Liselerde Çözünürlük Konusunun Öğretiminde Laboratuvar Yönteminin ve Bazı Faktörlerin Öğrenci Başarısına Etkileri
Affects of Laboratory Method and Other Factors on the Student Success in the Teaching of the Solvation Subject at the High Schools
Yazar: Tezcan, Habibe; Bilgin, Esra
Dergi: Gazi Eğitim Fakültesi Dergisi, Vol. 24 No. 3, 2014
Anahtar kelimeler: Misconceptions, solubility, laboratory instruction, traditional teaching approach, concept test, logical thinking ability ; Çözünürlük, laboratuvar destekli öğretim yöntemi, geleneksel öğretim yöntemi, mantıksal düşünme yeteneği, yanlış kavramalar

Bu çalışma 2003-2004 öğretim yılı güz döneminde, Ankara Türk Telekom Lisesi 1. Sınıf  öğrencileri üzerinde gerçekleştirildi. Çalışma, öğrencilerin çözünürlük konusunu  kavramaları üzerine, Laboratuvar Destekli Öğretim Yöntemiyle Geleneksel Anlatım  Yönteminin etkilerini karşılaştırmak, ayrıca Ön Bilginin ve Mantıksal Düşünme Yeteneğinin  cinsiyetin ve ekonomik durumun, konuyu kavramada etkisini saptamak amacıyla yapıldı. 9A  ve 9B sınıflarından biri kontrol diğeri deney grubu olarak belirlendi. Konu, kontrol  grubunda Geleneksel Anlatım Yöntemiyle, deney grubunda Laboratuvar Destekli Öğretim  yöntemiyle işlendi. Öğrencilere öğretimden önce Mantıksal Düşünme Yeteneği Testi ve  Çözünürlük Kavram Testi-Ön, öğretimden soThe aim of this study was to reveal misconceptions held by high school grade I students  about solubility concepts and was to compare the effects of laboratory ınstruction and  traditional instruction on the students understanding of this topic. One of 9A and 9B classes  in Ankara-Türk Telekom High School were chosen as control group and the other class as  experimental group. The topic of solubility was taught with traditional instruction in the  control group and with laboratoryiınstruction in the experimental group. Logical Thinking  Ability Test and Solubility Concept Test (SCT) were given to students as pre-test before  application, only SCT was given as post-test after application. In addition, during the  lessons and after the lessons; some questions were directed to the students and determined  their deep ideas related to solubility. The results of SCT and the answers of the questionsÇözünürlük, laboratuvar destekli öğretim yöntemi, geleneksel öğretim yöntemi, mantıksal düşünme yeteneği, yanlış kavramalarMisconceptions, solubility, laboratory instruction, traditional teaching approach, concept test, logical thinking ability Tam Metin

The aim of this study was to reveal misconceptions held by high school grade I students  about solubility concepts and was to compare the effects of laboratory ınstruction and  traditional instruction on the students understanding of this topic. One of 9A and 9B classes  in Ankara-Türk Telekom High School were chosen as control group and the other class as  experimental group. The topic of solubility was taught with traditional instruction in the  control group and with laboratoryiınstruction in the experimental group. Logical Thinking  Ability Test and Solubility Concept Test (SCT) were given to students as pre-test before  application, only SCT was given as post-test after application. In addition, during the  lessons and after the lessons; some questions were directed to the students and determined  their deep ideas related to solubility. The results of SCT and the answers of the questionsÇözünürlük, laboratuvar destekli öğretim yöntemi, geleneksel öğretim yöntemi, mantıksal düşünme yeteneği, yanlış kavramalarMisconceptions, solubility, laboratory instruction, traditional teaching approach, concept test, logical thinking ability Tam Metin