Sorgulamaya Dayalı Laboratuvarlara İlişkin Öğretmen Adaylarının Görüşleri

Şen, Şenol; Yılmaz, Ayhan; Erdoğan, Ümit Işık

doi:10.17051/io.2016.25448

Cited by 11 publications

(8 citation statements)

References 32 publications

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“…The results of the studies in the field of science education have proved that Jigsaw method provides a higher performance than traditional methods on students' both the theoretical and experimental learning. The results of this study are in line with the literature [20,22,24]. The results of this study regarding the significant effects of Jigsaw method based on cooperative learning on increasing the students' achievements in physics stem from enhancing the cooperative learning efforts of each student by making them responsible for teaching the material to the group members.…”

Section: Discussionsupporting

confidence: 89%

“…The laboratory method, which is based on the students' active participation in the process of the analysis of the actual events and data collection, provides opportunities for students to understand the core and method of science, to develop problem-solving abilities, to investigate and make generalizations, to gain scientific knowledge and to develop positive attitudes [22][23][24]. An important part of science education is to test the theories and hypotheses in laboratory practices.…”

Section: Introductionmentioning

confidence: 99%

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The Effects of Using Jigsaw Method Based on Cooperative Learning Model in the Undergraduate Science Laboratory Practices

Karaçöp¹

2017

ujer

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The main aim of the present study is to determine the influence of a Jigsaw method based on cooperative learning and a confirmatory laboratory method on prospective science teachers' achievements of physics in science teaching laboratory practice courses. The sample of this study consisted of 33 female and 15 male third-grade prospective science teachers (6th term) who attended science teaching laboratory practices course in the 2014-2015 academic year. In the research, science teaching laboratory practices course was carried out in accordance with a Jigsaw method based on cooperative learning in an experimental group and a confirmatory laboratory method in a control group. Following the treatment, Science Laboratory Physic Achievement Test (SLPAT) was administered as the post-test. The data obtained with the instruments were evaluated using descriptive statistics, independent samples t-test, and ANCOVA. The results indicated that the student teachers had higher levels of achievement in physics topics which were taught through the Jigsaw method based on cooperative learning than through a confirmatory laboratory method. In addition, according to the SLPAT results, students' high levels of misunderstanding revealed that there were problems in the teaching process of physics concepts. It was determined that the student teachers in the research groups had conceptual misunderstandings about sound, electricity, magnetism, light and optics issues. Based on the applications performed in this study, the original Jigsaw was adapted to science laboratory applications as an alternative to the existing Jigsaw techniques in the literature. With similar efforts, the experiences of prospective science teachers can be enhanced for implementing modern teaching methods in their respective areas in the pre-service period. Thus, the provision of professional development of the pre-service science teachers can be supported.

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Section: Discussionsupporting

confidence: 89%

Section: Introductionmentioning

confidence: 99%

The Effects of Using Jigsaw Method Based on Cooperative Learning Model in the Undergraduate Science Laboratory Practices

Karaçöp¹

2017

ujer

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“…Karamustafaoğlu (2000) deney tekniği ile öğrencilerin daha aktif olduğunu, öğrencilerin araştırma yapmaya ve öğrenmeye karşı ilgi ve isteklerinin artarak yaratıcı düşünmeye yöneldiğini belirtmiştir. Laboratuvar etkinlikleri; derse olan ilgiyi arttırır, öğrenci motivasyonunu yükseltir, derse aktif katılımı sağlar, öğrencilerin özgüvenini yükseltir, öğrenme isteğini artırır, öğrencilerin birbiri ile ve öğretmen ile etkileşimini artırır (Akgün, 2008;Kubat, 2015;Şen, Yılmaz ve Erdoğan, 2016 Bu araştırmada, karışımları ayırma teknikleri konusunda deney yapmanın öğrenmeyi kolaylaştırdığı, yaparak yaşayarak öğrenmenin bilgiyi daha kalıcı ve anlamlı hale getirdiği, bulgularına ulaşılmıştır. Fen bilimleri dersinde öğrencilerin düz anlatımda anlamakta güçlük çektikleri konuları deneyler ile yaparak, yaşayarak öğrenmelerinin sağlanması önerilmektedir (Çallıca, Erol, Sezgin ve Kavcar, 2000;Gürdal, 1991Gürdal, , 1997Güzel, 2000;Kurt, 2003;Yeşilyurt, 2003).…”

Section: Discussionunclassified

7. Sınıf Öğrencilerine Karışımları Ayırma Teknikleri Konusunda Kapalı Uçlu Deneylerin Uygulanması

Bayrakçi

Ünal

2021

Uluslararası Türk Eğitim Bilimleri Dergisi

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This study aims to examine the application process of closed-ended experiments on mixtures separation techniques and to get students' opinions about this process. A case study, one of the qualitative research designs, was used. The sample group of this research consisted of 7th-grade students who continue their education in a village school in the 2017-2018 academic year. The sample group consisted of 5 male and 9 female students. During the study, the students were divided into groups, and the subject of mixture separation techniques was completely covered with experiments. Students wrote their diaries at the end of each lesson and one-to-one semi-structured interviews were conducted with all students within a week after all lessons were completed. During the study, experimental processes were videotaped. In the stage of collected data analysis, descriptive analysis was employed and the data was interpreted. In the study, firstly the findings based on observations were explained, and then the audio recordings and student diaries were discussed in depth. At the beginning of the study, it was observed that the students were inept at experimenting and using experiment materials, and were not familiar with the materials used. However, as days went by, it was seen that the subject was internalized, the students became practical at using the materials, and that they genuinely enjoyed the learning process. In the light of the data that is gathered from semi-structured interviews and students' diaries, findings such as students' increased interests, participation in class, and willingness to attend the next science class were observed. In general, it was seen that conducting experiments in science classes had a great deal of affective, cognitive, and psychomotor benefits on students.

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“…The study findings indicate that inquiry-based chemistry laboratory is an effective method for enhancing instructional materials motivation level. When the literature is examined, although there is no research results supporting the effect of inquiry-based chemistry laboratory on instructional materials motivations, it is noteworthy that the articles showing positive effects on variables such as academic success, motivation and attitude [18,19,20,21,22,23,24]. In this study the inquiry-based chemistry laboratory was implemented according to the steps of the NRC.…”

Section: Discussionmentioning

confidence: 99%

Examining the instructional materials motivation of prospective chemistry teachers' in laboratory

Alkan

2019

SHS Web Conf.

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The aim of this study was to determine effect of inquiry based learning method on the instructional materials motivation of prospective chemistry teachers' in chemistry laboratory. A pretest–posttest control group design was used in the study. The study group was consists of 22 prospective chemistry teachers' who are undergraduate students at a University. There were 11 prospective chemistry teachers' in each of the experimental and control groups. The study was carried out in analytical chemistry laboratory. In the experimental group had been followed inquiry-based chemistry laboratory experiments. In the control group had been experienced traditional verification laboratory experiments. The instructional materials motivation survey was used as data collection tool. In terms of instructional materials motivation there was no difference between the experimental and control groups before laboratory application. After the application the results indicated that inquiry-based learning is effective in improving instructional materials motivations prospective chemistry teachers.

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Sorgulamaya Dayalı Laboratuvarlara İlişkin Öğretmen Adaylarının Görüşleri

Cited by 11 publications

References 32 publications

The Effects of Using Jigsaw Method Based on Cooperative Learning Model in the Undergraduate Science Laboratory Practices

The Effects of Using Jigsaw Method Based on Cooperative Learning Model in the Undergraduate Science Laboratory Practices

7. Sınıf Öğrencilerine Karışımları Ayırma Teknikleri Konusunda Kapalı Uçlu Deneylerin Uygulanması

Examining the instructional materials motivation of prospective chemistry teachers' in laboratory

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