Dergiler / Uşak Üniversitesi Sosyal Bilimler Dergisi / 2016 / Cilt: 9 - Sayı: 27/3
Ortaokul Öğrencilerinin Güneş ve Ay Tutulmaları ile İlgili Zihinsel Modelleri
- Sayfa
- 297–314
- DOI
- —
Özet
Araştırmada ortaokul öğrencilerinin güneş ve ay tutulmaları ile ilgilizihinsel modellerini saptamak amaçlanmıştır. Araştırmaya 5 (32), 6 (28), 7 (37)ve 8. (34) sınıfta öğrenim gören toplam 131 ortaokul öğrencisi katılmıştır.Araştırmada 2 sorudan oluşan bir veri toplama aracı kullanılmıştır. Eldeedilen veriler betimsel analiz yöntemi kullanılarak çözümlenmiş, belirlenenzihinsel modeller bilimsel model, sentez model ve ilkel model olmak üzeresınıflandırılmıştır. Araştırma sonucunda güneş tutulması ile ilgili olarak dörtsınıf düzeyinde de öğrencilerin zihinsel modellerinin konum için bilimselmodel, gök cisimlerinin büyüklükleri için 7. sınıf düzeyinde bilimsel model,6 ve 8. sınıf düzeyinde ise ilkel model olduğu görülmüştür. Ay tutulması ileilgili olarak öğrencilerin zihinsel modellerinin konum için daha çok ilkel vebilimsel model, ay tutulmasında gök cisimlerinin büyüklükleri için az sayıdabilimsel ve ilkel model olduğu saptanmıştır. Ayrıca güneş tutulması için 8.sınıf öğrencilerinin yaklaşık yarısının, ay tutulması için ise 5 ve 8. sınıföğrencilerinin yarısından fazlasının çizim yapmadığı görülmüştür.
Abstract
Extended AbstractThe aim of this study was to determine mental models of the middle schoolstudents on solar and moon eclipse. This study was investigated changesabout mental models of the middle school students studying at differentgrade levels. The study was conducted using the general screening model.The study was conducted with the participation of 131 middle school studentsattending the 5 (32), 6 (28), 7 (37) and 8th (34) grade. For data collectioninstrument was prepared, studies in the national and international literatureand primary schools (primary and secondary schools) science courses (3, 4, 5,6, 7 and 8th grades) curriculum. A data collection instrument that compose of2 questions were used in this research. Students were asked to draw solar andmoon eclipse. Students was asked to write name on the celestial body as sun,earth and moon. Drawings of the middle school students were analyzed usingdescriptive analysis. Mental models of the middle school students wereclassified as scientific model, synthesis model and primitive model. Students’drawings about solar eclipse and moon eclipse were analyzed in terms oflocation and size of celestial bodies. As a result of research, the middle schoolstudents’ mental models were found to be more scientific model for locationof the solar eclipse in all classes; scientific model in 7th grade level andprimitive model in 6 and 8th grade for the size of celestial bodies the solareclipse. Students’ mental models were determined to be more primitive andscientific model for location of the moon eclipse; a small number scientific andprimitive model for the size of celestial bodies of the moon eclipse. Inaddition, it was seen that nearly half of the 8th grade students for the solareclipse and more than half of the 5 and 8th grade students for the moon eclipsedidn’t make drawing. As a result of research % 6,3 of 5th grade students, %10,7 of 6th grade students, % 27 of 7th grade students, % 2,9 of 8th gradestudents’ drawings about solar eclipse are true in terms of location and sizeof celestial bodies. % 3,1 of 5th grade students, % 14,3 of 6th grade students,% 24,3 of 7th grade students, % 2,9 of 8th grade students’ drawings aboutmoon eclipse are true in terms of location and size of celestial bodies. It isthought to be remarkable that percentage values in the right drawing is low, 7th grade students is more correct drawing from other grade levels and mostof the students in 8th grade make incorrect drawings. 5th grade students’mental models that contain misconceptions were determined in 6th, 7th and8th grade students. Misconceptions with grade level are increased. Thisstuation is demonstrated that the misconceptions are quite resistant. For theelimination of misconceptions and preventing the formation of newmisconceptions, It is suggested that using three-dimensional model, dramaactivities and teaching of astronomy concepts in multiple learningenvironments which appeal a large number of of sense organs.