Publication: Probleme Dayalı Laboratuvar Etkinliklerinin Öğrencilerin Bilimsel Süreç Becerilerine Özgüvenine ve Öz-Yeterliliğine Etkisi
Abstract
Çalışmada, fen bilgisi öğretmenliği öğrencilerinin deney yaparken probleme dayalı laboratuvar etkinliklerinin öğrencilerin bilimsel süreç becerilerine, biyoloji laboratuvarı ile ilgili özgüvenlerine ve özyeterliklerine etkisinin olup olmadığının tespit edilmesi hedeflenmiştir. Çalışma, fen bilgisi öğretmenliği ikinci sınıf öğrencileri ile Genel Biyoloji Laboratuvarı 1 dersinde ön-test-son-test kontrol gruplu modele göre desenlenmiştir. Deney grubunda probleme dayalı laboratuvar etkinlikleri, kontrol grubunda ise geleneksel yöntemler uygulanmıştır. Çalışmada öğrencilere BSBT, biyoloji laboratuvarına yönelik özgüven ve öz-yeterlik testleri uygulama öncesi ve sonrasında uygulanmıştır. Ayrıca deney grubunda öğrencilerden her deney için deney raporları hazırlamaları istenmiş ve dokuz öğrenci ile yarı yapılandırılmış görüşmeler yapılmıştır. Ölçeklerden elde edilen veriler nicel olarak, görüşme ve raporlardan elde edilen veriler nitel olarak değerlendirilmiştir. Çalışmanın bulgularına göre deney ve kontrol grubu öğrencilerinin BSBT son-test puanları arasında anlamlı bir fark bulunurken özgüven ve öz-yeterlik son-test puanları arasında anlamlı bir fark bulunmamıştır
In this study, it is aimed to establish whether or not that students of Science Education get involved in problem based laboratory activities on each experiment has an effect on their science process skills, their self-confidence and self-efficacy regarding biology laboratory. Study has been patterned at General Biology Laboratory 1 in accord with the model of pre-test post-test with control group with the students at second class of Science Education. While problem based laboratory activities are applied in experiment groups, traditional methods were used in control groups. SPST, self-confidence and self-efficacy tests regarding biology laboratory that were used in the study have been practised before and after practising. In addition, experiment group’s students were asked to prepare experiment report and semi-structured interviews have been had with nine students. The data that obtained from scales, interviews and reports have been assessed as qualitative and quantitative. According to study’s findings, while there is a significant difference between the post-test scores of students of experiment and control groups, there is not a difference found at their self-confidence and self-efficacy.
In this study, it is aimed to establish whether or not that students of Science Education get involved in problem based laboratory activities on each experiment has an effect on their science process skills, their self-confidence and self-efficacy regarding biology laboratory. Study has been patterned at General Biology Laboratory 1 in accord with the model of pre-test post-test with control group with the students at second class of Science Education. While problem based laboratory activities are applied in experiment groups, traditional methods were used in control groups. SPST, self-confidence and self-efficacy tests regarding biology laboratory that were used in the study have been practised before and after practising. In addition, experiment group’s students were asked to prepare experiment report and semi-structured interviews have been had with nine students. The data that obtained from scales, interviews and reports have been assessed as qualitative and quantitative. According to study’s findings, while there is a significant difference between the post-test scores of students of experiment and control groups, there is not a difference found at their self-confidence and self-efficacy.