-The purpose of this study is to examine the effect of design-based science education practices on the 7th Grade students' academic achievement in Force and Motion unit. Research was conducted in a 7 th grade class with 30 students during the academic year of 2013-2014. The seven-week application phase took place during the 7 th grade Force and Motion unit and conducted in a three-design based science education module.Mixed methods were used as a research design, particularly a special type of embedded design, a one-phase experimental embedded pattern design was applied. In accordance with mixed-methods research design, both quantitative and qualitative data were collected. Findings from quantitative and qualitative analysis indicated that design-based science education contributed the academic achievement in Force and Motion unit.
Bilimsel okuryazarlığın, bilimsel içerik-terminoloji boyutuna odaklanılmış bu çalışmada, bilim sözde-bilim ayrımı tartışması bağlamında planlanmış bir öğretim sürecinin ortaokul öğrencilerinin akademik başarılarına etkisi araştırma konusu yapılmıştır. İlgili süreçte, Fen ve Teknoloji Dersi Öğretim Programı'nda (MEB, 2006) yer alan kazanımlarla ilişkilendirilmiş bazı sözde-bilimsel vakalar bir dizi etkinlik ile öğrencilere sunularak hem bütün sınıf hem de küçük gruplar halinde tartışmaya açılmıştır. Çalışma grubunda 18 ortaokul son sınıf öğrencisinin yer aldığı araştırmanın veri toplama aracını araştırmacılar tarafından geliştirilmiş "Akademik Bilgi Testleri" (ABT) oluşturmuştur. ABT'leri öğretim sürecinden önce ve sonra olmak
The main focus of the current study was to determine what kind of laboratory approaches will be designed how this process will be evaluated by pre-service teachers. The study was carried out on the basis of a qualitative paradigm. The study group of the research consisted of 40 pre-service science teachers. In the current study, the application was conducted within the Laboratory Applications in Science I-II courses at two stages. The per stage was conducted in 14 weeks (four hours per weeks). The first stage of the process (14 weeks) started with a theoretical presentation introducing laboratory approaches and was conducted with the guidance of five experiment manuals designed on the basis of different laboratory approaches ranging from a confirmatory laboratory approach to an inquiry-based learning by the researcher. In the second stage, the pre-service teachers were asked to examine the units and objectives of the Science Curriculum Program and then were asked to select a laboratory approach and set the objectives to design an activity manual. The pre-service teachers worked for five weeks to determine the objectives, find the appropriate approach and design an experiment manual in line with the selected approach. Then, each group conducted the laboratory class under the guidance of their experiment manual that they had developed for each week. The data of the study was collected within two periods through the difficulties experienced, skills attained through the process, reflective texts presenting course-related suggestions and semi-structured interviews. It was determined that the students experienced some difficulties in the selection of the laboratory approach for the given topic and the design of experiment manuals; they preferred inquiry-based learning laboratory activities as they were believed to be more effective and administration of experiment manuals to peers were believed to be conducive to professional development.Keywords:Laboratory applications in science, laboratory approaches, pre-service science teachers
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