Yıl 2018, Cilt 7, Sayı 1, Sayfalar 94 - 110 2018-02-28

Argümantasyon Tabanlı Sorgulayıcı Araştırma Yönteminin Yazmaya Etkisinin Ötesinde: Öğrencilerin Bilişsel ve Duyuşsal Beklentilerinin İncelenmesi
Beyond the Writing Aspect of Argument-Driven Inquiry: Investigating Students’ Cognitive and Affective Expectations

Pınar Seda Çetin [1] , Guluzar Eymur [2]

165 316

Bu çalışmanın amacı, Argümantasyon Tabanlı Sorgulayıcı Araştırma (ATSA) yöntemine göre tasarlanmış laboratuvar uygulamalarına katılan öğretmen adaylarının bilişsel ve duyuşsal beklentilerinin karşılanıp karşılanmadığını incelemektir. Novak’ın anlamlı öğrenme teorisine göre, anlamlı öğrenmenin gerçekleşmesi için, öğrencilerin konuyla ilgili ön bilgisinin olması, yeni bilginin öğrencilere anlamlı bir şekilde verilmesi ve öğrenme sürecinde öğrencilerin aktif olarak rol alması gerekir. Novak, insanların bu deneyimlerini bilişsel (düşünme), duyuşsal (hissetme) ve psikomotor (yapma) olmak üzere üçe ayırmıştır.  Bu bilişsel, duyuşsal ve psikomotor deneyimlerin başarılı şekilde bütünleşmesi ise anlamlı öğrenme ile sonuçlanmaktadır. Bu çalışmada, öğretmen adaylarının fen laboratuvarındaki bilişsel ve duyuşsal beklentilerinin, deneyimleri tarafından karşılanıp karşılanmadığını Galloway ve Bretz (2015) tarafından geliştirilen Laboratuvarda Anlamlı Öğrenme Ölçeği ile belirlemek amacıyla zayıf deneysel desen kullanılmıştır. Üçüncü sınıf fen bilgisi öğretmen adayları 11 hafta boyunca düzenli derslerinin bir parçası olarak ATSA etkinliklerine katılmıştır. Bu etkinlikler aracılığıyla öğretmenler adayları, bilimsel bir araştırma tasarlama, delillere dayalı argüman üretme, bilimsel rapor yazma ve akranlarının raporlarını eleştirel olarak değerlendirme gibi çeşitli bilimsel etkinliklerde bulunma şansına sahip olmuşlardır. Çalışmanın sonuçları,  ATSA öğretim yönteminin öğretmen adaylarının bilişsel ve duyuşsal boyutlardaki beklentilerini karşılayabildiğini göstermiştir.

The purpose of the present study was to investigate whether pre-service teachers’ cognitive and affective expectations were met after participation of lab investigations that were designed based on the ADI instructional model. Based on Novak’ theory of learning, when the students get responsibilities to connect new knowledge with existing one, the students stand active role in generating knowledge through experiences. Novak categorized these human experiences as cognitive (thinking), affective (feeling), and psychomotor (doing). The successful consolidation of the cognitive, affective and psychomotor experiences then result in meaningful learning. In order to determine whether the cognitive and affective expectations of pre-service teachers are fulfilled by their experiences in a science laboratory course, weak experimental design was utilized in this study. Third grade pre-service science teachers attended ADI activities as a part of their regular course through 11 weeks. Through ADI activities pre- service teachers had a chance to engage variety of scientific activities such as designing investigations, arguing from evidence, writing scientific reports, and critically evaluating peers' reports. The results of the study showed that, the ADI instructional model was able to meet pre-service teachers’ expectations especially in cognitive dimension. 

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Yazarlar

Orcid: 0000-0003-4299-0893
Yazar: Pınar Seda Çetin (Sorumlu Yazar)
Kurum: ABANT İZZET BAYSAL ÜNİVERSİTESİ
Ülke: Turkey


Orcid: 0000-0002-3316-5464
Yazar: Guluzar Eymur
Kurum: GİRESUN ÜNİVERSİTESİ
Ülke: Turkey


Bibtex @araştırma makalesi { buefad376998, journal = {Bartın Üniversitesi Eğitim Fakültesi Dergisi}, issn = {}, eissn = {1308-7177}, address = {Bartın Üniversitesi}, year = {2018}, volume = {7}, pages = {94 - 110}, doi = {10.14686/buefad.376998}, title = {Beyond the Writing Aspect of Argument-Driven Inquiry: Investigating Students’ Cognitive and Affective Expectations}, key = {cite}, author = {Çetin, Pınar Seda and Eymur, Guluzar} }
APA Çetin, P , Eymur, G . (2018). Beyond the Writing Aspect of Argument-Driven Inquiry: Investigating Students’ Cognitive and Affective Expectations. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 7 (1), 94-110. DOI: 10.14686/buefad.376998
MLA Çetin, P , Eymur, G . "Beyond the Writing Aspect of Argument-Driven Inquiry: Investigating Students’ Cognitive and Affective Expectations". Bartın Üniversitesi Eğitim Fakültesi Dergisi 7 (2018): 94-110 <http://dergipark.gov.tr/buefad/issue/35713/376998>
Chicago Çetin, P , Eymur, G . "Beyond the Writing Aspect of Argument-Driven Inquiry: Investigating Students’ Cognitive and Affective Expectations". Bartın Üniversitesi Eğitim Fakültesi Dergisi 7 (2018): 94-110
RIS TY - JOUR T1 - Beyond the Writing Aspect of Argument-Driven Inquiry: Investigating Students’ Cognitive and Affective Expectations AU - Pınar Seda Çetin , Guluzar Eymur Y1 - 2018 PY - 2018 N1 - doi: 10.14686/buefad.376998 DO - 10.14686/buefad.376998 T2 - Bartın Üniversitesi Eğitim Fakültesi Dergisi JF - Journal JO - JOR SP - 94 EP - 110 VL - 7 IS - 1 SN - -1308-7177 M3 - doi: 10.14686/buefad.376998 UR - http://dx.doi.org/10.14686/buefad.376998 Y2 - 2018 ER -
EndNote %0 Bartın Üniversitesi Eğitim Fakültesi Dergisi Beyond the Writing Aspect of Argument-Driven Inquiry: Investigating Students’ Cognitive and Affective Expectations %A Pınar Seda Çetin , Guluzar Eymur %T Beyond the Writing Aspect of Argument-Driven Inquiry: Investigating Students’ Cognitive and Affective Expectations %D 2018 %J Bartın Üniversitesi Eğitim Fakültesi Dergisi %P -1308-7177 %V 7 %N 1 %R doi: 10.14686/buefad.376998 %U 10.14686/buefad.376998
ISNAD Çetin, Pınar Seda , Eymur, Guluzar . "Argümantasyon Tabanlı Sorgulayıcı Araştırma Yönteminin Yazmaya Etkisinin Ötesinde: Öğrencilerin Bilişsel ve Duyuşsal Beklentilerinin İncelenmesi". Bartın Üniversitesi Eğitim Fakültesi Dergisi 7 / 1 (Şubat 2018): 94-110. http://dx.doi.org/10.14686/buefad.376998