ÖĞRENCİLERİN “MADDE” KONUSUNU ANLAMA DÜZEYLERİ, KAVRAM YANILGILARI, FEN BİLGİSİNE KARŞI TUTUMLARI VE MANTIKSAL DÜŞÜNME DÜZEYLERİNİN ARAŞTIRILMASI
AN INVESTIGATION OF THE STUDENTS’ LEVELS OF UNDERSTANDING THE CONCEPT OF MATTER, MISCONCEPTIONS AND THE LOGICAL THINKING ABILITY, ATTITUTE TOWARDS SCIENCE
Yazar: Erdem, Emine; Yılmaz, Ayhan; Atav, Esin; Gücüm, Berna
Dergi: Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, Vol. 27 No. 27, 2014
Anahtar kelimeler: matter and particulate nature of matter,misconceptions,meaningful learning,ability of logical thinking level,attitude toward science ; madde ve tanecikli yap›s›,kavram yan›lg›lar›,anlaml› ö¤renme,mant›ksal düflünme düzeyi,fen bilgisine karfl› tutum

Bu çal›flmada H.Ü. E¤itim Fakültesi Fen Bilgisi Ö¤retmenli¤i 1. s›n›f ö¤rencilerinin “madde ve özellikleri” konusuna yönelik kavram yan›lg›lar› ve ö¤rencilerin “madde” konusundaki kavramlar› anlaml› ö¤renme düzeyleri ile fen bilgisine karfl› tutumlar›, mant›ksal düflünme düzeyleri, Orta Ö¤retim Baflar› Puanlar› (OÖBP), bölümü tercih s›ralar› ve ÖSS puanlar› aras›ndaki iliflki araflt›r›lm›flt›r. Araflt›rman›n verileri Madde Kavram Testi, Fen Bilgisi Tutum Ölçe¤i ve Mant›ksal Düflünme Yetene¤i Testi ile toplanm›flt›r. Fen bilgisi ö¤retmenli¤i ö¤rencilerinin madde konusundaki kavramlar› anlama düzeyleri %91 ile %20 aras›nda, konuyla ilgili kavram yan›lg›lar› ise %76 ile %4 aral›¤›nda de¤iflmektedir. Özellikle “çözünürlük”, “çözünme” ve “faz de¤iflimi” konular›nda ö¤rencilerin kavramlar› anlama düzeyleri düflük ve kavram yan›lg›lar› fazlad›r. Ö¤rencilerin madde konusundaki kavramlar› anlaml› ö¤renme düzeyleri ile fen bilgisine karfl› tutumlar› aras›nda anlaml› bir iliflki oldu¤u, mant›ksal düflünme düzeyleri ve orta ö¤retim baflar›puanlar› aras›nda ise anlaml› bir iliflki olmad›¤› tespit edilmifltir. Ö¤rencilerin mant›ksal düflünme düzeyleri ile ÖSS puanlar› aras›nda ve fen bilgisine karfl› olan tutumlar› ile bu program› tercih s›ralar› aras›nda da bir iliflki saptanamam›flt›r.

The purpose of this study was firstly, to investigate i) the meaningful learning level and the level of misconceptions of the student’s on the subject of “Matter and its properties” ii) the relationship among these variables with the student’s attitude toward science, their logical thinking levels, their achievement scores from secondary education, their order of department preference and finally, their scores on the Student Selection Examination. Matter Concept Test, Attitude Toward Science and Logical Thinking Test were administrated to the students to collect data. The meaningful learning levels of the science teaching student’s were found between % 91-21 and students’ level of misconceptions related with the concept were found between % 76- 4.28 Student’s level of understanding was low and the level of misconceptions was very high on the concepts related with solubility, dissolving and phase change especially. A significant relationship was observed between the students’ level of meaningful learning of the concepts related with matter and their attitudes toward science. On the other hand, no significant relationships were observed between their logical thinking levels and their achievement scores from secondary education; and their logical thinking levels and scores on the Student Selection Examination and their attitudes toward science.