Вестник Казахского национального женского педагогического университета. 2021; : 74-83
ВЛИЯНИЕ ОБУЧЕНИЯ С ПОМОЩЬЮ ОБРАЗОВАТЕЛЬНОЙ ИНФОРМАЦИОННОЙ СЕТИ (EBA) НА ПРЕДСТАВЛЕНИЯ УЧАЩИХСЯ О ТЕМПЕРАТУРЕ НАГРЕВА И ПЛАВЛЕНИИ - РАСТВОРЕНИИ
https://doi.org/10.52512/2306-5079-2021-88-4-74-83Аннотация
В этом исследовании ставилась задача определить, устраняет ли компьютерное обучение неправильные представления учащихся четвертого класса о температуре нагрева и плавлении - растворении. Исследование было разработано в соответствии с планом экспериментальной группы до и после тестирования. Генеральную совокупность составили учащиеся четвертого класса начальной школы г.Нигде, Турция, в 2014-15 учебном году. Выборка составила 96 учащихся, которые посещали три начальные школы в районе Есильгольчук в Нигде. Исследование заняло в общей сложности 12 часов в течение четырех недель. Исследователь использовал видеоролики и анимацию Morpha Campus и электронный контент Okulistic в Образовательной информационной сети (EBA) для обучения школьников экспериментальной группы с помощью компьютерного обучения. Тест на неверное представление проводился с учениками как экспериментальной, так и контрольной групп. Данные были проанализированы с помощью t-теста и перекрестной таблицы. Для анализа данных использовалось программное обеспечение SPSS Statistics 22. В результате, Morpha Campus и электронный контент Okulistic в EBA устранили больше заблуждений студентов экспериментальной группы. Кроме того, исходящие заблуждения также были уменьшены при обучении с помощью Образовательной информационной сети (EBA).
Список литературы
1. Senemoglu, N. (2004). Gelisim, Ogrenme ve Ogretim: Kuramdan Uygulamaya, 9th Edition, Ankara: Gazi Kitabevi. [in Turkish]
2. Yagbasan, R., & Gulcicek, Ç. (2003). Describing the characteristics of misconceptions in science teaching. Pamukkale University Egitim Fakultesi Dergisi, 1(13), 102–120.
3. Calik, M., & Ayas, A. (2003). Cozeltilerde kavram basari testi hazirlama ve uygulama. Pamukkale Universitesi Egitim Fakultesi Dergisi, 2(14), 1–17. [in Turkish]
4. Eryilmaz, A., & Surmeli, E. (2002). Uc-asamali sorularla ogrencilerin isi ve sicaklik konularındaki kavram yanilgilarinin olçulmesi. In Ulusal Fen Bilimleri ve Matematik Egitimi Kongresi. Ankara. [in Turkish]
5. Ozsevgec, T. (2006). Kuvvet ve hareket unitesine yonelik 5E modeline göre gelistirilen ogrenci rehber materyalinin etkililiginin degerlendirilmesi. Journal of Turkish Science Education, 3(2), 36–48. [in Turkish]
6. Sari Ay, O. (2011). The effect of using conceptual change texts and students opinions in the misconceptions identified removel in the unit of ‘states of matter and heat’ in the science and technology course of primary 8th class. Unpublished MSc Thesis. Hacettepe University, Ankara.
7. Egitim Bilisim Agi. Retrieved November 23, 2015, from http://www.eba.gov.tr/hakkinda/tam [in Turkish]
8. Ozmen, H., & Donmez Usta, N. (2015). Bilgisayar destekli kimya ogretimi. In Kimya Ogretimi. Ankara: Pegem Akademi. pp. 632–633 [in Turkish]
9. Aypay, A. (Ed.). (2015). Arastirma yontemleri desen ve analiz (1st Edition). Ankara: Anı Yayincilik. [in Turkish]
10. Keskin Ozer, M., Kasker Ozkan, Ş., & Uysal, E. (2014). Ilkokul 4. Sinif Fen ve Teknoloji Ders Kitabi. Ankara: Doku Yayinevi. [in Turkish]
11. Aydogan, S., Gunes, B., & Gulcicek, C. (2003). The misconceptions about heat and temperature. Gazi Universitesi Gazi Egitim Fakultesi Dergisi, 23(2), 111–124.
12. Demircioglu, G., Ozmen, H., & Demircioglu, H. (2006). Primary student teachers’ understanding levels and misconceptions about physical and chemical change. Milli Egitim Dergisi, 170(35), 260–273.
13. Driver, R., & Erickson, G. (1983). Theories-in-action: Some theoretical and empirical issues in the study of students’ conceptual frameworks in science. Studies in Science Education, (10), 37–60.
14. Gonen, S., & Akgun, A. (2005). The investigation of applicability of worksheet was developed about relationship between heat and temperature concepts. Elektronik Sosyal Bilimler Dergisi, 3(11), 92–106.
15. Metin, M. (Ed.). (2015). Egitimde Bilimsel Arastirma Yontemleri (2nd Edition). Ankara: Pegem Yayinlari. [in Turkish]
16. Karatas, F. Ö., Kose, S., & Costu, B. (2003). Ogrenci yanilgilarini ve anlama duzeylerini belirlemede kullanilan iki asamalı testler. Pamukkale University Egitim Fakultesi Dergisi, 1(13), 54–69. [in Turkish]
17. Bulus Kirikkaya, E., & Gullu, D. (2008). Fifth grade students' misconceptions about heat-temperature and evaporation-boiling. Elementary Education Online, 7(1), 15-27. [in Turkish]
18. Yesilyurt, M. (2006). High school students’ views about heat and temperature concepts. International Journal of Environmental and Science Education, 1(1), 1-24.
19. Kaptan, F., & Korkmaz, H. (2001). Primary school preservice teachers' misconceptions about heat and temperature in science teaching. Hacettepe University Journal of Education, 21(21), 59–65.
20. Turgut, U., & Gurbuz, F. (2011). Effects of teaching with 5e model on students’ behaviors and their conceptual changes about the subject of heat and temperature. International Online Journal of Educational Sciences, 3(2), 679–706.
21. Hacimustafaoglu, M. (2015). The effect of guiding materials enriched with different conceptual change methods and techniques on secondary school 8th grade students' conceptual changing about the unit "The States of Matter and Heat". Unpublished MSc Thesis. Giresun University, Giresun.
22. Baser, M., & Cataloglu, E. (2005). Effect of conceptual change oriented instruction on remediation of students' misconceptions related to heat and temperature concepts. Hacettepe University Journal of Education, 29, 43–52.
23. Gurdal Kazancioglu, H. (2008). A research on the usability of two-stage questions in determining the conceptual errors occuring in 5th grade students of primary education reletad to the topic of "the change and identification of substance" during the science and technology lesson. Unpublished MSc Thesis. Celal Bayar University, Manisa.
24. Keser, A. (2007). Misconceptions on heat and temperature subjects at 9th grade students in Afyonkarahisar downtown area. Unpublished MSc Thesis. Afyon Kocatepe University, Afyon.
25. Bayram, A. (2010). The effect of problem based learning on overcoming 5th grade students' misconceptions about "heat and temperature". Unpublished MSc Thesis. Selcuk University, Konya.
26. Yildirim, N., Er, S. E., Senel, T., & Ayas, A. (2007). Ogrencilerin kavram yanilgilarini gidermeye yonelik ornek bir etkinlik gelistirilmesi, uygulanmasi ve degerlendirilmesi. Yeditepe Universitesi Egitim Fakultesi Dergisi (EDU), 2(2), 1-22. [in Turkish]
27. Poblete, J. C., Rojas, R. O., Merino, C., & Quiroz, W. (2016). An ontological and epistemological analysis of the presentation of the first law of thermodynamics in school and university textbooks. Chemistry Education Research and Practice, 17, 1041-1053.
28. Yang, L. (2012). Cold water, warm ice? Journal of College Science Teaching, 41(5), 33-37.
29. Brown, P. (2011). Teaching about heat and temperature using and investigative demonstration. Science Scope, December 2011, 31-35.
30. Ulus, B., & Oner, D. (2020). Fostering middle school students’ knowledge integration using the web-based inquiry science environment (WISE). Journal of Science Education and Technology, (2020) 29, 242–256.
31. Demir, A., & Sezek, F. (2009). The effect of graphic materials on overcoming misconceptions in the eighth grade science and technology course genetics unit. Uludag University Egitim Fakultesi Dergisi, 2(12), 573–587.
32. Arslan, Z. (2016). Teachers' opinions about the mathematic content in the education informatics network: Trabzon sample. Unpublished MSc Thesis. Gazi University, Ankara.
33. Tutar, M. (2015). The evaluation of teachers' perceptions towards education information network (EIN). Unpublished MSc Thesis. Karadeniz Teknik University, Trabzon.
34. Yigit, N. (2005). Bilgisayar destekli fen ve teknoloji öğretimi. In Fen ve Teknoloji Ogretimi. Ankara: Pegem A Yayınları. pp. 276-285-288–289 [in Turkish]
35. Pekdag, B. (2015). Deney videolariyla kimya ogretimi. In Kimya Ogretimi (1st Edition). Ankara: Pegem Akademi. p. 654. [in Turkish]
Bulletin of Kazakh National Women's Teacher Training University. 2021; : 74-83
THE EFFECT OF EBA AIDED TEACHING ON STUDENTS’ HEAT-TEMPERATURE AND MELTING - DISSOLVING CONCEPTIONS
https://doi.org/10.52512/2306-5079-2021-88-4-74-83Abstract
In this study, the question of if the computer aided instruction remediates the misconceptions of elementary fourth grade students about “heat-temperature” and “melting-dissolving” was aimed to be determined. The study was designed according to pre-test and post-test experimental group design. The population was fourth grade students attending a primary school in Nigde, Turkiye during 2014-15 education and instruction year. The sample was 96 students, who were attending three primary schools at Yesilgolcuk district in Nigde. The research took a total of 12 hours during four weeks. The researcher made use of the videos and animations of Morpha Campus and Okulistic electronic contents in Education Information Network (EBA) to teach experimental group students by computer aided instruction. Misconception Test was administered to both experimental and control group students. The data were analysed by t test and Crosstab. SPSS Statistic 22 software was used in these analyses. As a result, Morpha Campus and Okulistic e-contents in EBA eliminated more misconceptions of experimental group students. Moreover, outgoing misconceptions were also decreased with the use of EBA instruction.
References
1. Senemoglu, N. (2004). Gelisim, Ogrenme ve Ogretim: Kuramdan Uygulamaya, 9th Edition, Ankara: Gazi Kitabevi. [in Turkish]
2. Yagbasan, R., & Gulcicek, Ç. (2003). Describing the characteristics of misconceptions in science teaching. Pamukkale University Egitim Fakultesi Dergisi, 1(13), 102–120.
3. Calik, M., & Ayas, A. (2003). Cozeltilerde kavram basari testi hazirlama ve uygulama. Pamukkale Universitesi Egitim Fakultesi Dergisi, 2(14), 1–17. [in Turkish]
4. Eryilmaz, A., & Surmeli, E. (2002). Uc-asamali sorularla ogrencilerin isi ve sicaklik konularındaki kavram yanilgilarinin olçulmesi. In Ulusal Fen Bilimleri ve Matematik Egitimi Kongresi. Ankara. [in Turkish]
5. Ozsevgec, T. (2006). Kuvvet ve hareket unitesine yonelik 5E modeline göre gelistirilen ogrenci rehber materyalinin etkililiginin degerlendirilmesi. Journal of Turkish Science Education, 3(2), 36–48. [in Turkish]
6. Sari Ay, O. (2011). The effect of using conceptual change texts and students opinions in the misconceptions identified removel in the unit of ‘states of matter and heat’ in the science and technology course of primary 8th class. Unpublished MSc Thesis. Hacettepe University, Ankara.
7. Egitim Bilisim Agi. Retrieved November 23, 2015, from http://www.eba.gov.tr/hakkinda/tam [in Turkish]
8. Ozmen, H., & Donmez Usta, N. (2015). Bilgisayar destekli kimya ogretimi. In Kimya Ogretimi. Ankara: Pegem Akademi. pp. 632–633 [in Turkish]
9. Aypay, A. (Ed.). (2015). Arastirma yontemleri desen ve analiz (1st Edition). Ankara: Anı Yayincilik. [in Turkish]
10. Keskin Ozer, M., Kasker Ozkan, Ş., & Uysal, E. (2014). Ilkokul 4. Sinif Fen ve Teknoloji Ders Kitabi. Ankara: Doku Yayinevi. [in Turkish]
11. Aydogan, S., Gunes, B., & Gulcicek, C. (2003). The misconceptions about heat and temperature. Gazi Universitesi Gazi Egitim Fakultesi Dergisi, 23(2), 111–124.
12. Demircioglu, G., Ozmen, H., & Demircioglu, H. (2006). Primary student teachers’ understanding levels and misconceptions about physical and chemical change. Milli Egitim Dergisi, 170(35), 260–273.
13. Driver, R., & Erickson, G. (1983). Theories-in-action: Some theoretical and empirical issues in the study of students’ conceptual frameworks in science. Studies in Science Education, (10), 37–60.
14. Gonen, S., & Akgun, A. (2005). The investigation of applicability of worksheet was developed about relationship between heat and temperature concepts. Elektronik Sosyal Bilimler Dergisi, 3(11), 92–106.
15. Metin, M. (Ed.). (2015). Egitimde Bilimsel Arastirma Yontemleri (2nd Edition). Ankara: Pegem Yayinlari. [in Turkish]
16. Karatas, F. Ö., Kose, S., & Costu, B. (2003). Ogrenci yanilgilarini ve anlama duzeylerini belirlemede kullanilan iki asamalı testler. Pamukkale University Egitim Fakultesi Dergisi, 1(13), 54–69. [in Turkish]
17. Bulus Kirikkaya, E., & Gullu, D. (2008). Fifth grade students' misconceptions about heat-temperature and evaporation-boiling. Elementary Education Online, 7(1), 15-27. [in Turkish]
18. Yesilyurt, M. (2006). High school students’ views about heat and temperature concepts. International Journal of Environmental and Science Education, 1(1), 1-24.
19. Kaptan, F., & Korkmaz, H. (2001). Primary school preservice teachers' misconceptions about heat and temperature in science teaching. Hacettepe University Journal of Education, 21(21), 59–65.
20. Turgut, U., & Gurbuz, F. (2011). Effects of teaching with 5e model on students’ behaviors and their conceptual changes about the subject of heat and temperature. International Online Journal of Educational Sciences, 3(2), 679–706.
21. Hacimustafaoglu, M. (2015). The effect of guiding materials enriched with different conceptual change methods and techniques on secondary school 8th grade students' conceptual changing about the unit "The States of Matter and Heat". Unpublished MSc Thesis. Giresun University, Giresun.
22. Baser, M., & Cataloglu, E. (2005). Effect of conceptual change oriented instruction on remediation of students' misconceptions related to heat and temperature concepts. Hacettepe University Journal of Education, 29, 43–52.
23. Gurdal Kazancioglu, H. (2008). A research on the usability of two-stage questions in determining the conceptual errors occuring in 5th grade students of primary education reletad to the topic of "the change and identification of substance" during the science and technology lesson. Unpublished MSc Thesis. Celal Bayar University, Manisa.
24. Keser, A. (2007). Misconceptions on heat and temperature subjects at 9th grade students in Afyonkarahisar downtown area. Unpublished MSc Thesis. Afyon Kocatepe University, Afyon.
25. Bayram, A. (2010). The effect of problem based learning on overcoming 5th grade students' misconceptions about "heat and temperature". Unpublished MSc Thesis. Selcuk University, Konya.
26. Yildirim, N., Er, S. E., Senel, T., & Ayas, A. (2007). Ogrencilerin kavram yanilgilarini gidermeye yonelik ornek bir etkinlik gelistirilmesi, uygulanmasi ve degerlendirilmesi. Yeditepe Universitesi Egitim Fakultesi Dergisi (EDU), 2(2), 1-22. [in Turkish]
27. Poblete, J. C., Rojas, R. O., Merino, C., & Quiroz, W. (2016). An ontological and epistemological analysis of the presentation of the first law of thermodynamics in school and university textbooks. Chemistry Education Research and Practice, 17, 1041-1053.
28. Yang, L. (2012). Cold water, warm ice? Journal of College Science Teaching, 41(5), 33-37.
29. Brown, P. (2011). Teaching about heat and temperature using and investigative demonstration. Science Scope, December 2011, 31-35.
30. Ulus, B., & Oner, D. (2020). Fostering middle school students’ knowledge integration using the web-based inquiry science environment (WISE). Journal of Science Education and Technology, (2020) 29, 242–256.
31. Demir, A., & Sezek, F. (2009). The effect of graphic materials on overcoming misconceptions in the eighth grade science and technology course genetics unit. Uludag University Egitim Fakultesi Dergisi, 2(12), 573–587.
32. Arslan, Z. (2016). Teachers' opinions about the mathematic content in the education informatics network: Trabzon sample. Unpublished MSc Thesis. Gazi University, Ankara.
33. Tutar, M. (2015). The evaluation of teachers' perceptions towards education information network (EIN). Unpublished MSc Thesis. Karadeniz Teknik University, Trabzon.
34. Yigit, N. (2005). Bilgisayar destekli fen ve teknoloji öğretimi. In Fen ve Teknoloji Ogretimi. Ankara: Pegem A Yayınları. pp. 276-285-288–289 [in Turkish]
35. Pekdag, B. (2015). Deney videolariyla kimya ogretimi. In Kimya Ogretimi (1st Edition). Ankara: Pegem Akademi. p. 654. [in Turkish]
