KaydedilenlerDerginizi ekleyin

Dergiler / Batı Anadolu Eğitim Bilimleri Dergisi / 2026 / Cilt: 13 Sayı: 2

Laboratuvar Uygulamalarında Çöktürme Titrasyonları Konulu Senaryoların Etkisi

Tuğçe Günter(Bulent Ecevit University)0000-0001-7416-2967
Sibel Kılınç Alpat(DOKUZ EYLUL UNIVERSITY)0000-0001-7149-3779
Özge Özbayrak Azman(DOKUZ EYLÜL ÜNİVERSİTESİ)0000-0001-7474-8351
Sayfa
959–980
Yayın Tarihi
2022-12-28
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Çalışma sonuçları, örnek-olaya dayalı laboratuvar uygulamalarının öğrencilerin çöktürme titrasyonları (arjantometrik yöntemler) konusunda tam anlamalarını ve akademik başarılarını arttırdığını göstermiştir.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:Araştırmada Genel Kimya III (Analitik Kimya) dersi “Çöktürme Titrasyonları” konusunda örnek-olaya dayalı laboratuvar uygulamalarının öğrencilerin akademik başarılarına etkisinin incelenmesi amaçlanmıştır.
📊
Temel Bulgular & Veri:Mevcut iki şubeden birisi deney (n=32), diğeri kontrol grubu (n=32) olarak rastgele seçilmiştir.
💡
Sonuç & Katkı:Çalışma sonuçları, örnek-olaya dayalı laboratuvar uygulamalarının öğrencilerin çöktürme titrasyonları (arjantometrik yöntemler) konusunda tam anlamalarını ve akademik başarılarını arttırdığını göstermiştir.
🔬Tür:Laboratuvar & Saha Deneyi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:akademik başarı · örnek-olaya dayalı laboratuvar uygulamaları · örnek olaylar

Özet

Araştırmada Genel Kimya III (Analitik Kimya) dersi “Çöktürme Titrasyonları” konusunda örnek-olaya dayalı laboratuvar uygulamalarının öğrencilerin akademik başarılarına etkisinin incelenmesi amaçlanmıştır. Çalışma grubunu bir üniversitenin Fen Bilgisi Öğretmenliği Programında okuyan ikinci sınıf öğrencileri oluşturmaktadır. Mevcut iki şubeden birisi deney (n=32), diğeri kontrol grubu (n=32) olarak rastgele seçilmiştir. Araştırma ön-test son-test kontrol gruplu yarı-deneysel desendir. Deney grubu öğrencileri örnek-olaya dayalı laboratuvar uygulamalarıyla, kontrol grubu öğrencileri ise öğretim programına uygun laboratuvar uygulamalarıyla dersi işlemiştir. Araştırmada çöktürme titrasyonları konusunda günlük yaşamla ilişkili iki örnek olay geliştirilmiştir. İlk örnek olayın konusu, havuz dezenfeksiyonunda aşırı klor gazının kullanımından dolayı zehirlenen bir gence, ikinci örnek olayın konusu ise tatlı su balığının deniz suyuna bırakılması sonucu balığın başına gelenlerin anlatılmasına dayanmaktadır. 11 Açık uçlu sorudan oluşan “Çöktürme Titrasyonları Başarı Testi” veri toplama aracı olarak kullanılmıştır. Testteki açık uçlu sorulara verilen yanıtlar puanlanarak nicel veriler elde edilmiş ve bağımsız ve bağımlı gruplar için t-testi ile analiz edilmiştir. Açık uçlu sorular ayrıca içerik analiziyle analiz edilmiştir. Çalışma sonuçları, örnek-olaya dayalı laboratuvar uygulamalarının öğrencilerin çöktürme titrasyonları (arjantometrik yöntemler) konusunda tam anlamalarını ve akademik başarılarını arttırdığını göstermiştir.

🔖

Bu Makaleye Atıf Yap

Günter, T., Alpat, S. K., Azman, Ö. Ö. (2022). Laboratuvar Uygulamalarında Çöktürme Titrasyonları Konulu Senaryoların Etkisi. Batı Anadolu Eğitim Bilimleri Dergisi, Cilt: 13 Sayı: 2, 959–980. https://doi.org/10.51460/baebd.1167679

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (53)

  1. Abraham, M.R., Williamson, V.M., & Westbrook, S.L. (1994).A cross-age study of the understanding fivechemistry concepts. Journal of Research in Science Teaching, 31 (2), 147165.https://doi.org/10.1002/tea.3660310206
  2. Adesoji, F.A. & Idika, M.I. (2015). Effects of 7E learning cycle model and case-based learning strategy on secondary school students’ learning outcomes in chemistry. Journal of the International Society for Teacher Education, 19 (1), 7-17.https://eric.ed.gov/?id=EJ1177065
  3. Akgün, A., Tokur, F. & Duruk, Ü. (2016). Associatingconceptionsin science teachingwith daily life: Water chemistry and water treatment. Adıyaman University Journal of Educational Sciences, 6 (1), 161-178. DOI: http://dx.doi.org/10.17984/adyuebd.87973
  4. Aksu, C. (2022). Determination of mental models of chemistry teachercandidates on titrations. Yüksek Lisans Tezi, Hacettepe Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  5. Alkan, F. (2019). Development of self-directed learning readiness with experiential learning model inanalytical chemistry laboratory. New Trends and IssuesProceedings on Humanities and Social Sciences,6(2), 9-16. https://doi.org/10.18844/prosoc.v6i2.4277
  6. Bayrak, C.,Seçken, N., Özcan Öztürk, F.& Ural Alsan, E. (2009).A simulation on teaching Volhard Method. Turkish Online Journal of Distance Education-TOJDE, 10 (3), 105-116. Best, W.B.,& Kahn, J.V. (2017).Research methods in education(10thed.). Konya: Eğitim Yayınevi.
  7. Cheng, V.K.W. (1995). An environmental chemistry curriculum using case studies. Journal of Chemical Education, 72 (6), 525-527.https://doi.org/10.1021/ed072p525 Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş. & Demirel, F. (2014). Bilimsel Araştırma Yöntemleri. Ankara: Pegem Akademi.
  8. Christensen, L.B., Johnson, R.B., &Turner, L.A. (2015).Research methods: design and analysis (2nded.). Ankara: Anı Yayıncılık.
  9. Christianson, A.M. &Waters, C.A. (2022). Silver chloride waste recycling as a guided- inquiry experiment for the instrumental analysis laboratory. Journal of Chemical Education, 99, 1014-1020. https://doi.org/10.1021/acs.jchemed.1c00871
  10. Csuros, M. (1997).Environmentalsampling and analysis: Lab Manual (1sted.). New York: Routledge.
  11. Elmas, R.,&Geban, Ö. (2016). The effect of context based chemistry instruction on 9th grade students’ understanding of cleaning agents topic and their attitudetoward environment. Education and Science, 41(185), 33–50. doi: 10.15390/eb.2016.5502
  12. Field, A. (2005). Discoveringstatistics using SPSS (2nded.). London: Sage Publication.
  13. Flynn, A.B.,&Biggs, R. (2012). The development and implementation of a problem-based learning format in a fourth-year undergraduate synthetic organic and medicinal chemistry laboratory course. Journal of Chemical Education, 89(1), 52–57.https://doi.org/10.1021/ed101041n
  14. Garcia-Salgado, S.,Gomez, R.D. &Marco, R.T. (2017).Educational innovation for teaching and learning of chemistry in the degree of CivilEngineering. Universal Journal of Chemistry, 5(2), 29-35.doi: 10.13189/ujc.2017.050201
  15. Green, S.B.,&Salkind, N.J. (2003).Using SPSS for Windows and Macintosh: Analyzingand understanding data (3rded.). UpperSaddleRiver, N.J.: PrenticeHall.
  16. Gouger, A.R. &Mirowsky, J.E. (2022). Using Project-based learning to assess the effectiveness of water filtrationdevices in removing chemical analytes in an undergraduate Analytical Chemistry laboratory. Journal of Chemical Education, https://doi.org/10.1021/acs.jchemed.2c00338
  17. Günter, T. & Demir, F.E.O. (2019). The effect of using a case study on the academic achievement of students in learning about the topic of ‘Vitamins’. Journal of Biological Education, 53 (3), 288-301.https://doi.org/10.1080/00219266.2018.1469538
  18. Ham, B.M.,&MaHam, A. (2015).Analytical Chemistry: A Chemist and Laboratory Technician’s Toolkit. Hoboken, New Jersey: John Wiley&Sons, Inc.
  19. Harvey, D. (2000). Modern Analytical Chemistry. USA: McGraw-HillCompanies, Inc.
  20. Hilvano, N.T.,Mathis, K.M., &Schauer, D.P. (2014).Collaborative learning utilizing case-based problems. Bioscene, 40 (2), 22–29.https://eric.ed.gov/?id=EJ1069979
  21. Johnstone, A. H. (1993). The development of chemistry teaching: A changing response to changingdemand. Journal of Chemical Education, 70 (9), 701-705. https://doi.org/10.1021/ed070p701
  22. Kaberman, Z.,&Dori, Y.J. (2009). Question posing, inquiry, and modellingskills of chemistry students in the case-based computerized laboratory environment. International Journal of Science and Mathematics Education, 7(3), 597–625. doi: 10.1007/s10763-007-9118-3
  23. Karaer, H. (2020). Nicel analiz problemlerinin öğretiminde akış şemalarının kullanılmasına yönelik öğretmen adaylarının görüşleri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 50, 201- 225.doi:10.9779/pauefd.498647
  24. Kelly, O.C.,&Finlayson, O.E. (2007).Providing solutions through problem-based learning for the undergraduate 1styear chemistry laboratory.Chemistry Education Research and Practice, 8 (3), 347–361.https://doi.org/10.1039/B7RP90009K
  25. Kimmel, A.J. (2007). Ethicalissues in behavioural research: basic and applied perspectives. (2nded.). Oxford: Blackwell.
  26. Koçak, C. & Alkan, F. (2015). Technology based instruction of precipitation titrations. Procedia - Social and BehavioralSciences, 176, 531 – 537. doi: 10.1016/j.sbspro.2015.01.507
  27. Kunduz, N. &Seçken, N. (2013). Development and applicationof 7E learning model based computer-assistedteachingmaterialson precipitationtitrations. Journal of Baltic Science Education, 12(6), 784-792.
  28. Liu, L.,Ling, Y., Gao, Q. & Fu, Q. (2022). Supporting students’ inquiry in accurateprecipitation titration conditions with a virtual laboratory tool as learning scaffold. Education for Chemical Engineers, 38, 78-85. https://doi.org/10.1016/j.ece.2021.11.001
  29. Loveys, B.R.,&Riggs, K.M. (2019).Flipping the laboratory: improving students’ engagement and learning outcomes in second year science courses. International Journal of Science Education, 41 (1), 64-79. https://doi.org/10.1080/09500693.2018.1533663
  30. Mahaffey, A.L. (2021). 1-2-3 Benchtopto Laptop: Teamwork of an Educator and Instructional Designer to Convert a PopularKsp and Titration Lab to an Online Module. Journal of Chemical Education, 98 (6), 1928-1936. DOI: 10.1021/acs.jchemed.0c01281
  31. Maines, L.L.,& Bruch, M.D. (2012). Identification of unknown chloride salts using a combination of qualitative analysis and titration with silvernitrate: A general chemistry laboratory. Journal of Chemical Education, 89 (7), 933-935.https://doi.org/10.1021/ed200518w
  32. Matilainen, R., Koliseva, A., Valto, P., &Valisaari, J. (2017).Reconstruction of undergraduate Analytical Chemistrylaboratorycourse.Analytical and Bioanalytical Chemistry, 409(1), 3–10. https://doi.org/10.1007/s00216-016-9953-6
  33. McDonnell, C., O’Connor, C., & Seery, M.K. (2007). Developingpractical chemistry skills by means of student- driven problem based learning mini-projects. Chemistry Education Research and Practice, 8 (2), 130–139.https://doi.org/10.1039/B6RP90026G
  34. Murray, R.W. (1991). The science of chemical measurements. Analytical Chemistry, 63 (5), 271A.https://doi.org/10.1021/ac00005a600
  35. Najmr, S.,Chae, J., Greenberg, M.L., Bowman, C., Harkavy, I., &Maeyer, J.R. (2018).A service-learning chemistry course as a model to improve undergraduate scientific communicationskills.Journal of Chemical Education, 95 (4), 528-534.https://doi.org/10.1021/acs.jchemed.7b00679
  36. Nakiboğlu, N.,& Nakiboğlu, C. (2016).An investigation of university chemistry students’ understanding of precipitation titrations and related concepts thoroughVee-Diagrams.TheEurasiaProceedings of Educational & Social Sciences, 4, 564-567.https://dergipark.org.tr/en/pub/epess/issue/30322/334229
  37. Nkhoma, M., Lam, T., Richardson, J., Kam, K., &Lau, K.H. (2016). Developing case-based learning activities based on the revisedBloom’sTaxonomy. Proceedings of Informing Science & IT Education Conference, 85–93. http://www.informingscience.org/Publications/3496.
  38. Orla, K. (2005). The development, implementation and evaluation of alternativeapproaches to teaching and learning in the chemistry laboratory. (PhDthesis). Dublin City University.
  39. Overton, T.L.,& Bradley, J.S. (2010). Internationalisation of the chemistry curriculum: two problem-based learning activities for undergraduate chemists. Chemistry Education Research and Practice, 11(2), 124–128. https://doi.org/10.1039/C005356M
  40. Patnaik, P. (2017). Handbook of Environmental Analysis: Chemical Pollutants in Air, Water, Soil, and Solid Wastes (3rded.). Boca Raton: Taylor& Francis, CRC Press.
  41. Robinson, J.K. (2013). Project-based learning: improving student engagement and performance in the laboratory. Analytical and Bioanalytical Chemistry, 405 (1), 7–13. https://doi.org/10.1007/s00216-012-6473-x
  42. Robson, C. (2015). Scientific research methods: real world research (1sted.). Ankara: AnıYayıncılık.
  43. Seçer, I. (2015). Practicaldata analysis with SPSS and LISREL: analysis and reporting(2nded.). Ankara: AnıYayıncılık.
  44. Stephenson, N.S.,&Sadler-McKnight, N.P. (2016).Developingcritical thinking skills using the science writingheuristic in the chemistry laboratory.Chemistry Education Research and Practice, 17(1), 72–79.https://doi.org/10.1039/C5RP00102A
  45. Tabachnick, B. G.,&Fidell, L.S. (2007).Using MultivariateStatistics (5th ed.). Boston: Pearson.
  46. Taber, K.S. (2012). Recognising quality in reports of chemistry education research and practice. Chemistry Education Research and Practice, 13(1), 4-7.https://doi.org/10.1039/C1RP90058G
  47. Taber, K.S. (2014). Ethicalconsiderations of chemistry education research involving ‘humansubjects’. Chemistry Education Research and Practice, 15 (2), 109-113.https://doi.org/10.1039/C4RP90003K
  48. Valcarcel, M. (1992).Analytical Chemistry-today’sdefinition and interpretation. Fresenius’ Journal of Analytical Chemistry, 343(11), 814–816.https://doi.org/10.1007/BF00328561
  49. Widarti, H. R., Permanasari, A., & Mulyani, S. (2017). Undergraduate students’ misconception on acidbase and argentometric titrations: A challenge to implementmultiplerepresentation learning model with cognitivedissonance strategy.International Journal of Education, 9(2), 105-112 doi: dx.doi.org/10.17509/ije.v9i2.5464
  50. Witteck, T.,Most, B., Kienast, S., & Eilks, I. (2007). A lesson plan on ‘methods of separatingMatter’ based on the learning company approach- a motivatingframe for self-regulated and open lab-work in introductorysecondary chemistry lessons. Chemistry Education Research and Practice,8 (2), 108-119.doi: 10.1039/B6RP90024K
  51. Yalçınkaya, E. & Boz, Y. (2015).The effect of case-based instruction on 10th grade students’ understanding of gas concepts. Chemistry Education Research and Practice, 16 (1), 104-120.https://doi.org/10.1039/C4RP00156G
  52. Yıldırım, A. (2019). Investigation of chemical representations in textbookswithin the scope of pre-service teachers’ perceptions.(Master Degree Thesis). Balıkesir University Institute of Science Primary Science Education, Elementary Science Education, Balıkesir.
  53. Yoon, H.,Woo, A.J., Treagust, D., &Chandrasegaran, A. (2014). The efficacy of problem-based learning in an analytical laboratory course for pre-service chemistry teachers. International Journal of Science Education, 36 (1), 79–102.https://doi.org/10.1080/09500693.2012.727041