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Modellemeye Dayalı Öğretimin Bilişüstü Farkındalık, Tutum Ve Kavramsal Anlamaya Etkisi

Year 2016, Volume: 7 Issue: 13, 61 - 104, 01.12.2016

Abstract

Bu çalışmada, modellemeye dayalı yürütülen Fen ve Teknoloji dersi “Ses” ünitesinin öğrencilerin
bilişüstü farkıdalıklarına, fen ve teknoloji dersine yönelik tutumlarına ve ses konusundaki kavramsal
anlamalarına etkisi incelenmiştir. İzmir ilindeki bir ilköğretim okulunun 8. Sınıflarıyla gerçekleştirilen
ve yaklaşık 3,5 hafta süren uygulamada deney ve kontrol grupları ile çalışılmıştır. Deney sınıfında
dersler modellemeye dayalı olarak işlenirken, kontrol sınıfında mevcut programa uygun olarak
işlenmiştir. Veriler, Bilişüstü Ölçeği, Fen ve Teknoloji Tutum Ölçeği ve Ses konusunda Kavramsal
Anlama Soruları ile toplanmıştır. Deney grubundaki öğrencilere ayrıca Bilişüstüne yönelik Açık Uçlu
Sorular da ön ve son test olarak uygulanmıştır. Bilişüstü ve Tutum ölçekleri ile kavramsal anlama
sorularının analizi istatistik programı kullanılarak yapılmıştır. Açık uçlu soruların analizinde ise içerik
analizi yapılmıştır. Öğrencilerin bilişüstü farkındalık profilleri farklı açılardan sorunlu noktalara işaret
ederken, araştırma sonunda bilişüstü farkındalık ve fen ve teknolojiye yönelik tutumlarda her iki grup
arasında anlamlı fark görülmezken; kavramsal anlama açısından deney grubu lehine anlamlı gelişme
izlenmiştir.

References

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Science Education, 73 (2), 207–224. Duran, M.J., Gallardo, S., Toral, S.L., Martinez-Torres, R. & Barrero, F.J. (2007). A learning methodology using Matlab/Simulink for undergraduate electrical engineering courses at tending to learner satisfaction outcomes. International Journal of Technology and Design Education, 17 (1), 55–73 Erduran, S. (2001). Philosophy of chemistry: An emerging field with implications for chemistry education. Science and Education, 10, 581-593. Fraenkel, J. R. & Wallen, N. E. (2006). How to design and evaluate research in education (5th Ed.). USA: McGraw-Hill Higher Education. Georghiades, P. (2000). Beyond conceptual change learning in science education: Focusing on transfer, durability and metacognition. Educational Research, 42 (2), 119–139. Georghiades, P. (2004). Making pupils’ conceptions of electricity more durable by means of situated metacognition. International Journal of Science Education, 26 (1), 85–99 Gobert, J.D. (2000). 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The Effect of Model Based Teaching on Metacognitive Awareness, Attitudes and Conceptual Understanding

Year 2016, Volume: 7 Issue: 13, 61 - 104, 01.12.2016

Abstract

In this study, the effect of model based teaching of “sound” unit on students' metacognitive
awareness, attitudes toward science and technology course and conceptual understanding was
examined. The research was conducted with experimental and control groups and lasted for 3,5
weeks. The experimental group received model based courses whereas the control group received
regular science education both based existing curriculum. Data were collected by using Metacognition
Scale, Attitudes toward Science and Technology Course Scale and Conceptual Understanding
Questions. Additionally, Open-ended Questions for Metacognition was implemented to experimental
group as pre and post test. According to results, no significant differences were observed between
both groups' metacognitive awareness and attitudes toward science and technology course. However,
the experimental group’s conceptual understanding was significantly improved.

References

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Sınıf öğrencilerinin fen ve teknoloji dersi “Işık” ünitesinde teknoloji destekli öğretimin öğrencilerin fen başarısına, kalıcılığa ve fene karşı tutumlarına etkisi, GEFAD, 32 (3), 733-760. Brewer, W. F. (1987). Schemas versus mental models in human memory. In Morris, P. (Ed.), Modelling Cognition, (pp.187-197) UK: Wiley, Chicester. Buckley, B. C., Gobert, J.D., Kindfield, A.C., Horwitz, P., Tinker, R., Gerlits, B., Wilensky, U., Dede, C. & Willett, J. (2004). Model-based teaching and learning with BioLogica: What do they learn? How do they learn? How do we know?, Journal of Science Education and Technology, 13 (1), 23-41. Büyüköztürk, Ş. (2006). Sosyal Bilimler için Veri Analizi El Kitabı: İstatistik, Araştırma Deseni, SPSS Uygulamaları ve Yorum. 6. Baskı, Pegem Akademi Yayıncılık: Ankara. Chang, H.P., Chenb, J.Y., Guoc, C.L, Chend, C.C, Change, C.Y, Linf, S.H., Suf, W.J., Laing, K.D., Hsua, S.Y., Lina, J.L., Chena, C.C., Chenga, Y.T., Wangf, L.S. & Tsengf , Y.T. (2007). Investigating primary and secondary students’ learning of physics concepts in Taiwan. International Journal of Science Education, 29 (4), 465–482. Chung, G. K. W. K., Harmon, T. C., & Baker, E. L. (2001). The impact of a simulation based learning design project on student learning. IEEE Transactions on Education, 44 (4), 390- 398. Clement, J. (1989). Learning via model construction and criticism: Protocol evidence on sources of creativity in science. In Glover, J. A., Ronning, R. R., and Reynolds, C. R. (Eds.), Handbook of Creativity: Assessment, Theory and Research, (pp. 341–381), New York: Plenum. Clement, J. (2000). Model-based learning as a key research area for science education. International Journal of Science Education, 22 (9), 1041-1053. Clement, J. J. (2008). Model based learning and instruction in science. In Clement, J. J. & ReaDupin, J.J. & Joshua, S. (1989) Analogies and ‘modeling analogies’ in teaching: Some examples in basic electricity. Science Education, 73 (2), 207–224. Duran, M.J., Gallardo, S., Toral, S.L., Martinez-Torres, R. & Barrero, F.J. (2007). A learning methodology using Matlab/Simulink for undergraduate electrical engineering courses at tending to learner satisfaction outcomes. International Journal of Technology and Design Education, 17 (1), 55–73 Erduran, S. (2001). Philosophy of chemistry: An emerging field with implications for chemistry education. Science and Education, 10, 581-593. Fraenkel, J. R. & Wallen, N. E. (2006). How to design and evaluate research in education (5th Ed.). USA: McGraw-Hill Higher Education. Georghiades, P. (2000). Beyond conceptual change learning in science education: Focusing on transfer, durability and metacognition. Educational Research, 42 (2), 119–139. Georghiades, P. (2004). Making pupils’ conceptions of electricity more durable by means of situated metacognition. International Journal of Science Education, 26 (1), 85–99 Gobert, J.D. (2000). A typology of causal models for plate tectonics: Inferential power and barriers to understanding. International Journal of Science Education, 22 (9), 937–77. Gobert, J.D. & Buckley, B.C. (2000). Introduction to model based teaching and learning in science education. International Journal of Science Education, 22 (9), 891-894. Grotzer, T. & Mittkefehldt, S. (2012). The role of metacognition in students' understanding and transfer of explanatory structures in science. In Zohar, A. & Dori, Y.J. (Eds.) Metacognition in Science Education: Trends in Current Research (pp.79-99) New York, NY: Springer Science, Business Media B.V. Halloun, I. (1996). Schematic modeling for meaningful learning of physics. Journal of Research in Science Teaching, 33 (9), 1-26. Harrison, A. G. & Treagust, D. F. (1998). Modelling in science lessons: Are there better ways to learn with models?, School Science And Mathematics, 98 (8), 420-429. Hennessey, M. G. (1999). 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Details

Journal Section Articles
Authors

Gül Ünal Çoban

Merve Kocagül Sağlam

Gonca Solmaz This is me

Publication Date December 1, 2016
Submission Date November 3, 2017
Published in Issue Year 2016 Volume: 7 Issue: 13

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APA Ünal Çoban, G., Kocagül Sağlam, M., & Solmaz, G. (2016). Modellemeye Dayalı Öğretimin Bilişüstü Farkındalık, Tutum Ve Kavramsal Anlamaya Etkisi. Batı Anadolu Eğitim Bilimleri Dergisi, 7(13), 61-104.