Biçimlendirici Yoklama Soruları ile 7. Sınıf Öğrencilerinin Isı ve Sıcaklık Konusundaki Kavramsal Anlama Düzeylerinin Belirlenmesi

Kiryak, Zeynep; Bulunuz, Nermin; Zeybek, Özlem

doi:10.17522/nefefmed.83848

Cited by 7 publications

(11 citation statements)

References 9 publications

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“…Çalışma sonuçları, öğrenciler gündelik deneyimlerine dayanarak sorgulamadan ve yorumlamadan öğrendikleri kavramları eğitim ortamlarına getirdiklerini ve tam öğrenme gerçekleşmediği için öğrenme sırasında kavram kargaşası yaşadıklarını belirten araştırma bulgularını desteklemektedir (Ceylan, 2008, Gürbüz, 2008, Kıryak, Bulunuz ve Zeybek, 2015Uzunkaya, 2007). …”

Section: Sonuç Ve Tartışmaunclassified

İlkokul 3. Sınıf Öğrencilerinin Mikroskop Üzerine Düşüncelerinin İncelenmesi

Erdem¹,

Yalçin²,

Telli³

2017

Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi

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Microscopic livings are among the 4 th Grade topics at the Ministry of National Education (MEB) 3-8 grade science curriculum in 2013. This study, firstly, aims to find out the 3 rd Grade students' awareness about the topic and the microscope's functions. Secondly, it aims to follow up the students' gain from the study. With these aims, total number of 31 students in one class from one central primary school in Canakkale were conveniently sampled.. At the beginning of the study, students were asked about the microscope and they were asked to draw it. After the introduction of the microscope, a 20-minute application based on live cell display was performed. The questions were repeated after the application and students were asked to draw a microscope.Fifteen students were selected according to their drawings and the answers and the questions were repeated with semi-structured interview in a follow up study after three months. Generally speaking, students' awareness about the microscope and microorganisms were found high. The follow up study showed that the students'gain continues. This phenomenological study is important to draw teachers' and academicians' attention to the out-of-school factors (family, media, etc.) on students' learning before the science program.

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Section: Sonuç Ve Tartışmaunclassified

İlkokul 3. Sınıf Öğrencilerinin Mikroskop Üzerine Düşüncelerinin İncelenmesi

Erdem¹,

Yalçin²,

Telli³

2017

Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi

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“…Bununla birlikte öğrenci sorumluluğu amacıyla yapılan ölçme-değerlendirmenin, öğrencileri yarışa sokarak kaybeden öğrenciler oluşturduğu aynı zamanda öğrencilerde heyecan ve strese sebep olarak öğrenme motivasyonunu düşürerek öğrenmeyi olumsuz etkilediği de vurgulanmaktadır (Abell & Siegel, 2011;Shepard, 2000). İkinci algı alanı olan gelişim algısıdır (Abell & Siegel, 2011;Kıryak, Bulunuz & Zeybek, 2015;Brown, 2008).…”

Section: öLçme-değerlendirme Algısıunclassified

“…Fakat ölçme-değerlendirmeyi öğretimi destekleyen bir süreç olarak algılayan bir öğretmen, ölçme-değerlendirmeyi biçimlendirici şekilde tüm öğretim sürecinde kullanıp öğrencilerin güçlük çektiği yerleri belirleyecek ve gerekli geribildirimleri sağlayarak ya da öğretim şeklini değiştirerek öğrencilerinin öğrenmesini destekleyecektir (Abell & Siegel, 2011;Kıryak, Bulunuz & Zeybek, 2015).…”

Section: Introductionunclassified

Fen Bilgisi Öğretmen Adaylarının Sınıf İçi Ölçme- Değerlendirme Algıları

İzci¹,

Şardağ²

2016

Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi

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-This study aims to illustrate preservice science teachers' perceptions of classroom assessment and to discuss their alignment with our modern understanding of assessment, which aims to support learning. Mixed method design, both quantitative and qualitative methods, was employed. In order to achieve these aims, two instrumentations were used: quantitative data was collected by 'The Teachers' Perceptions of Assessment Scale' and qualitative data was collected by semi-structured interview. This research was conducted among 262 teachers. The quantitative data collected was analyzed with Confirmatory Factor Analysis, Independent Samples t Test, and One Way Anova. Content analysis was also employed for qualitative data collected from 18 participants. The results showed that most of the participants perceived assessment as a way to make students accountable; to check schools and teachers for their responsibilities and to support instruction. Instead, some participants perceived it as an unnecessary activity.

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“…Çoktan seçmeli olarak oluşturulan testler öğrencilerin başarıları belirlemenin yanı sıra kavram yanılgılarını da belirlemek için (Küçükahmet, 2002) kullanılabilecek ölçme araçlarıdır. (Bulunuz ve Bulunuz, 2013). Bu düşünceden hareketle çalışmada, ABBT ile günlük hayatla ilişkili uluslararası sınavlardaki soru formatına benzer bir test geliştirilmesi amaçlanmıştır.…”

Section: Introductionunclassified

Başarı Testi Geliştirme: Asit-Baz Başarı Testi Geçerlik ve Güvenirlik Araştırması

Yadigaroğlu¹

2020

TurkishStudies

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The aim of this study is to develop a valid and reliable measurement tool to measure the students' success about Acids and Bases. In the study, first of all, a list of learning objectives was created by taking into consideration the Science Curriculum in 2018, and then the items were written in accordance with the learning objectives. Before final form of the test was obtained, the opinions of three academic experts in the field of chemistry education and two science teachers were used for the consistency of scientific information of the test items prepared and the opinions of two language experts were used for the grammar, and various arrangements were made on the test items. A pilot study of the test prepared was carried out with 10 students in the 8 th grade. The final arrangements were made on the test items by the feedbacks from the students and the final form of the Acid-Base Achievement test (ABAT) was obtained. The final form of the test was applied to 212 students of 8 th grade. Test data were analyzed using SPSS 23.0, ITEMAN 3.0. and FACTOR application. As a result of the analysis of the items with ITEMAN 3.0, the discrimination index was 0.747 and the item difficulty index was 0.496. Kuder-Richardson-20 (KR-20) was calculated to determine the internal consistency of the test using the values obtained from the item analyzes and was found to be 0.732. FACTOR application was used to calculate the construct validity of the test and Kaiser-Meyer-Olkin (KMO) value was calculated 0.778. When the results obtained are examined, it is seen that valid and reliable results have been obtained with the ABAT developed. As ABAT is prepared in accordance with the achievements, it is considered to be a valid and reliable measurement tool that can be used by science teachers.

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Biçimlendirici Yoklama Soruları ile 7. Sınıf Öğrencilerinin Isı ve Sıcaklık Konusundaki Kavramsal Anlama Düzeylerinin Belirlenmesi

Cited by 7 publications

References 9 publications

İlkokul 3. Sınıf Öğrencilerinin Mikroskop Üzerine Düşüncelerinin İncelenmesi

İlkokul 3. Sınıf Öğrencilerinin Mikroskop Üzerine Düşüncelerinin İncelenmesi

Fen Bilgisi Öğretmen Adaylarının Sınıf İçi Ölçme- Değerlendirme Algıları

Başarı Testi Geliştirme: Asit-Baz Başarı Testi Geçerlik ve Güvenirlik Araştırması

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