) yöntemini karşılaştırmaktır. Çalışmanın alt hedefi ise deneysel yöntemin, öğrencilerin kimya dersine karşı olan tutumlarına etkisini araştırmaktır. Bu çalışmaya, Vefa Anadolu Lisesi Lise II. sınıflarından seçilen toplam 60 öğrenci katılmıştır. Gerekli verileri toplamak için Bilimsel Başarı Testi, Kimya Tutum Ölçeği ve Kimya Başarı Notları kullanılmıştır. Öncelikle Lise II. sınıf şubelerinin 2001-2002 eğitim-öğretim yılı 1. dönem kimya dersi notlarına bakılmıştır. Kimya dersi notlarının aritmetik ortalaması birbirine en yakın olan 4 şube seçilmiş ve bu şubelere ön test uygulanmıştır. Ön test sonuçlarına göre en yakın ortalamaya sahip olan iki şube deney ve kontrol grubu olarak alınmıştır. Her iki gruba önce Klasik ve Deneysel yöntemler kullanılarak ders anlatılmış, daha sonra sırasıyla Bilimsel Başarı Testi ve Kimya Tutum Ölçeği Testi uygulanmıştır. Sonuçlar SPSS kullanılarak değerlendirilmiştir. Bu çalışma sonucunda elde edilen bulgular şunlardır; Bu çalışma sonunda, deney grubunda bulunan öğrencilerin performansı ile kontrol grubunda bulunan öğrencilerin performansı arasında istatiktiksel olarak anlamlı bir fark gözlenmiştir. Bu çalışma sonunda öğrencilerin kimya dersine karşı tutumlarında anlamlı bir fark olmadığı gözlenmiştir. Fakat öğrencilerin davranışlarında pozitif yönde bir değişme olmuştur. Bununla beraber öğrencilerin davranışlarında gözlenen bu olumlu değişme sonuçlara yansımamıştır. Bunun sebeplerinden bir tanesi, çalışmanın reaksiyon hızı konusu ile sınırlı kalmasından kaynaklanmış olabilir. Sonuç olarak, deney grubunda bulunan öğrencilerin performanslarının kontrol grubundakilere göre daha iyi olduğu gözlenmiştir. Okullarda öğrencilerin kimya dersindeki performansını arttırmak için laboratuvar yöntemi sürekli olarak kullanılmalıdır.
The main aim of the present study is to compare the traditional teacher-centered training (traditional) method and the experimental training method in two chemistry classes. The sub aim is to study the effect of the experimental training method on students' attitudes towards chemistry as a school subject.. In the 2001-2002 educational year, 60 second level students were chosen for this study. The students were at Vefa Anadolu High School. For this study, first term chemistry exam marks, the scientific chemistry test and the chemistry attitude test were applied. Firstly, 4 classes chosen according to their first term exam results in the 2001-2002 educational year (approximately same average marks). Secondly, the scientific success test applied to these 4 groups. Then, 2 groups were randomly chosen as a control and an experimental group. Before and after the treatment each group answered the same scientific success test and the chemistry attitude test. After that, the teacher-centered method in the control group and the experimental training method in the experimental group were used for the study. After the treatment, the same test applied again.The results were analyzed using SPSS program. After the research the following results were found; The results indicated that, there was a statistically significant difference between the performance of students in the experimental group and that of the control group. The results indicated that there was no statistically significant difference between the groups' attitudes toward chemistry. In addition, there was a positive improvement in the attitudes of students in the experimental group. This result may have arisen the fact that the present study is limited by the reaction rate topic. As a result, our investigation indicated that, the performance (achievement) of students in the experimental group was much better than those in the control group. The experimental method should be scheduled as a regular activity at schools to increase students performances.
The main aim of the present study is to compare the traditional teacher-centered training (traditional) method and the experimental training method in two chemistry classes. The sub aim is to study the effect of the experimental training method on students' attitudes towards chemistry as a school subject.. In the 2001-2002 educational year, 60 second level students were chosen for this study. The students were at Vefa Anadolu High School. For this study, first term chemistry exam marks, the scientific chemistry test and the chemistry attitude test were applied. Firstly, 4 classes chosen according to their first term exam results in the 2001-2002 educational year (approximately same average marks). Secondly, the scientific success test applied to these 4 groups. Then, 2 groups were randomly chosen as a control and an experimental group. Before and after the treatment each group answered the same scientific success test and the chemistry attitude test. After that, the teacher-centered method in the control group and the experimental training method in the experimental group were used for the study. After the treatment, the same test applied again.The results were analyzed using SPSS program. After the research the following results were found; The results indicated that, there was a statistically significant difference between the performance of students in the experimental group and that of the control group. The results indicated that there was no statistically significant difference between the groups' attitudes toward chemistry. In addition, there was a positive improvement in the attitudes of students in the experimental group. This result may have arisen the fact that the present study is limited by the reaction rate topic. As a result, our investigation indicated that, the performance (achievement) of students in the experimental group was much better than those in the control group. The experimental method should be scheduled as a regular activity at schools to increase students performances.