Sorgulamaya dayalı öğretimin “lamba parlaklığı” kavramının ortaokul 5. sınıf öğrencilerinin başarısına etkisi

Sarıoğlan, Ayberk Bostan; Abaci, Bengisu

doi:10.25092/baunfbed.366220

Cited by 5 publications

(4 citation statements)

References 2 publications

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“…Öğrenen bu süreçte edindiği deneyimlerle problem çözme becerisi kazanır ve ihtiyaç duyduğunda hayata entegre edebilir (Bostan Sarıoğlan ve Bayırlı, 2017). Aynı zamanda sorgulamaya dayalı öğretim öğrencilerinin başarılarını olumlu yönde etkilemektedir (Bostan Sarıoğlan ve Abacı, 2017). Uçar ve Trundle (2011) yaptıkları çalışmada 3 öğretim yaklaşımın öğrencilerin başarılarına etkilerini karşılaştırmaktadır.…”

Section: Sorgulamaya Dayalı öğRenme Yaklaşımıunclassified

The Effect of Technology Integrated Inquiry Based Learning Approach to Middle School Students’ Conceptual Understanding: Example of Solar Eclipse

Uysal

Sarıoğlan

2020

Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi

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Bu çalışma birinci yazar Melike Gülsüm Uysal'ın ikinci yazar Dr. Öğr. Üyesi Ayberk Bostan Sarıoğlan'ın danışmanlığında tamamladığı "Teknoloji Entregrasyonlu Sorgulamaya Dayalı Öğrenme Yaklaşımının Ortaokul Öğrencilerinin Tutulmalar ile ilgili Kavramsal Anlamalarına Etkisi" isimli yüksek lisans tezinden türetilmiştir. Bu çalışma Balıkesir Üniversitesi Bilimsel Araştırma Projeleri Birimi tarafından desteklenmiştir. Bu çalışmada kullanılan veriler 2020 yılı öncesi toplandığı için etik kurul izin belgesi bulunmamaktadır.

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Section: Sorgulamaya Dayalı öğRenme Yaklaşımıunclassified

The Effect of Technology Integrated Inquiry Based Learning Approach to Middle School Students’ Conceptual Understanding: Example of Solar Eclipse

Uysal

Sarıoğlan

2020

Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi

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“…It has been revealed in many studies mentioned above that computer-based instruction has an impact on students' achievements. In science studies with secondary school students, while there are many studies in the literature on physics subjects such as electricity (Bostan Sarıoğlan & Abacı, 2017;Çepni & Keleş, 2006;Ezberci, Kurnaz & Bayri, 2015;Jabot & Henry, 2007), energy (Aktaş, 2017;Lee & Liu, 2010), force and motion (Dykstra & Sweet, 2009;Park & Han, 2002), optics (Aydın & Öztekin, 2018;Pompea, Johnson, Arthurs & Walker, 2005), astronomy (Bakas & Mikropoulos, 2003;Trumper, 2001;Trundle, Atwood, Christopher & Sackes, 2010), etc. there are few studies on weather events (Duit, 2009).…”

Section: The Aim and Significance Of The Studymentioning

confidence: 99%

The effect of computer based instruction on middle school students' ideas about weather events and climate concept

Sarıoğlan

2020

PROSOC

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The concepts of weather events and climate appear to be less studied than other concepts of physics in the literature. The aim of this research is to investigate the effects of computer-based instruction on the concepts of climate and weather events of middle school students. The sample of the research consisted of 19 8th grade students in the experimental group and 23 students in the control group. Computer-based instruction was carried out in the experimental group, and lessons were given in accordance with the middle school science program with the students in the control group. As a data collection tool, a concept test consisting of three open-ended questions was used to determine students' opinions about climate, weather events and the difference between climate and weather events. In the analysis of the data obtained from the answers of the students in the experimental and control groups to open-ended questions before and after the instruction, a rubric consisting of five categories was used. The categories in the rubric are correct answer, incorrect answer, non-coded and no answer categories. According to the findings, it was seen that the scientific responses of the students in both groups increased. Computer-based instruction was found to be more effective in eliminating the misconceptions faced by students about climate, weather events and differences between climate and weather events compared to the courses taught in the program. In the results of the study, it was determined that the students in the experimental and control groups confused the concepts of climate and weather events before instruction and there was a decrease in the misconceptions after instruction. The misconception that climate and weather events were the same was resolved in both groups after instruction. It is suggested that more studies using different instruction methods for teaching these concepts will be conducted. Keywords: Climate, weather events, computer based instruction, middle school students;

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“…Öğrenme sürecinde öğrencilerin hem zihinsel hem de fiziksel olarak aktif bir şekilde yer aldığı öğrenme yaklaşımlarından birisi olan Sorgulamaya Dayalı Öğrenme ilk olarak fen bilimleri öğretiminde kullanılmaya başlanılmıştır (Çelik, Şenocak, Bayrakçeken, Taşkesenligil, & Doymuş, 2005). Sorgulamanın amacı; öğrencilerin çevrelerinde meydana geleni anlamaları, bilinmeyeni bulmaları ve doğaya anlam vermeleridir (Bostan Sarıoğlan & Abacı, 2017).…”

Section: Sorgulamaya Dayalı öğRenmeunclassified

Fen Bilgisi ve Biyoloji Öğretmenliği Öğrencilerinin Kimyasal Etkileşimler Hakkında Yaptığı Tanımların İncelenmesi

Dolu

Ürek

2018

Kuramsal Eğitimbilim

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The aim of this study is to investigate the definitions of university students related to the interactions among chemical species. Also, the effect of Inquiry Based Learning on those definitions has been searched in the study context. The study group consisted of first year Science Teaching (f=51) and Biology Teaching (f=21) students studying in one of the governmental universities in the west part of Turkey. A qualitative approach was utilized in the study. The students were requested to make definitions of nine concepts related to chemical interactions (chemical bond, ionic bond, dipole-dipole inreactions, covalent bond, hydrogen bond, ion-dipole interactions, metallic bond, Van der Waals interactions and induced dipole interactions). Data were collected in the form of pre and post tests and analyzed under four categories such as full correct, partially correct, incorrect and no response. As a result, it was identified that the definitions provided by the participants mostly improved due to teaching. Besides, several definitions (Van der Waals interactions, induced dipole interactions, dipole-dipole interactions) obtained from Biology Teaching students stayed in a restricted level despite teaching process. The study highlighted several points that should be considered by the chemistry educators during teaching as well as representing students' conceptions related to chemical interactions. Based on the study findings, it is recommended to utilize technological support such as animations during teaching of abstract concepts which students find difficult to understand.

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Sorgulamaya dayalı öğretimin “lamba parlaklığı” kavramının ortaokul 5. sınıf öğrencilerinin başarısına etkisi

Cited by 5 publications

References 2 publications

The Effect of Technology Integrated Inquiry Based Learning Approach to Middle School Students’ Conceptual Understanding: Example of Solar Eclipse

The Effect of Technology Integrated Inquiry Based Learning Approach to Middle School Students’ Conceptual Understanding: Example of Solar Eclipse

The effect of computer based instruction on middle school students' ideas about weather events and climate concept

Fen Bilgisi ve Biyoloji Öğretmenliği Öğrencilerinin Kimyasal Etkileşimler Hakkında Yaptığı Tanımların İncelenmesi

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