Year 2017, Volume 6, Issue 1, Pages 304 - 321 2017-02-28

Sorgulamaya Dayalı Öğretimde Rehberlik Düzeyinin Bilimsel Süreç Becerileriyle Etkileşimi
Interaction of Effect upon Remediating Prospective Science Teachers’ Misconceptions by Guidance Level in Inquiry Teaching with Science Process Skills

Üzeyir ARI [1] , Haki PEŞMAN [2] , Oktay BAYKARA [3]

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Sorgulamaya dayalı öğretim (SDÖ) yönteminde minimum öğretmen rehberliği öğrenmeyi güçleştirebilir; hatta kavram yanılgıları kazanmaya da neden olabilir. Bu nedenle bu çalışmada SDÖ yönteminin “sonuca varma” aşamasında “yapı iskeleleri” kullanarak rehberliğin düzeyi artırılmış (YİSDÖ) ve kavram yanılgılarını gidermedeki etkileri incelenmiştir. Öğrencilerin bilimsel süreç becerileri (BSB) kişisel özellik olarak belirlenmiş; uygulanan yöntemlerin kavram yanılgılarını azaltmadaki etkileri düşük, orta ve yüksek BSB’lere sahip öğrenciler için kıyaslanmıştır. Dolayısıyla bu çalışma bir Kişisel Özellik-Uygulama Etkileşimi (ÖZUYET) araştırmasıdır. Çalışmaya 2015-2016 öğretim yılında Fırat Üniversitesi Fen Bilimleri Öğretmenliği bölümünde okuyan birinci sınıf öğrencileri katılmıştır. Öğrenciler deney ve kontrol grubuna seçkisiz atanmış, kontrol grubunda SDÖ, deney grubundaysa YİSDÖ yöntemi uygulanmıştır. Veriler “Bilimsel Süreç Becerileri Testi” (ön-test) ve “Basit Elektrik Devreleri Tanı Testi” (son-test) kullanılarak toplanmıştır. Verilerin analizindeyse Johnson-Neyman tekniği kullanılmıştır. Sonuç olarak BSB’leri yüksek olan öğrencilerin kavram yanılgılarını azaltmada SDÖ yönteminin YİSDÖ yöntemine kıyasla daha etkili olduğu gözlenmiştir. Ancak BSB’leri düşük olan öğrencilerde, YİSDÖ yönteminin daha etkili olduğu görülmüştür.

In inquiry teaching (IT), minimum instructor guidance may interfere with learning, even cause to acquire misconceptions. Therefore, in this study, the level of guidance was increased by using “scaffolding” in the phase of “drawing a conclusion” in IT (Scaffolded Inquiry Teaching - SIT), and their effects on remediating misconceptions were investigated. Science Process Skills (SPS) of the students were identified as “aptitude,” and the effects of the treatments on refining misconceptions were compared for students with low, moderate, and high level of SPS. Thus, this study is an AptitudeTreatment Interaction (ATI) research. Freshman students studying in the department of Science Education at Fırat University in 2015-2016 academic year participated in the study. The students assigned to the groups randomly, and IT was used in the control group while SIT was used in the experimental group. Data were collected by using “Science Process Skills Test” (Pretest) and “Simple Electric Circuits Diagnostic Test” (Posttest). To analyze the data, Johnson-Neyman Technique was used. In conclusion, IT was observed to be more effective than SIT on refining misconceptions of the students with high level of SPS. Nevertheless, for the students with low level of SPS, SIT was observed to be more effective.

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Subjects Social
Published Date Şubat 2017
Journal Section Makaleler / Articles
Authors

Author: Üzeyir ARI
Institution: FIRAT ÜNİVERSİTESİ, EĞİTİM BİLİMLERİ ENSTİTÜSÜ
Country: Turkey


Author: Haki PEŞMAN
Institution: FIRAT ÜNİVERSİTESİ, EĞİTİM BİLİMLERİ ENSTİTÜSÜ
Country: Turkey


Author: Oktay BAYKARA
Institution: FIRAT ÜNİVERSİTESİ, EĞİTİM BİLİMLERİ ENSTİTÜSÜ
Country: Turkey


Bibtex @research article { buefad263895, journal = {Bartın University Journal of Faculty of Education}, issn = {}, eissn = {1308-7177}, address = {Bartin University}, year = {2017}, volume = {6}, pages = {304 - 321}, doi = {10.14686/buefad.263895}, title = {Interaction of Effect upon Remediating Prospective Science Teachers’ Misconceptions by Guidance Level in Inquiry Teaching with Science Process Skills}, key = {cite}, author = {ARI, Üzeyir and PEŞMAN, Haki and BAYKARA, Oktay} }
APA ARI, Ü , PEŞMAN, H , BAYKARA, O . (2017). Interaction of Effect upon Remediating Prospective Science Teachers’ Misconceptions by Guidance Level in Inquiry Teaching with Science Process Skills. Bartın University Journal of Faculty of Education, 6 (1), 304-321. DOI: 10.14686/buefad.263895
MLA ARI, Ü , PEŞMAN, H , BAYKARA, O . "Interaction of Effect upon Remediating Prospective Science Teachers’ Misconceptions by Guidance Level in Inquiry Teaching with Science Process Skills". Bartın University Journal of Faculty of Education 6 (2017): 304-321 <http://dergipark.gov.tr/buefad/issue/24999/263895>
Chicago ARI, Ü , PEŞMAN, H , BAYKARA, O . "Interaction of Effect upon Remediating Prospective Science Teachers’ Misconceptions by Guidance Level in Inquiry Teaching with Science Process Skills". Bartın University Journal of Faculty of Education 6 (2017): 304-321
RIS TY - JOUR T1 - Interaction of Effect upon Remediating Prospective Science Teachers’ Misconceptions by Guidance Level in Inquiry Teaching with Science Process Skills AU - Üzeyir ARI , Haki PEŞMAN , Oktay BAYKARA Y1 - 2017 PY - 2017 N1 - doi: 10.14686/buefad.263895 DO - 10.14686/buefad.263895 T2 - Bartın University Journal of Faculty of Education JF - Journal JO - JOR SP - 304 EP - 321 VL - 6 IS - 1 SN - -1308-7177 M3 - doi: 10.14686/buefad.263895 UR - https://doi.org/10.14686/buefad.263895 Y2 - 2019 ER -
EndNote %0 Bartın University Journal of Faculty of Education Interaction of Effect upon Remediating Prospective Science Teachers’ Misconceptions by Guidance Level in Inquiry Teaching with Science Process Skills %A Üzeyir ARI , Haki PEŞMAN , Oktay BAYKARA %T Interaction of Effect upon Remediating Prospective Science Teachers’ Misconceptions by Guidance Level in Inquiry Teaching with Science Process Skills %D 2017 %J Bartın University Journal of Faculty of Education %P -1308-7177 %V 6 %N 1 %R doi: 10.14686/buefad.263895 %U 10.14686/buefad.263895
ISNAD ARI, Üzeyir , PEŞMAN, Haki , BAYKARA, Oktay . "Interaction of Effect upon Remediating Prospective Science Teachers’ Misconceptions by Guidance Level in Inquiry Teaching with Science Process Skills". Bartın University Journal of Faculty of Education 6 / 1 (February 2017): 304-321. https://doi.org/10.14686/buefad.263895