İlkokul Öğrencilerinin Dünya’nın Hareketlerine Yönelik Bilgi Yapılarının Kavramsal Değişim Teorilerine göre Analizi

Abstract

In the research, the knowledge structures (mental model) of the students regarding rotation, revolution, daily and annual movements of the world were analyzed. The research was designed according to the mixed method model in which qualitative and quantitative research methods are used together in data collection process. The research was conducted with the participation of seventy-five fourth grade students. Criterion sampling, one of the purposeful sampling methods, was used in determining the participants. Research data were obtained from knowledge structures test and interview form. Chi-Square Goodness-of-Fit Test, percentage and frequency were used in the analysis of the quantitative data obtained from the knowledge structures test, and the descriptive analysis method was used in the analysis of the verbal data obtained from the interview form. As a result of the research; students gave answers that showed cognitive inconsistency to different questions about the rotation, revolution, daily and annual movements of the Earth. These findings show that the knowledge structures of the majority of the students participating in the study are in accordance with the knowledge in pieces structure theory.

Ortaokul Öğrencilerinin Erime ve Çözünme Kavramlarına Yönelik Bilgi Yapılarının Gelişim Sürecinin Kavramsal Değişim Teorilerine göre İncelenmesi

“…While the inconsistent answers given by the students to similar questions were evaluated within the scope of the knowledge in pieces structure conceptual change theory, the consistent answers given by the students to similar questions were evaluated within the scope of the theory-like conceptual change theory. In the process of developing open-ended questions, the literature was first reviewed (Apaydın, 2020;diSessa, 2008;Kandemir & Apaydın, 2022;Ozdemir, 2018;Vosniadou & Brewer, 1992). Then, 10 open-ended items suitable for each grade level were written.…”

“…In addition, according to this theory, students' knowledge structures about a concept follows a process from a fragmented structure to a scientific and consistent structure. The important factor emphasized in this process is the increase in students' knowledge of the relevant concept (Apaydın, 2014(Apaydın, , 2020Clark, 2006;diSessa et al, 2004;Kandemir & Apaydın, 2022;Ozdemir & Clark, 2007;Ozdemir, 2007;Ozdemir, 2018). For example, while a student can state that the salt is dissolved in a salt-water mixture, he can conversely express that sugar melts in a sugar-water mixture.…”

“…The middle school level was preferred in the study because it constitutes the basis for the related concepts after the primary school level; the scope of the related concepts expands at this level, and their teaching is carried out in-depth and in detail. It is a known fact that students' knowledge structures about concepts are very important in the realization of meaningful learning (Kandemir & Apaydın, 2022). Knowledge structures inform teachers about how students construct concepts/concepts (Ozgul et al, 2018).…”

“…Research is important in terms of helping teachers organize the education and training process. In addition, it is observed that qualitative research methods are used in the majority of domestic and foreign studies in the literature, and the existing knowledge structures of students around a concept are examined (Akman, 2013;Apaydın, 2020;Clark, 2006;diSessa et al, 2004;Ozdemir, 2018;Turceotte, 2012;Vosniadou & Brewer, 1992). It is noteworthy that quantitative and longitudinal studies are scarce in the literature (Clark, 2006;Øyehaug & Holt, 2013).…”

The Effect of Jigsaw II Technique on Fourth Grade Students Knowledge Structures about the Concepts of Melting and Dissolution

“…Öğrencilerin kavramları anlamlı bir şekilde öğrenebilmesinde bilgi yapıları oldukça önemlidir (Kandemir & Apaydın, 2022b). Çünkü bilgi yapıları öğrencilerin kavram/kavramları nasıl yapılandırdıkları hakkında öğretmenlere bilgi verir (Özgül, Akman & Saçkes, 2018).…”