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Journals / Eğitimde Kuram ve Uygulama / 2015 / Cilt: 11 - Sayı: 2

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Explicit-reflective instruction of nature of science as embedded within the chemical equilibrium / Kimyasal denge konusuna entegre edilmiş açık-düşündürücü yaklaşımla bilimin doğası öğretimi

Melek Nur ERDOĞAN
Fitnat KÖSEOĞLU
Pages
717–741
Publication Date
2015-04-27
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The findings of the study showed that it had a positive effect on both students’ understandings of many aspects of NOS and increase of their interests in chemistry course

📌 3 Key Takeaways

🎯
Objective & Hypothesis:In this study, a teaching sequence including an explicit-reflective teaching approach that improves students’ nature of science (NOS) understandings while teaching a science subject, chemical equilibrium, in chemistry curriculum was developed and the effect of it on students’ understanding of NOS development was examined.
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Key Findings & Data:The case study approach was used in this research. 15 high school 11th grade students joint to instruction which was given with teaching sequence including explicit-reflective inquiry activities that was implemented three hours weekly for four weeks.
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Conclusion & Impact:The findings of the study showed that it had a positive effect on both students’ understandings of many aspects of NOS and increase of their interests in chemistry course
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Bilimin doğası · açık-düşündürücü yaklaşım · kimyasal denge öğretimi

Abstract

In this study, a teaching sequence including an explicit-reflective teaching approach that improves students’ nature of science (NOS) understandings while teaching a science subject, chemical equilibrium, in chemistry curriculum was developed and the effect of it on students’ understanding of NOS development was examined. The case study approach was used in this research. 15 high school 11th grade students joint to instruction which was given with teaching sequence including explicit-reflective inquiry activities that was implemented three hours weekly for four weeks. The data were collected through open-ended questionnaire, semi-structured interviews and written reflections. The findings of the study showed that it had a positive effect on both students’ understandings of many aspects of NOS and increase of their interests in chemistry course

Özet

Bu çalışmada, lise müfredatında bulunan kimyasal denge konusunun öğretimi sırasında öğrencilerin bilimin doğası ile ilgili anlayışlarını da açık-düşündürücü yaklaşımla geliştirme amaçlı bir öğretim dizini geliştirilmiş ve bu öğretim dizininin öğrencilerin bilimin doğası ile ilgili anlayışlarına etkisi incelenmiştir. Açık-düşündürücü sorgulayıcı-araştırma etkinliklerini içeren bu öğretim dizini ile verilen eğitime 15 lise 3. sınıf öğrencisi katılmış ve öğretim dizini haftada 3 saat olmak üzere dört hafta süreyle uygulanmıştır. Durum çalışması yöntemi kullanılan bu araştırmada anket, görüşme ve yazılı geri bildirim formu gibi çeşitli nitel veri kaynakları kullanılmış ve elde edilen veriler kalitatif olarak değerlendirilmiştir. Çalışmanın bulguları, öğrencilerin hem bilimin doğasının bir çok boyutu ile ilgili anlayışlarında olumlu yönde değişimler olduğunu hem de öğrencilerin kimya derslerine karşı olumlu bir tutum geliştirdiklerini göstermiştir.

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Cite This Article

ERDOĞAN, M. N., KÖSEOĞLU, F. (2015). -. Eğitimde Kuram ve Uygulama, Cilt: 11 - Sayı: 2, 717–741. https://ajindex.com/articles/250289

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