7. sınıf öğrencilerinin hücre bölünmeleri konusundaki kavramsal anlama düzeylerinin ve kavram yanılgılarının belirlenmesi
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Date
2024
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Publisher
Aksaray Üniversitesi Fen Bilimleri Enstitüsü
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info:eu-repo/semantics/openAccess
Abstract
Fen bilimleri dersinde hücre bölünmeleri konusu karmaşık süreçler içerdiğinden zor anlaşılan ve kavram yanılgılarına sık rastlanan bir konudur. Kavram yanılgılarına sahip olan bir öğrencinin kavramları anlaması güçleşir, yanlış öğrenmeleri artar ve gelecekteki öğrenmeleri zorlaşır. Bu çalışmanın amacı, ortaokul öğrencilerinin hücre bölünmeleri konusunda kavram yanılgılarının belirlenmesi için iki aşamalı bir test geliştirmek ve öğrencilerinin kavramsal anlama düzeylerini belirleyerek çeşitli değişkenler açısından incelemektir. Bu amaç doğrultusunda geliştirilen iki aşamalı testin geçerlik ve güvenirlik çalışmaları yapılmıştır. Kapsam geçerliği için bir biyoloji eğitimi uzmanı ve bir fen bilgisi öğretmeninin görüşü alınmış ayrıca kapsam geçerliği belirtke tablosu ile kontrol edilmiştir. Yapı geçerliğini test etmek için açımlayıcı faktör analizi yapılmıştır. Madde ve test analizleri sonucunda testin güvenirliği, maddelerin güçlük ve ayırt edicilik değerleri tespit edilmiştir. Gerekli düzenlemelerden sonra 10 maddeden oluşan iki aşamalı hücre bölünmeleri testi oluşturulmuştur. Testin ortalama güçlüğü 0,41 olarak belirlenerek orta güçlükte ve testin güvenirliği KR-20 formülü ile hesaplanarak 0,74 bulunmuştur. Geliştirilen test 2022-2023 eğitim öğretim yılında 7. sınıfta öğrenim gören 401 öğrenciye uygulanmıştır. Elde edilen verilerin analizi sonucunda öğrencilerin kavramsal anlama düzeylerinin cinsiyet, fen bilimleri dersi not ortalamaları ve okulun bulunduğu bölgeye göre anlamlı olarak farklılaştığı, fen projelerine katılma durumuna göre değişmediği tespit edilmiştir. Yapılan çalışma sonucunda öğrencilerin hücre bölünmeleri konusunda kavramsal anlama düzeylerinin düşük olduğu ve çeşitli kavram yanılgılarına sahip oldukları belirlenmiştir. Çalışma sonuçlarının öğretmenler tarafından bilinmesinin öğrencilerde oluşabilecek kavram yanılgılarının önüne geçilmesinde etkili olabileceği, araştırmacılara ve literatüre katkı sağlayacağı düşünülmektedir.
In science courses, cell division is a difficult subject to understand, and misconceptions are common since it contains complicated processes. Misconceptions make it harder for students to understand topics, increase the amount of misunderstanding, and make learning more challenging in the future. The aim of this study is to develop a two-tier test to determine secondary school students' misconceptions about cell divisions and to determine their conceptual understanding levels and examine them in terms of various variables. Studies on the validity and reliability of the two-tier test were carried out. For content validity, the opinions of a biology education expert and a science teacher were taken and the content validity was checked with the specification table. Exploratory factor analysis was conducted to test construct validity. As a result of item and test analyses, the reliability of the test and the difficulty and discrimination values of the items were determined. Following the required modifications, a two-tier cell division test consisting of 10 items was developed. The test's average difficulty was found to be 0.41, and its reliability, as assessed by the KR-20 formula, was computed to be 0.74. The developed test was applied to 401 7th grade students in the 2022-2023 academic year. As a result of the data analysis, it was determined that the conceptual understanding levels of the students differed significantly according to gender, science course grade point averages and the region where the school is located, but did not change according to participation in science projects. As a result of the study, it was determined that the students' conceptual understanding levels about cell divisions were low and they had various misconceptions. The study's findings will be helpful to educators in preventing the development of misunderstandings.
In science courses, cell division is a difficult subject to understand, and misconceptions are common since it contains complicated processes. Misconceptions make it harder for students to understand topics, increase the amount of misunderstanding, and make learning more challenging in the future. The aim of this study is to develop a two-tier test to determine secondary school students' misconceptions about cell divisions and to determine their conceptual understanding levels and examine them in terms of various variables. Studies on the validity and reliability of the two-tier test were carried out. For content validity, the opinions of a biology education expert and a science teacher were taken and the content validity was checked with the specification table. Exploratory factor analysis was conducted to test construct validity. As a result of item and test analyses, the reliability of the test and the difficulty and discrimination values of the items were determined. Following the required modifications, a two-tier cell division test consisting of 10 items was developed. The test's average difficulty was found to be 0.41, and its reliability, as assessed by the KR-20 formula, was computed to be 0.74. The developed test was applied to 401 7th grade students in the 2022-2023 academic year. As a result of the data analysis, it was determined that the conceptual understanding levels of the students differed significantly according to gender, science course grade point averages and the region where the school is located, but did not change according to participation in science projects. As a result of the study, it was determined that the students' conceptual understanding levels about cell divisions were low and they had various misconceptions. The study's findings will be helpful to educators in preventing the development of misunderstandings.
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Keywords
Hücre Bölünmeleri, Kavramsal Anlama, Kavram Yanılgıları, İki Aşamalı Test, Cell Divisions, Conceptual Understanding, Misconceptions, Two-tier Diagnostic Test
