Element ve bileşiklerin öğretiminde işbirlikçi ve geleneksel yöntemlerin karşılaştırılması
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2007
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info:eu-repo/semantics/openAccess
Özet
Öz:Arastırmanın amacı, "Element ve Bilesikler" konusunun ögretiminde "Geleneksel Anlatım Yöntemi" ile "sbirlikçi Ögretim Yöntemi"nin basarıya etkilerini karsılastırmaktır. Çalısma; Ankara-Tevfik leri mam hatip Lisesi, lise 1. Sınıflar üzerinde gerçeklestirilmistir. Ders ögretmeninin önceki degerlendirmelerine dayanarak basarı bakımından yakın oldugunu belirttigi iki grup alınarak gruplardan biri "kontrol grubu" digeri "deney grubu" olarak belirlenmistir. Kontrol grubuna geleneksel anlatım yöntemi, deney grubuna isbirlikçi yöntemle ögretim yapılmıstır. Ögrencilere ögretimden önce Element ve Bilesikler konusunda hazırlanan Kavram Testi-Ilk, Mantıksal Düsünme Yetenek Testi ve Bilimsel slem Beceri Testi uygulanmıstır. Ögretimden sonra basarıyı belirlemek amacıyla Element ve Bilesikler Kavram Testi-Son test olarak uygulanmıstır. Sonuçların degerlendirilmesi t-Testi ve ANCOVA ile yapılmıstır. Sonuçta isbirlikçi ögretim yapılan grubun daha basarılı oldugu saptanmıstır. Test sonuçlarından hala bazı yanlıs kavramların bulundugu saptanmıstır. Bunların nedenini arastırmak ve ögrenci görüslerini tartısabilmek amacıyla mülakat yapılmıstır.
Abstract:The goal of this study is the investigation of the effect of “traditional” and “cooperative teaching” methods upon success rate of teaching the subject of “elements and compounds”. The study was carried out on Ankara Tevfik Ileri Theological High school first year students. There were two classes, with equal success rate according to the previous evaluations of the subject teacher, taken as “control” and “experimental” groups. Control group was taught with the traditional expository method while experimental group was lectured with cooperative approach. The students were subjected to Elements and Compounds Conceptual Test, Logical Thinking Capacity Test and Scientific Process Skill Test prior to the teaching process. Elements and Compounds Conceptual Test was applied as the final test after the completion of the study. The data were evaluated with t-test and ANCOVA. The results indicated that the cooperative method was much more successful. It was determined that some of the misconceptions still persisted after the teaching process. In order to elucidate the underlying reasons of these misconceptions, interviews were carried out with some of the children from both groups.
Abstract:The goal of this study is the investigation of the effect of “traditional” and “cooperative teaching” methods upon success rate of teaching the subject of “elements and compounds”. The study was carried out on Ankara Tevfik Ileri Theological High school first year students. There were two classes, with equal success rate according to the previous evaluations of the subject teacher, taken as “control” and “experimental” groups. Control group was taught with the traditional expository method while experimental group was lectured with cooperative approach. The students were subjected to Elements and Compounds Conceptual Test, Logical Thinking Capacity Test and Scientific Process Skill Test prior to the teaching process. Elements and Compounds Conceptual Test was applied as the final test after the completion of the study. The data were evaluated with t-test and ANCOVA. The results indicated that the cooperative method was much more successful. It was determined that some of the misconceptions still persisted after the teaching process. In order to elucidate the underlying reasons of these misconceptions, interviews were carried out with some of the children from both groups.
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İnönü Üniversitesi Eğitim Fakültesi Dergisi
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Künye
TEZCAN H,UZUN M (2007). Element ve bileşiklerin öğretiminde işbirlikçi ve geleneksel yöntemlerin karşılaştırılması. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 7(13), 105 - 118.
