SINIF ÖĞRETMENLERİNİN FEN KAVRAM YANILGILARINA İLİŞKİN ZİHİNSEL MODELLERİ

Menşure Alkış Küçükaydın

Araştırma Makalesi

SINIF ÖĞRETMENLERİNİN FEN KAVRAM YANILGILARINA İLİŞKİN ZİHİNSEL MODELLERİ

Yıl 2019, Cilt: 10 Sayı: 19, 131 - 152, 24.07.2019

Menşure Alkış Küçükaydın

Öz

Öğrencilerde var olan kavram yanılgılarının tespiti, bu tespitlere göre uygun stratejilerin
sınıf ortamında etkin bir biçimde kullanılarak gerekli öğrenme ortamlarının işe koşulması ve
yanılgıların iyileştirilmesi hususunda öğretmenlere önemli görevler düşmektedir. Öğrenci-
lerdeki kavramsal değişim için gerekli stratejilerin belirlenmesi ve uygulanması, öğretmenin
öğretiminde yer vermesi gereken bir durumdur. Ancak istenen bu durumu sağlamak için öğretmenlerde kavram yanılgılarının olmaması beklenmektedir. Bu amaçla, çalışmada dene-
yimli sınıf öğretmenlerinin, fen kavram yanılgılarına ilişkin zihinsel modelleri incelenmiştir.
Durum çalışmasının kullanıldığı bu araştırma, İç Anadolu Bölgesi’nde yer alan büyük bir
ilçenin, özel iki ilkokulunda görev yapan altı sınıf öğretmeniyle yürütülmüştür. Çalışma
grubu, amaçlı örnekleme yöntemleri arasında yer alan ölçüt örnekleme tekniği ile oluşturul-
muştur. Çalışmanın veri toplama aracı görüşme olup, veri analiz yöntemi olarak içerik analizi
kullanılmıştır. Çalışmadan elde edilen bulgulara göre deneyimli sınıf öğretmenlerinin “kavram yanılgısı” ifadesine ilişkin yeterli tanımlama yapamadıkları ayrıca kendilerine sunulan
kavram yanılgılarını fark etmeyip, yanılgıları doğru olarak değerlendirdikleri görülmüştür.
Elde edilen bulgular doğrultusunda, öğretmenler için profesyonel gelişimlerini destekleyecek ve sınıflarındaki kavram yanılgılarını çözme noktasında kendi kendilerine yetebilecekleri, karşılıklı tartışmaların yürütüldüğü ortamların sağlanması önerilmiştir.

Anahtar Kelimeler

fen, kavram yanılgısı, sınıf öğretmeni

Kaynakça

Acar, B. & Tarhan, L. (2007). Effect of cooperative learning strategies on students’ understanding of concepts in electrochemistry. International Journal of Science and Mathematics Education, 5(2), 349-373.
Ahi, B. (2017). Thinking about digestive system in early childhood: A comparative study about biological knowledge. Cogent Education, 4,1-16.
Anderson, C.W. & Smith, E.L. (1986). Children’s conceptions of light and color: Understanding the role of unseen rays. https://files.eric.ed.gov/fulltext/ED270318.pdf adresinden 20.07.2018 tarihinde ulaşılmıştır. Andersson, B. & Wallin, A. (2000). Students’ understanding of the greenhouse effect, the societal consequences of reducing CO2 emissions and the problem of ozone layer depletion. Journal of Research in Science Teaching, 3(10), 1096-1111.
Bahar, M. (2003). Misconceptions in biology education and conceptual change strategies. Educational Sciences:Theory & Practice, 3(1),55–64.
Bakırcı, H. & Çalık, M. (2013). Adaptasyon ve doğal seçilim konusunda geliştirilen rehber materyallerin sekizinci sınıf öğrencilerinin alternatif kavramlarının giderilmesine etki-si. Eğitim ve Bilim, 38(168), 215-229.
Baxter, J. (1989). Children’s understanding of familiar astronomical events. International Journal of Science Education, 11, 502–513.
Brown, L. (2011). What is concept? For the Learning of Mathematics, 31 (2), 14-15. Bryce, T.G.K. & Blown, E. J. (2013). Children’s concepts of the shape and size of the earth, sun and moon. International Journal of Science Education, 35(3), 388-446.
Buluş Kırıkkaya, E., & Güllü, D. (2008). İlköğretim beşinci sınıf öğrencilerinin ısı-sıcaklık ve buharlaşma-kaynama konularındaki kavram yanılgıları. İlköğretim Online, 7(1), 15- 27.
Butler, J., Simmie, G.M. & O’Grady, A.(2015). An investigation into the prevalence of eco- logical misconceptions in upper secondary students and implications for pre-service teacher education. European Journal of Teacher Education,38(3), 300–319.
Byrne, J. (2011). Models of microorganisms: Children’s knowledge and understanding of microorganisms from 7 to 14 years old. International Journal of Science Education, 33(14), 1927-1961.
Chambers, D. W. (1983). Stereotypic images of the scientists: The draw-a-scientist test. Science Education, 67(2), 255-265.
Chin, C. & Teou, L. Y. (2009). Using concept cartoons in formative assessment: Scaffolding students’ argumentation. International Journal of Science Education, 31(10), 1307-1332.
Çalık, M., Ayas, A. & Coll, R. K. (2009). Investigating the effectiveness of an analogy activity in improving students’ conceptual change for solution chemistry concepts. International Journal of Science and Mathematics Education, 7(4), 651-676.
Çalık, M., Kolomuç, A. & Karagölge, Z. (2010). The effect of conceptual change pedagogy on students’ conceptions of rate of reaction. Journal of Science Education and Technology, 19(5), 422-433.
Çepni, S.(2012). Araştırma ve proje çalışmalarına giriş (6.Baskı). Trabzon: Celepler Matbaacılık.
Çepni, S. & Keleş, E. (2006). Turkish students’ conceptions about the simple electric circuits. International Journal of Science and Mathematics Education,4, 269-291.
Demirci, N. & Efe, S. (2007). İlköğretim öğrencilerinin ses konusundaki kavram yanılgılarının belirlenmesi.Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi (EFMED), 1(1),23-56.
Ebert-May, D., Williams,K., Luckie,D. & Hodder, J.(2004). Climate change: Confronting student ideas. Frontiers in Ecology and the Environment, 2(6),324–325.
Gomez-Zwiep, S. (2008). Elementary teachers’ understanding of students’ science misconceptions: Implications for practice and teacher education. Journal of Science Teacher Education, 88, 970–983.
Halim, L., & Meerah, S. M. (2002). Science trainee teachers’ pedagogical content knowledge and its influence on physics teaching. Research in Science & Technological Education, 20, 215–225.
Hamza, K.M, & Wickman,P.O.(2007). Describing and analyzing learning in action: An empirical study of the importance of misconceptions in learning science. Science Edu- cation, 92,141 – 164.
Hatzinikita,V.,Koulaidis,V., & Hatzinikitas, A. (2005). Modeling pupils’ understanding and explanations concerning changes in matter. Research in Science Education,35,471–495
Hewson, M. G., & Hewson, P.W. (1983). Effect of instruction using students’ prior knowle- dge and conceptual change strategies on science learning. Journal of Research in Science Teaching, 20, 731–743. İpek, H., & Çalık, M. (2008). Combining different conceptual change methods within four- step constructivist teaching model: A sample teaching of series and parallel circuits. International Journal of Environmental and Science Education, 3(3), 143-153.
Karataş, F.O., Köse, S. & Coştu, B. (2003). Öğrenci algılarını ve anlama düzeylerini belirle- mede iki aşamalı testler. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 1(13),54-69.
Köse, S. (2007). The effects of concept mapping instruction on overcoming 9th grade stu- dents’ misconceptions about diffusion and osmosis. Journal of Baltic Science Education, 6(2),16-25.
Köse, S. (2008). Diagnosing students misconception: Using drawing as a research method. World Applied Sciences Journal, 3(2), 283-293.
Krebs, R. E. (1999). Scientific development and misconceptions through the ages: A reference guide. Westport, CT: Greenwood Press.
Kulaberoğlu, N., & Gürdal, A. (2001). Fen bilgisi derslerinde kavram haritaları yönteminin öğrenci başarısına etkisi. Yeni Bin Yılın Başında Türkiye’de Fen Bilimleri Eğitimi Sem- pozyumu, Maltepe Üniversitesi, İstanbul.
Küçük, Z., & Çalık, M. (2015). Zenginleştirilmiş 5E modelinin yedinci sınıf öğrencilerinin kavramsal değişimine etkisi: Elektrik akımı örneği. Adıyaman Üniversitesi Eğitim Bilim- leri Dergisi, 5(1), 1-28.
Larkin,D. (2012). Misconceptions about “misconceptions”: Pre service secondary science te- achers’ views on the value and role of student ideas. Science Education, 96 (5), 927–959.
Martin, R., Sexton, C. & Gerlovich, J. (2002) Teaching science for all children: Methods for constructing understanding. Boston: Allyn and Bacon.
Meyer, H. (2004). Novice and expert teachers’ conceptions of learners’ prior knowledge. Science Education, 19, 437-454.
Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis. CA: Sage.
Odom, A. L. & Barrow, L. H. (1995). Development and application of a two-tier diagnostic test measuring college biology students’ understanding of diffusion and osmosis after a course of instruction. Journal of Research in ScienceTeaching, 32, 45–61.
Opitz,S.T., Blankenstein,A. & Harms,U. (2017). Student conceptions about energy in bio- logical contexts. Journal of Biological Education, 51(4), 427-440.
Patrick, P., & Tunnicliffe, S.D. (2008). Effects of keeping animals as pets on children’s con- cepts of vertebrates and invertebrates. International Journal of Science Education, 30, 431-449.
Sanger, M.J. & Greenbowe, T.J. (1999).An analysis of college chemistry textbooks as sour- ces of misconceptions and errors in electrochemistry. Journal of Chemical Education, 76, 853-860.
Smith, E. L., Blakeslee, T. D. & Anderson, C. W. (1993). Teaching strategies associated with conceptual change learning in science. Journal of Research in Science Teaching, 30, 111–126.
Stein, M., Barman, C.E. & Larrabee,T. (2007).What are they thinking? The development and use of an instrument that identifies common science misconceptions. Journal of Science Teacher Education,18,233–241.
Tall, D. (2011). Crystalline concepts in long-term mathematical invention and discovery. For the Learning of Mathematics, 31(1), 3-8.
Tamir, P., Gal-Chappin, R. & Nussnovitz, R. (1981). How do intermediate and junior high school students conceptualize living and non-living? Journal of Research in Science Teaching, 18, 241-248.
Töman, U. & Saka, A. (2010). Enerji kavramı ile ilgili öğrenci görüşlerinin yaşlara göre değişimi. IX. Ulusal Fen ve Matematik Eğitimi Kongresi, İzmir.
Töman, U. & Ergen, Y.(2014). Determination of misconceptions belonging to the “solar sys- tem and beyond: Space puzzle” unit in 7th grade science and technology curriculum with two-tier diagnostic tests. International Journal of New Trends in Arts, Sports & Science Education, 3(3),58-64.
Türk, F. & Çalık M. (2008). Using different conceptual change methods embedded within 5E model: A sample teaching of endothermic-exothermic reactions. Asia-Pacific Forum on Science Learning and Teaching, 9(1), 1.
van den Broek, P. & Kendeou,P. (2008). Cognitive processes in comprehension of science texts: The role of co-activation in confronting misconceptions. Applied Cognitive Psychology, 22(3), 335–351.
Vosniadou,S. & Skopeliti, I. (2017) Is it the Earth that turns or the Sun that goes behind the mountains? Students’ misconceptions about the day/night cycle after reading a science text. International Journal of Science Education, 39(15), 2027-2051. Watts, D.M. (1985). Student conceptions of light: A case study. Physic Education, 20,183– 187.
Witzig, S.B., Freyermuth, S.K., Siegel, M.A., İzci, K. & Chris Pires, J.(2013). Is DNA alive? A study of conceptual change through targeted instruction. Research Science Education, 43, 1361–1375.
Yalçın, M., Altun, S., Turgut, Ü. & Aggül, F.(2009). First year Turkish science undergraduates’ Aggülunderstandings and misconceptions of light. Science & Education,18, 1083– 1093.
Yıldırım, A. & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri (9. Baskı). Ankara: Seçkin Yayıncılık.

Yıl 2019, Cilt: 10 Sayı: 19, 131 - 152, 24.07.2019

Menşure Alkış Küçükaydın

Öz

Kaynakça

Acar, B. & Tarhan, L. (2007). Effect of cooperative learning strategies on students’ understanding of concepts in electrochemistry. International Journal of Science and Mathematics Education, 5(2), 349-373.
Ahi, B. (2017). Thinking about digestive system in early childhood: A comparative study about biological knowledge. Cogent Education, 4,1-16.
Anderson, C.W. & Smith, E.L. (1986). Children’s conceptions of light and color: Understanding the role of unseen rays. https://files.eric.ed.gov/fulltext/ED270318.pdf adresinden 20.07.2018 tarihinde ulaşılmıştır. Andersson, B. & Wallin, A. (2000). Students’ understanding of the greenhouse effect, the societal consequences of reducing CO2 emissions and the problem of ozone layer depletion. Journal of Research in Science Teaching, 3(10), 1096-1111.
Bahar, M. (2003). Misconceptions in biology education and conceptual change strategies. Educational Sciences:Theory & Practice, 3(1),55–64.
Bakırcı, H. & Çalık, M. (2013). Adaptasyon ve doğal seçilim konusunda geliştirilen rehber materyallerin sekizinci sınıf öğrencilerinin alternatif kavramlarının giderilmesine etki-si. Eğitim ve Bilim, 38(168), 215-229.
Baxter, J. (1989). Children’s understanding of familiar astronomical events. International Journal of Science Education, 11, 502–513.
Brown, L. (2011). What is concept? For the Learning of Mathematics, 31 (2), 14-15. Bryce, T.G.K. & Blown, E. J. (2013). Children’s concepts of the shape and size of the earth, sun and moon. International Journal of Science Education, 35(3), 388-446.
Buluş Kırıkkaya, E., & Güllü, D. (2008). İlköğretim beşinci sınıf öğrencilerinin ısı-sıcaklık ve buharlaşma-kaynama konularındaki kavram yanılgıları. İlköğretim Online, 7(1), 15- 27.
Butler, J., Simmie, G.M. & O’Grady, A.(2015). An investigation into the prevalence of eco- logical misconceptions in upper secondary students and implications for pre-service teacher education. European Journal of Teacher Education,38(3), 300–319.
Byrne, J. (2011). Models of microorganisms: Children’s knowledge and understanding of microorganisms from 7 to 14 years old. International Journal of Science Education, 33(14), 1927-1961.
Chambers, D. W. (1983). Stereotypic images of the scientists: The draw-a-scientist test. Science Education, 67(2), 255-265.
Chin, C. & Teou, L. Y. (2009). Using concept cartoons in formative assessment: Scaffolding students’ argumentation. International Journal of Science Education, 31(10), 1307-1332.
Çalık, M., Ayas, A. & Coll, R. K. (2009). Investigating the effectiveness of an analogy activity in improving students’ conceptual change for solution chemistry concepts. International Journal of Science and Mathematics Education, 7(4), 651-676.
Çalık, M., Kolomuç, A. & Karagölge, Z. (2010). The effect of conceptual change pedagogy on students’ conceptions of rate of reaction. Journal of Science Education and Technology, 19(5), 422-433.
Çepni, S.(2012). Araştırma ve proje çalışmalarına giriş (6.Baskı). Trabzon: Celepler Matbaacılık.
Çepni, S. & Keleş, E. (2006). Turkish students’ conceptions about the simple electric circuits. International Journal of Science and Mathematics Education,4, 269-291.
Demirci, N. & Efe, S. (2007). İlköğretim öğrencilerinin ses konusundaki kavram yanılgılarının belirlenmesi.Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi (EFMED), 1(1),23-56.
Ebert-May, D., Williams,K., Luckie,D. & Hodder, J.(2004). Climate change: Confronting student ideas. Frontiers in Ecology and the Environment, 2(6),324–325.
Gomez-Zwiep, S. (2008). Elementary teachers’ understanding of students’ science misconceptions: Implications for practice and teacher education. Journal of Science Teacher Education, 88, 970–983.
Halim, L., & Meerah, S. M. (2002). Science trainee teachers’ pedagogical content knowledge and its influence on physics teaching. Research in Science & Technological Education, 20, 215–225.
Hamza, K.M, & Wickman,P.O.(2007). Describing and analyzing learning in action: An empirical study of the importance of misconceptions in learning science. Science Edu- cation, 92,141 – 164.
Hatzinikita,V.,Koulaidis,V., & Hatzinikitas, A. (2005). Modeling pupils’ understanding and explanations concerning changes in matter. Research in Science Education,35,471–495
Hewson, M. G., & Hewson, P.W. (1983). Effect of instruction using students’ prior knowle- dge and conceptual change strategies on science learning. Journal of Research in Science Teaching, 20, 731–743. İpek, H., & Çalık, M. (2008). Combining different conceptual change methods within four- step constructivist teaching model: A sample teaching of series and parallel circuits. International Journal of Environmental and Science Education, 3(3), 143-153.
Karataş, F.O., Köse, S. & Coştu, B. (2003). Öğrenci algılarını ve anlama düzeylerini belirle- mede iki aşamalı testler. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 1(13),54-69.
Köse, S. (2007). The effects of concept mapping instruction on overcoming 9th grade stu- dents’ misconceptions about diffusion and osmosis. Journal of Baltic Science Education, 6(2),16-25.
Köse, S. (2008). Diagnosing students misconception: Using drawing as a research method. World Applied Sciences Journal, 3(2), 283-293.
Krebs, R. E. (1999). Scientific development and misconceptions through the ages: A reference guide. Westport, CT: Greenwood Press.
Kulaberoğlu, N., & Gürdal, A. (2001). Fen bilgisi derslerinde kavram haritaları yönteminin öğrenci başarısına etkisi. Yeni Bin Yılın Başında Türkiye’de Fen Bilimleri Eğitimi Sem- pozyumu, Maltepe Üniversitesi, İstanbul.
Küçük, Z., & Çalık, M. (2015). Zenginleştirilmiş 5E modelinin yedinci sınıf öğrencilerinin kavramsal değişimine etkisi: Elektrik akımı örneği. Adıyaman Üniversitesi Eğitim Bilim- leri Dergisi, 5(1), 1-28.
Larkin,D. (2012). Misconceptions about “misconceptions”: Pre service secondary science te- achers’ views on the value and role of student ideas. Science Education, 96 (5), 927–959.
Martin, R., Sexton, C. & Gerlovich, J. (2002) Teaching science for all children: Methods for constructing understanding. Boston: Allyn and Bacon.
Meyer, H. (2004). Novice and expert teachers’ conceptions of learners’ prior knowledge. Science Education, 19, 437-454.
Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis. CA: Sage.
Odom, A. L. & Barrow, L. H. (1995). Development and application of a two-tier diagnostic test measuring college biology students’ understanding of diffusion and osmosis after a course of instruction. Journal of Research in ScienceTeaching, 32, 45–61.
Opitz,S.T., Blankenstein,A. & Harms,U. (2017). Student conceptions about energy in bio- logical contexts. Journal of Biological Education, 51(4), 427-440.
Patrick, P., & Tunnicliffe, S.D. (2008). Effects of keeping animals as pets on children’s con- cepts of vertebrates and invertebrates. International Journal of Science Education, 30, 431-449.
Sanger, M.J. & Greenbowe, T.J. (1999).An analysis of college chemistry textbooks as sour- ces of misconceptions and errors in electrochemistry. Journal of Chemical Education, 76, 853-860.
Smith, E. L., Blakeslee, T. D. & Anderson, C. W. (1993). Teaching strategies associated with conceptual change learning in science. Journal of Research in Science Teaching, 30, 111–126.
Stein, M., Barman, C.E. & Larrabee,T. (2007).What are they thinking? The development and use of an instrument that identifies common science misconceptions. Journal of Science Teacher Education,18,233–241.
Tall, D. (2011). Crystalline concepts in long-term mathematical invention and discovery. For the Learning of Mathematics, 31(1), 3-8.
Tamir, P., Gal-Chappin, R. & Nussnovitz, R. (1981). How do intermediate and junior high school students conceptualize living and non-living? Journal of Research in Science Teaching, 18, 241-248.
Töman, U. & Saka, A. (2010). Enerji kavramı ile ilgili öğrenci görüşlerinin yaşlara göre değişimi. IX. Ulusal Fen ve Matematik Eğitimi Kongresi, İzmir.
Töman, U. & Ergen, Y.(2014). Determination of misconceptions belonging to the “solar sys- tem and beyond: Space puzzle” unit in 7th grade science and technology curriculum with two-tier diagnostic tests. International Journal of New Trends in Arts, Sports & Science Education, 3(3),58-64.
Türk, F. & Çalık M. (2008). Using different conceptual change methods embedded within 5E model: A sample teaching of endothermic-exothermic reactions. Asia-Pacific Forum on Science Learning and Teaching, 9(1), 1.
van den Broek, P. & Kendeou,P. (2008). Cognitive processes in comprehension of science texts: The role of co-activation in confronting misconceptions. Applied Cognitive Psychology, 22(3), 335–351.
Vosniadou,S. & Skopeliti, I. (2017) Is it the Earth that turns or the Sun that goes behind the mountains? Students’ misconceptions about the day/night cycle after reading a science text. International Journal of Science Education, 39(15), 2027-2051. Watts, D.M. (1985). Student conceptions of light: A case study. Physic Education, 20,183– 187.
Witzig, S.B., Freyermuth, S.K., Siegel, M.A., İzci, K. & Chris Pires, J.(2013). Is DNA alive? A study of conceptual change through targeted instruction. Research Science Education, 43, 1361–1375.
Yalçın, M., Altun, S., Turgut, Ü. & Aggül, F.(2009). First year Turkish science undergraduates’ Aggülunderstandings and misconceptions of light. Science & Education,18, 1083– 1093.
Yıldırım, A. & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri (9. Baskı). Ankara: Seçkin Yayıncılık.

Toplam 49 adet kaynakça vardır.

Ayrıntılar

Birincil Dil	Türkçe
Konular	Eğitim Üzerine Çalışmalar
Bölüm	Makaleler
Yazarlar	Menşure Alkış Küçükaydın 0000-0003-4410-1279
Yayımlanma Tarihi	24 Temmuz 2019
Gönderilme Tarihi	14 Ağustos 2018
Yayımlandığı Sayı	Yıl 2019 Cilt: 10 Sayı: 19

Kaynak Göster

APA	Alkış Küçükaydın, M. (2019). SINIF ÖĞRETMENLERİNİN FEN KAVRAM YANILGILARINA İLİŞKİN ZİHİNSEL MODELLERİ. Eğitim Ve İnsani Bilimler Dergisi: Teori Ve Uygulama, 10(19), 131-152.

Makale Dosyaları

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