Fen bilgisi öğretmenliği lisans öğrencilerinin açık uçlu deneylere ilişkin Görüşleri: Deney günlükleri
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Tarih
2018
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Sakarya Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Yapılış amaçlarına göre deneyler, kapalı uçlu deneyler, açık uçlu deneyler ve hipotez test etme deneyleri olmak üzere üç ana grupta toplanabilir. Açık uçlu deneylerde öğrenciye sadece kullanılan araç-gereçler ve deneyin amacı verilir. Deneyin aşamaları, deney düzeneğinin kurulması, verilerin toplanması, yorumlanması ve sonuçların bulunması öğrenciye bırakılır. Çalışmada fen bilgisi öğretmenliği lisans öğrencilerinin açık uçlu deneylere ilişkin düşüncelerinin deney günlükleri yardımıyla belirlenmesi amaçlanmıştır. Çalışma, Fen bilgisi öğretmenliği 2.sınıfta öğrenim görmekte olan 40 öğrencinin katılımıyla gerçekleştirilmiştir. Öğrencilerle 6 hafta süresince geometrik optik konusu ile ilgili açık uçlu deneyler yapılmıştır. Her deney sonrasında öğrencilerden deneye hazırlanma ve deney yapma aşamaları ile ilgili görüşlerini deney günlükleri aracılığı ile ifade etmeleri istenmiştir. Uygulama süreci sonunda 7 öğrenci ile yarı yapılandırılmış görüşmeler yapılmıştır. Veriler nitel analiz yapılarak kategorilere ayrılmış ve frekans değerleri elde edilmiştir. Elde edilen bulgulardan öğrencilerin deneyin teorisini anlamakta sıkıntı çekmedikleri, ancak tasarladıkları deneylerin düzeneklerinin kurulmasında, uygulama sırasında özellikle veri almada problem yaşadıkları söylenebilir.
Depending on their purpose, experiments can be classified into three main groups: closed-ended experiments, open-ended experiments and hypothesis testing experiments. In open-ended experiments, the student is given only the toolsequipment and the purpose of the experiment. The stages of the experiment, establishment of the experimental set-up, data collection, interpretation and elicitation of the results are completely left to the student’s discretion. In the current study, it is aimed to determine the science teacher education undergraduate students’ opinions about open-ended experiments through experiment diaries. The study was conducted with the participation of 40 second-year students attending the department of science teaching. Open-ended experiments were performed by the students about the topic of geometric optic for 6 weeks. After each experiment, the students were asked to express their opinions about the stages of preparation and implementation of the experiment via their experiment diaries. At the end of the application, semi-structured interviews were conducted with 7 students. The data were categorized through qualitative analysis and frequency values were obtained. The findings of the study revealed that the students did not experience difficulties in understanding the theory of the experiment; yet, they had some problems in the establishment of the experimental set-up for the experiment they had designed, in the implementation and particularly in collecting data.
Depending on their purpose, experiments can be classified into three main groups: closed-ended experiments, open-ended experiments and hypothesis testing experiments. In open-ended experiments, the student is given only the toolsequipment and the purpose of the experiment. The stages of the experiment, establishment of the experimental set-up, data collection, interpretation and elicitation of the results are completely left to the student’s discretion. In the current study, it is aimed to determine the science teacher education undergraduate students’ opinions about open-ended experiments through experiment diaries. The study was conducted with the participation of 40 second-year students attending the department of science teaching. Open-ended experiments were performed by the students about the topic of geometric optic for 6 weeks. After each experiment, the students were asked to express their opinions about the stages of preparation and implementation of the experiment via their experiment diaries. At the end of the application, semi-structured interviews were conducted with 7 students. The data were categorized through qualitative analysis and frequency values were obtained. The findings of the study revealed that the students did not experience difficulties in understanding the theory of the experiment; yet, they had some problems in the establishment of the experimental set-up for the experiment they had designed, in the implementation and particularly in collecting data.
Açıklama
Anahtar Kelimeler
Açık Uçlu Deney, Fizik Laboratuvarı, Deney Günlükleri, Fen Bilgisi Öğretmenliği Lisans Öğrencileri, Open-Ended Experiment, Physics Laboratory, Experiment Diaries, Science Teacher Education Undergraduate Students
Kaynak
Sakarya University Journal of Education
WoS Q Değeri
Scopus Q Değeri
Cilt
8
Sayı
3
