Fen Öğretiminde Öğrenilen Kavramların Günlük Yaşamla İlişkilendirilmesi: Su Kimyası ve Su Arıtımı

Abstract

The fulfillment of meaningful learning in the course of teaching process depends upon students' achievement in associating scientific conceptions with the facts they encounter in their daily lives. In science courses, students are generally unable to understand the meanings of the concepts accurately due to the unavailability of using practical examples from daily life in the school settings. In science education, particularly in conceptual learning, the association of the conceptions with daily lives needs to be paid more attention by both teachers and students. Research provides evidence on students' tendency to memorize rather learning meaningfully. The purpose of this study is to investigate to what extent students associate the conceptions included in the unit of "Water Chemistry and Water Treatment" with the facts encountered in the daily basis. The study was conducted in accordance with survey method. To collect more interpretive data, students were exposed to open-ended questions located in a standard form. These questions were designed in accordance with certain facts and circumstances related to water chemistry and water treatment and students were expected to give scientific explanations of the conceptions appropriate for the prevailing content of science teaching curriculum. The responses collected by the forms were categorized considering categorizations already exist in the related literature. According to the results, it is concluded that students are not fully capable of associating the conceptions with their daily lives.

8. Sınıf Öğrencilerin Bağlam Temelli Basınç Sorularını Çözme Süreçleri

“…In terms of academic success, the average of middle and low level students; in the process of context-based problem solving, they explained the questions based on their own experiences and lives, but they could not establish the relationship between the question and subject. Some previous researches also showed that students cannot associate scientific knowledge with daily life at the desired level (Akgün, Tokur and Duruk, 2016;Ayas, Karamustafaoğlu, Sevim and Karamustafaoğlu, 2001;Baran, Doğan and Yalçın, 2002;Canpolat and Ayyıldız, 2019;Doğan, Kıvrak and Baran, 2004;Emrahoğlu and Mengi, 2012). It can be said that the results of study we conducted is consistent with these studies according to these findings.…”

“…Alanyazına baktığımızda öğrencilerin fen bilimleri dersinde öğrendikleri bilimsel bilgileri günlük yaşamdan olaylarla ilişkilendirebilme düzeylerini belirleyebilmek amacıyla bazı araştırmalar yapılmıştır (Akgün, Tokur ve Duruk, 2016;Ayas, Karamustafaoğlu, Sevim ve Karamustafaoğlu, 2001; Balkan, Kıyıcı ve Aydoğdu, 2011; Baran, Doğan ve Yalçın, 2002; Canpolat ve Ayyıldız, 2019; Doğan, Kıvrak ve Baran, 2004;Emrahoğlu ve Mengi, 2012;Gürses ve diğerleri, 2003;Seçken, Yılmaz ve Morgil, 1998;Yiğit, Devecioğlu ve Ayvacı, 2002). Yapılan araştırmalar sonucunda öğrencilerin bilimsel bilgileri günlük yaşamla istenilen düzeyde ilişkilendiremedikleri görülmektedir.…”

Levels of Science and Classroom Teaching Students' Ability to Relate Chemistry Knowledge on Heat and Temperature with Events in Daily Life

“…Associating scientific facts with daily life will not only provide meaningful learning (Cajas, 1999), but will also have a positive effect on the student's attitude and motivation. The fact that students can associate the information they have acquired during education with events in daily life is a proof of learning away from rote (Akgün et al, 2016;Canpolat et al, 2019). Therefore, it is important for students to be able to associate the information they have learned during the education process with daily life.…”

‘Hücre Ve Bölünmeler’ Üni̇tesi̇ni̇n React Strateji̇si̇yle Öğreti̇mi̇ni̇n Tutum Ve Moti̇vasyona Etki̇si̇

“…Ülkemizde yapılan çalışmalar okullarda öğretilen kavramların gerçek yaşamla ilişkisinin yeterince ele alınmadığını göstermektedir (Akgün, Tokur ve Duruk, 2016;Balkan-Kıyıcı ve Aydoğdu, 2011;Özay-Köse ve Gül, 2016;Yıldırım, Küçük ve Ayas, 2013). Gerçek yaşamın bir parçası olan fen bilimleri dersinin bile öğrencilerin çevresinde olan olaylara ilgisini ve merakını çekmek konusunda yetersiz kaldığı görülmektedir.…”