Argümantasyon temelli fen öğretiminin 8.sınıf öğrencilerinin mutasyon-modifikasyon konusundaki kavram yanılgılarının giderilmesindeki etkisi
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Dosyalar
Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Düzce Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmada ortaokul 8.sınıf öğrencilerin mutasyon-modifikasyon konusundaki kavram yanılgılarının tespiti, kavram yanılgılarının giderilmesinde argümantasyon temelli fen öğretiminin etkisinin incelenmesi amaçlanmıştır. Çalışmada öğrencilerin kavramsal değişiminin gözlenebilmesi amacıyla tek grup üzerinde uygulanan ön test-son test desenli basit deneysel desen kullanılmıştır. Araştırmanın örneklemini 2020-2021 eğitim öğretim yılında Düzce ili Gölyaka ilçesinde bir ortaokulda öğrenim gören 28 8.sınıf öğrencisi oluşturmuştur. Araştırma örneklemi amaçlı örnekleme yöntemine uygun olarak seçilmiştir. Veri toplama aracı olarak kavram yanılgılarının tespiti için iki aşamalı teşhis testi, kavram yanılgılarının giderilmesi için kavram haritaları, kavram karikatürleri, kavramsal değişim metinleri, yarışan teoriler ve ifadeler tabloları kullanılmıştır. Araştırmanın başında iki aşamalı teşhis testi ön test olarak uygulanarak öğrencilerin sahip olduğu kavram yanılgıları belirlenmiştir. Kavram yanılgıları belirlendikten sonra argümantasyon temelli fen öğretimi kapsamında mutasyon-modifikasyon konulu etkinlikler ile kavram eğitimi tamamlanmıştır. Eğitimin sonunda iki aşamalı teşhis testi son test olarak uygulanarak öğrencilerdeki kavram yanılgıları tekrar tespit edilmiştir. Araştırmada verilerin çözümlenmesinde ilişkili örneklemler t-testi kullanılmıştır. Analizler SPSS programı ile yapılmıştır. Uygulama sonucuna göre öğrencilerin çalışma başındaki kavram yanılgısına sahip olma düzeylerinin çalışma sonunda olumlu yönde azaldığı görülmüştür. Öğrencilerin hem kavram yanılgısı sayısı olarak hem de toplam puan olarak gelişim gösterdiği tespit edilmiştir. Sonuçlara bağlı olarak yapılan çalışma 'DNA ve Genetik Kod' ünitesindeki diğer kavramlar ile ilgili yanılgılar için de yapılabilir. Anahtar kelimeler: Argümantasyon temelli fen eğitimi, Kavram yanılgısı, Mutasyon-modifikasyon.
In this study, it was aimed to determine the misconceptions of 8th grade secondary school students about mutation-modification and to examine the effect of argumentation-based science teaching in eliminating their misconceptions. In the study, a simple experimental design with a pretest-posttest pattern applied on a single group was used in order to observe the conceptual change of the students. The sample of the study consisted of 28 8th grade students studying in a secondary school in the Gölyaka district of Düzce province in the 2020-2021 academic year. The research sample was selected in accordance with the purposeful sampling method. As a data collection tool, two-stage diagnostic test was used to detect misconceptions, concept maps, concept cartoons, conceptual change texts, competing theories and statements tables were used to eliminate misconceptions. At the beginning of the research, the misconceptions of the students were determined by applying the two-stage diagnostic test as a pre-test. After the misconceptions were identified, concept education was completed with activities on mutation-modification within the scope of argumentation-based science teaching. At the end of the training, the two-stage diagnostic test was applied as a post-test and the misconceptions of the students were determined again. Related samples t-test was used to analyze the data in the study. Analyzes were made with the SPSS program. According to the results of the application, it was seen that the level of students' misconception at the beginning of the study decreased positively at the end of the study. It has been determined that the students have improved both in terms of the number of misconceptions and in terms of total points. Depending on the results, the study can also be done for misconceptions about other concepts in the 'DNA and Genetic Code' unit. Keywords: Argumentation-based Science education, Misconception, Mutation-modificatio
In this study, it was aimed to determine the misconceptions of 8th grade secondary school students about mutation-modification and to examine the effect of argumentation-based science teaching in eliminating their misconceptions. In the study, a simple experimental design with a pretest-posttest pattern applied on a single group was used in order to observe the conceptual change of the students. The sample of the study consisted of 28 8th grade students studying in a secondary school in the Gölyaka district of Düzce province in the 2020-2021 academic year. The research sample was selected in accordance with the purposeful sampling method. As a data collection tool, two-stage diagnostic test was used to detect misconceptions, concept maps, concept cartoons, conceptual change texts, competing theories and statements tables were used to eliminate misconceptions. At the beginning of the research, the misconceptions of the students were determined by applying the two-stage diagnostic test as a pre-test. After the misconceptions were identified, concept education was completed with activities on mutation-modification within the scope of argumentation-based science teaching. At the end of the training, the two-stage diagnostic test was applied as a post-test and the misconceptions of the students were determined again. Related samples t-test was used to analyze the data in the study. Analyzes were made with the SPSS program. According to the results of the application, it was seen that the level of students' misconception at the beginning of the study decreased positively at the end of the study. It has been determined that the students have improved both in terms of the number of misconceptions and in terms of total points. Depending on the results, the study can also be done for misconceptions about other concepts in the 'DNA and Genetic Code' unit. Keywords: Argumentation-based Science education, Misconception, Mutation-modificatio
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
