Maddenin Yapısı Ünitesinin İşbirlikli Öğrenme Yöntemi Kullanılarak Kimya Öğretmen Adaylarına Öğretilmesinin Öğrenci Başarısına Etkisi
The Teaching of  The Nature of Matter to Chemistry Prospective Teachers by Using Cooperative Learning: Effect on Achievement of Student
Yazar: Nakiboğlu, Canan
Dergi: Gazi Eğitim Fakültesi Dergisi, Vol. 21 No. 3, 2014
Anahtar kelimeler: Cooperative Learning, Teacher Education, Students Achievement ; İşbirlikli Öğrenme, Öğretmen Eğitimi, Öğrenci Başarısı

Her düzeydeki kimya öğrencilerinin, maddenin yapısı ile ilgili önemli kavram  yanılgılarına ve anlama güçlüklerine sahip oldukları birçok çalışmada gösterilmiştir.  Sorunun önemli nedenlerinden biri olarak, öğretmen eğitiminde yapılan bazı  yanlışlıklar gösterilebilir. Bu amaçla ilk olarak, maddenin yapısı konusu ile ilgili  öğrenci başarısını ölçmek üzere Balıkesir Üniversitesi Necatibey Eğitim Fakültesi dört  yıllık kimya öğretmeni programı 7.yarıyıl öğrencilerine bir başarı testi uygulanarak  değerlendirildi. Bu test sırası ile 6, 2 ve 10 soru içeren üç bölümden oluşmaktadır.  Verilerin analizinden konu ile ilgili bazı önemli yanlış kavramalar ile anlama güçlükleri  belirlendiği için, aynı programın 4.yarıyıl öğrencilerinden Numerous studies have been reported that many chemistry students at all level of  education have important misconceptions and understanding difficulties related to the  structure of matter. One of the most important reason is the some default performed  during teacher training courses. For this purpose, firstly a paper-and-pencil test for  assesing academic achievement on structure of matter topic was applied to 46 graduate  students who were at 7th semester four-year chemistry teacher training programme in  Necatibey Education Faculty and then evaluated. The achievement test had three  sections, each of which consisted of 6,2,10 questions, respectively. Since the some  important misconceptions and understanding difficulties on the topic was determined  from data analyzed, a study group who was at 4th semester of the same programme in  Necatibey Education Faculty was selected and the formation ofİşbirlikli Öğrenme, Öğretmen Eğitimi, Öğrenci BaşarısıCooperative Learning, Teacher Education, Students Achievement Tam Metin

Numerous studies have been reported that many chemistry students at all level of  education have important misconceptions and understanding difficulties related to the  structure of matter. One of the most important reason is the some default performed  during teacher training courses. For this purpose, firstly a paper-and-pencil test for  assesing academic achievement on structure of matter topic was applied to 46 graduate  students who were at 7th semester four-year chemistry teacher training programme in  Necatibey Education Faculty and then evaluated. The achievement test had three  sections, each of which consisted of 6,2,10 questions, respectively. Since the some  important misconceptions and understanding difficulties on the topic was determined  from data analyzed, a study group who was at 4th semester of the same programme in  Necatibey Education Faculty was selected and the formation ofİşbirlikli Öğrenme, Öğretmen Eğitimi, Öğrenci BaşarısıCooperative Learning, Teacher Education, Students Achievement Tam Metin