Publication: DNA KAVRAMLARI İLE İLGİLİ ANİMASYON VE MODEL KULLANILMASININ FEN BİLGİSİ ÖĞRETMENLİĞİ ÖĞRENCİLERİNİN ÖĞRENMELERİNE ETKİSİ
Abstract
Biyolojide yer alan soyut kavramlar öğrencilerin öğrenmesinde sorunlar yaşamalarına neden olmaktadır. Soyut kavramların bilgisayar animasyonları ile anlatılmasının ve bu kavramların modellerinin yapılmasının düşünülmektedir. Bu nedenle çalışmada, Fen Bilgisi Öğretmenliği A.B.D.'da öğrenim gören 3. sınıf öğrencilerine Genetik ve Biyoteknoloji dersinde DNA, RNA, DNA'nın replikasyonu ve protein sentezi ile ilgili kavramların öğretilmesinde, model yaptırılmasının ve animasyon kullanılmasının öğrencilerin öğrenmesine etkisinin ortaya çıkarılması amaçlanmıştır. Buna göre "Fen Bilgisi Öğretmenliği 3. sınıf öğrencilerinin Genetik ve Biyoteknoloji dersinde DNA kavramları ile ilgili animasyon ve model kullanılmasının öğrencilerin öğrenmesine etkisi var mıdır?" sorusu araştırılmıştır. Araştırmanın çalışma grubunu bir üniversitenin Fen Bilgisi Öğretmenliği A.B.D.'da öğrenim gören 66 üçüncü sınıf öğrencisi oluşturmaktadır. Genetik ve Biyoteknoloji dersinde DNA ve RNA kavramlarının yapısı ve özellikleri, DNA'nın replikasyonu, ve protein sentezi konularının anlatıldığı dört ders boyunca (8 saat) uygulama yapılmıştır. 66 kişilik sınıf gönüllük esas alınarak üç ayrı gruba bölünmüştür. Birinci grupta öğretim powerpoint eşliğinde düz anlatımla yapılmıştır. İkinci grupta powerpoint eşliğinde düz anlatımın yanı sıra öğrencilere DNA, RNA ve DNA'nın replikasyonu ile ilgili modeller yaptırılmıştır. Üçüncü grupta ise powerpoint ve düz anlatımın yanı sıra konularla ilgili animasyonlar izletilip konu bu animasyonlar geliştirilen DNA ile ilgili kavramları içeren 20 açık uçlu sorudan oluşan başarı testi öğrencilere uygulama öncesi ve sonrası uygulanmıştır. Başarı testi puanlanarak elde edilen veriler SPSS paket programında değerlendirilmiştir. Buna göre veriler normal dağılım gösterdiğinden bağımlı gruplar için t-testi ve gruplar arası farklılığı görmek için ANOVA testi kullanılmıştır. Gruplar kendi içlerinde değerlendirildiğinde her grup için anlamlı farklılık olduğu ve gruplar birbiri ile karşılaştırıldığında ise bir ve üçüncü grup arasında üçüncü grup lehine bir farklılık olduğu tespit edilmiştir. Sonuçta; Genetik ve Biyoteknoloji dersinde özellikle animasyon kullanılmasının öğrencilerin öğrenmesine powerpoint eşliğinde düz anlatıma göre daha etkili olduğu söylenebilir.
Concepts in biology cause problems in the process of learning for students. It has been thought that the explanation of abstract concepts through computer animations and making models of these concepts would contribute to the learning of students. In this study, therefore, it has been aimed to reveal the effect of animation and modeling on students learning in the process of teaching them concepts regarding protein synthesis, the replication of DNA, RNA and DNA in the lesson of Genetics and Biotechnology for third year students in Science Education Program. According to this, the question of “is there any effect of animation and modeling usage regarding DNA concepts in Genetics and Biotechnology lessons for third year students in Science Teaching?” has been examined. The study group of research is composed of 66 students of a university, who study in Science Education Program. Practices (for 8 hours) have been carried out in the four Genetics and Biotechnology lessons in which the topics of the structure and features of DNA and RNA concepts, the replication of DNA and the protein synthesis are elaborated. The class of 66 students has been divided into three groups with the principle of being voluntary. At the first group, teaching has been carried out with straight forward traditional lecture method accompanied by powerpoint. At the second group, models regarding DNA, RNA and the replication of DNA have been made by students alongside with lecture method accompanied by powerpoint. At the third group, alongside with powerpoint and straight forward lecture method, students were watched animations and the topic was given to them through these animations. The achievement test which is developed by researchers and consists of 20 open-ended question including concepts regarding DNA has been applied to students in pre- and post-test. The data obtained by achievement test has been assessed in SPSS 16.0 program. Data shows normal distribution. Paired-Samples T Test and One Way ANOVA test have been used to interpret the results. When groups are assessed within itself, it has been described that there was a meaningful difference for each group and when groups are compared with each other, it has been described that there was a difference between first and third groups in favor of third group. As a result, it could be said that particularly the usage of animation in Genetics and Biotechnology lesson is more effective in the students’ learning than straight forward lecture method accompanied by powerpoint
Concepts in biology cause problems in the process of learning for students. It has been thought that the explanation of abstract concepts through computer animations and making models of these concepts would contribute to the learning of students. In this study, therefore, it has been aimed to reveal the effect of animation and modeling on students learning in the process of teaching them concepts regarding protein synthesis, the replication of DNA, RNA and DNA in the lesson of Genetics and Biotechnology for third year students in Science Education Program. According to this, the question of “is there any effect of animation and modeling usage regarding DNA concepts in Genetics and Biotechnology lessons for third year students in Science Teaching?” has been examined. The study group of research is composed of 66 students of a university, who study in Science Education Program. Practices (for 8 hours) have been carried out in the four Genetics and Biotechnology lessons in which the topics of the structure and features of DNA and RNA concepts, the replication of DNA and the protein synthesis are elaborated. The class of 66 students has been divided into three groups with the principle of being voluntary. At the first group, teaching has been carried out with straight forward traditional lecture method accompanied by powerpoint. At the second group, models regarding DNA, RNA and the replication of DNA have been made by students alongside with lecture method accompanied by powerpoint. At the third group, alongside with powerpoint and straight forward lecture method, students were watched animations and the topic was given to them through these animations. The achievement test which is developed by researchers and consists of 20 open-ended question including concepts regarding DNA has been applied to students in pre- and post-test. The data obtained by achievement test has been assessed in SPSS 16.0 program. Data shows normal distribution. Paired-Samples T Test and One Way ANOVA test have been used to interpret the results. When groups are assessed within itself, it has been described that there was a meaningful difference for each group and when groups are compared with each other, it has been described that there was a difference between first and third groups in favor of third group. As a result, it could be said that particularly the usage of animation in Genetics and Biotechnology lesson is more effective in the students’ learning than straight forward lecture method accompanied by powerpoint