Publication: Öğrencilerin basit malzemelerle yaptıkları deneylerin kuvvet-enerji kavramını öğrenmelerine ve fene karşı tutumlarına etkisi
Abstract
ÖĞRENCİLERİN BASİT MALZEMELERLE YAPTIKLARI DENEYLERİN KUVVET-ENERJİ KAVRAMINI ÖĞRENMELERİNE VE FENE KARŞI TUTUMLARINA ETKİSİ Bu çalışma, öğrencilerin fen bilgisi dersinde hazırladıkları basit araç gereçlerle yaptıkları deneylerin başarılarına, kavram öğrenmelerine ve tutumlarına etkisini araştırmak amacıyla tasarlanmıştır. Çalışmanın örneklemini 2005–2006 Eğitim-Öğretim yılı II. Döneminde İstanbul ili Sultanbeyli ilçesindeki bir ilköğretim okulunun iki ayrı 7. sınıfında öğrenim gören toplam 66 öğrenci, evrenini ise ilköğretim okulundaki ikinci kademe öğrencileri oluşturmaktadır. Uygulama başlamadan önce okuldaki tüm 7. sınıf öğrencilerine bilgi testi, açık uçlu sorular ve fen bilgisi dersine yönelik tutum ölçeği uygulandıktan sonra benzer özelliklere sahip iki şubeden rastgele biri deney, biri kontrol grubu olarak tespit edilmiştir. Araştırmada “Kuvvet ve Hareketin Buluşması Enerji” ünitesinde yer alan “Kuvvet Etkisinde Cisimler Nasıl Davranır?”, “İş Yap Enerji Aktar” konuları kontrol grubundaki öğrencilere geleneksel yöntemle, deney grubundaki öğrencilere çevrelerinden temin ettikleri ucuz malzemelerden deneyler yaptırılarak 10 haftada gerçekleştirilmiştir. Çalışmanın sonunda öğrencilere bilgi testi, tutum ölçeği ve açık uçlu sorular son test olarak uygulanmıştır. Verilerin çözümünde SPSS 10.00 paket kullanılmıştır. Sonuçta, öğrencilerin fen bilgisi dersini basit malzemelerle yaptıkları deneylerle işlemelerinin başarıyı, kavram öğrenmeyi ve tutumlarını geleneksel yönteme göre daha çok arttırdığı bulunmuştur.
THE EFFECT OF STUDENTS’ EXPERIMENTAL STUDIES USING HANDS-ON MATERIALS ON THEIR ATTITUDES TO SCIENCE AND THEIR LEARNING OF THE CONCEPT OF FORCE - ENERGY This research is conceived with the aim of surveying how much students’ hands-on experiences with simple manipulative materials in science affect their success, concept learning and attitudes. Sampling of this research involves 66 students in total selected from two different seventh grade students of a primary education school in Sultanbeyli district of Istanbul under The Ministry of Education in the second term of 2005-2006 educational year. Before the introduction of the process, the participating students were applied an attainment test, a variety of open-ended questions in addition to a scientific-based attitude scale, then one of the two similar classes of the same grade was chosen by random as the “experiment group” while the other one was considered as the “control group”. In this research, topics such as “How do substances move under the effect of force” and “Do work and transfer energy” wich exist in the unit called “Collision of Force and Movement, Energy” were applied to students in the control group by traditional method and the students in the experiment group were let to do experiments using cheap objects and hands-on items provided in nearby environment in 10 weeks. At the end of the study, the students were applied some open-ended questioning items, an attainment test and a scientific-based attitude as final tests. In order to analyse the data collected, some analytic calculations were made through “SPSS 10.00 packet programme”. In conclusion it is found that, students’ hands-on learning experiences with some simple real instructional materials increase the success, concept learning and their attitudes when considered effects of the traditional method.
THE EFFECT OF STUDENTS’ EXPERIMENTAL STUDIES USING HANDS-ON MATERIALS ON THEIR ATTITUDES TO SCIENCE AND THEIR LEARNING OF THE CONCEPT OF FORCE - ENERGY This research is conceived with the aim of surveying how much students’ hands-on experiences with simple manipulative materials in science affect their success, concept learning and attitudes. Sampling of this research involves 66 students in total selected from two different seventh grade students of a primary education school in Sultanbeyli district of Istanbul under The Ministry of Education in the second term of 2005-2006 educational year. Before the introduction of the process, the participating students were applied an attainment test, a variety of open-ended questions in addition to a scientific-based attitude scale, then one of the two similar classes of the same grade was chosen by random as the “experiment group” while the other one was considered as the “control group”. In this research, topics such as “How do substances move under the effect of force” and “Do work and transfer energy” wich exist in the unit called “Collision of Force and Movement, Energy” were applied to students in the control group by traditional method and the students in the experiment group were let to do experiments using cheap objects and hands-on items provided in nearby environment in 10 weeks. At the end of the study, the students were applied some open-ended questioning items, an attainment test and a scientific-based attitude as final tests. In order to analyse the data collected, some analytic calculations were made through “SPSS 10.00 packet programme”. In conclusion it is found that, students’ hands-on learning experiences with some simple real instructional materials increase the success, concept learning and their attitudes when considered effects of the traditional method.