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FEN BİLGİSİ ÖĞRETMEN ADAYLARININ TERMODİNAMİĞİN BİRİNCİ KANUNU İLE İLGİLİ ÖĞRENEMELERİ ÜZERİNE PROBLEME DAYALI ÖĞRENME YAKLAŞIMININ ETKİSİ

Year 2008, Volume: 1 Issue: 1, 61 - 84, 04.03.2014

Abstract

Bu çalışmada fen bilgisi öğretmen adaylarının, bir kimya dersi alan konusu olan Termodinamiğin Birinci Kanunu ile ilgili öğrenmeleri üzerine probleme dayalı öğrenme yaklaşımının etkinliğinin incelenmesi amaçlan-mıştır. Örnekler olarak Atatürk Üniversitesi Kazım Karabekir Eğitim Fakül-tesi Fen Bilgisi Programına kayıtlı olan toplam 48 üçüncü sınıf öğrencinin seçildiği çalışmada bir probleme dayalı öğrenme uygulaması gerçekleştiril-miştir. Tek grup üzerinde ve deneysel olarak dizayn edilen araştırmada, veri toplama aracı olarak Video Kaydı Gözlemleri, Öğretmen Gözlemleri ve Su-nu Değerlendirme Ölçeği kullanılmış olup elde edilen nicel ve nitel veriler betimsel bir analize tabi tutulmuştur. Araştırma sonuçları probleme dayalı öğrenmenin öğrencilerin grupla ve işbirliği içerisinde çalışma ve sunum yapma beceri düzeylerini artırdığını, yapılandırmacı öğrenme ortamına kat-kıda bulunduğunu ve derse karşı pozitif tutum ve yüksek motivasyon sağ-ladığını ortaya koymuştur. Bununla beraber probleme dayalı öğrenmede zaman yetersizliğinin söz konusu olduğu ve yönteme yabancı olan öğrenci-ler ile iletişimde güçlük çeken öğrencilerin uygulamada zorluklar yaşadıkla-rı görülmüştür.

References

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  • Kayalı, H. A., Ürek, R. Ö. & Tarhan, L., (2002). Kimya ders programı maddenin yapısı ünitesindeki “bağlar” konusunda aktif öğrenme destekli yeni bir reh- ber materyal geliştirilmesi ve uygulanması. V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, Ankara, Türkiye.
  • Kılıç, G. B., (2001). Oluşturmacı fen öğretimi. Kuram ve Uygulamada Eğitim Bilimleri Dergisi, 1 (1), 7-22.
  • Little, S., (1997). Preparing tertiary teachers for problem-based learning. The Challenge of Problem-based Learning, 2nd Ed., Eds: Boud, D. & Feletti, G. I., London, 117-124.
  • Mauffette, Y., Kandbinder, P. & Soucisse, A., (2004). The problem in problem- based learning is the problems: But do they motivate students? Challenging Research in Problem-based Learning, Eds: Savin- Baden, M. And Wilkie, K., Society for Research into Higher Education, Open University Press, 11-25, UK.
  • Nowak, J. A. & Plucker, J. A., (1999). Do as I say, not as I do? Student assesment in problem based learning. Assesment in Problem Based Learning, (21.09.2007). http://www.indiana.edu/~legobots/ q515/pbl.html
  • Pelech, J. R., (2006). Benedictine pedagogy through a constructivist lens: Curricular theorizing of a high school math teacher turned college professor. National College of Education, National-Louis University, USA.
  • Ronis, D., (2001). Problem-based Learning for Math and Science: Integrating In- quiry and the Internet. SkyLight Publishing, 182 p, Illinois, USA.
  • Savery, J. R., (2006). Overview of problem-based learning: Definitions and distinctions. The Interdisciplinary Journal of Problem-based Learning, 1 (1), 9–20.
  • Savin-Baden, M. & Major, C. H., (2004). Foundation of Problem-based Learning. Society for Research into Higher Education, Open University Press, 197 p, UK.
  • Sonmez, D. & Lee H., (2003). Problem-based learning in science. ERIC Clearinghouse for Science, Mathematics, and Environmental Education, ERIC Digest ED-SE03–04, 1,2.
  • Tatar, E. (2007). Probleme Dayalı Ögrenme Yaklaşımının Termodinamiğin Birinci Kanununu Anlamaya Etkisi. Yayınlanmamış Doktora Tezi, Atatürk Üniversitesi, Fen Bilimleri Enstitüsü, Erzurum, Türkiye.
  • Uden, L. & Beaumont, C., (2006). Techonology and Problem-Based Learning. Information Science Publishing, 344 p, London, UK.
  • Weiss, R. E., (2003). Designing problems to promote higher-order thinking. New Directions for Teaching and Learning, 95, 25–31.
  • Williams, B A., (2001). Introductory physics: A problem-based model. The Power of Problem-Based Learning, Eds: Duch, B. J., Groh, S. E. and Allen, D. E., Sterling, Virginia, 251-265.
  • Wragg, E. C., (1994). An Introduction to Classroom Observation. Routledge, 136 p, New York, USA.
  • Yıldırım, A. & Şimşek, H., (2000). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. 2. Baskı, Seçkin Yayıncılık, 241 s, Ankara. * * * *
Year 2008, Volume: 1 Issue: 1, 61 - 84, 04.03.2014

Abstract

References

  • Barrows, H. & Kelson, A., (2006). Problem-based learning. Maricopa Center for Learning and Instruction, http://www.mcli.dist.maricopa.edu/pbl/ info.html (11.12.2006).
  • Boud, D. & Feletti, G. I. (1991). Introduction. The Challenge of Problem-based Learning, First Edition, Eds: Boud, D. and Feletti, G. I., St. Martin’s Pres, New York, 13.
  • Butler, S. M., (1997). Problem-based learning in a secondary science classroom. PhD thesis, The Florida State University, College of Education, Flor- ida, USA.
  • Büyüköztürk, Ş., (2003). Sosyal Bilimler için Veri Analizi El Kitabı. 3. Baskı, Pegem A Yayıncılık, 195 s, Ankara, Türkiye.
  • Cavanaugh, J. C., (2001). Make it so: Administrative support for problem-based learning. The Power of Problem-Based Learning, Eds: Duch, B. J., Groh, S. E. and Allen, D. E., Sterling, Virginia, 27-36.
  • Douvlou, E., (2006). Effective teaching and learning: Integrating problem-based learning in the teaching of sustainable design. CEBE Transactions, 3 (2), 23–37.
  • Duch, B. J., (2001). Writing problems for deeper understanding. The Power of Problem-based Learning, Eds: Duch, B. J., Groh, S. E. and Allen, D. E., Sterling, Virginia, 47-53.
  • Duch, B. J., Groh, S. E. & Allen, D. E., (2001). Why problem-based learning? A case study of institutional change in undergraduate education. The Power of Problem-Based Learning, Eds: Duch, B. J., Groh, S. E. and Allen, D. E., Sterling, Virginia, 3-11.
  • Gallagher, S. A., Stepien, W. J., Sher, B. T. & Workman, D., (1995). Imple- menting problem-based learning in science classrooms. School Sci. and Mathematics, 95 (3), 136–146.
  • Hafner, J. C. & Hafner, P. M., (2003). Quantitative analysis of the rubric as an assessment tool: An empirical study of student peer-group rating. International Journal of Science Education, 25 (12), 1509–1528.
  • Hsu, Y. C., (1999). Evaluation theory in problem-based learning approach. ERIC Document ED 436148, 199-205.
  • Johnson, R. T. & Johnson, D. W., (2007). Cooperative learning. The Cooperative Learning Center at The University of Minnesota, http://www.co-operation.org/index.html (11.10.2007).
  • Kayalı, H. A., Ürek, R. Ö. & Tarhan, L., (2002). Kimya ders programı maddenin yapısı ünitesindeki “bağlar” konusunda aktif öğrenme destekli yeni bir reh- ber materyal geliştirilmesi ve uygulanması. V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, Ankara, Türkiye.
  • Kılıç, G. B., (2001). Oluşturmacı fen öğretimi. Kuram ve Uygulamada Eğitim Bilimleri Dergisi, 1 (1), 7-22.
  • Little, S., (1997). Preparing tertiary teachers for problem-based learning. The Challenge of Problem-based Learning, 2nd Ed., Eds: Boud, D. & Feletti, G. I., London, 117-124.
  • Mauffette, Y., Kandbinder, P. & Soucisse, A., (2004). The problem in problem- based learning is the problems: But do they motivate students? Challenging Research in Problem-based Learning, Eds: Savin- Baden, M. And Wilkie, K., Society for Research into Higher Education, Open University Press, 11-25, UK.
  • Nowak, J. A. & Plucker, J. A., (1999). Do as I say, not as I do? Student assesment in problem based learning. Assesment in Problem Based Learning, (21.09.2007). http://www.indiana.edu/~legobots/ q515/pbl.html
  • Pelech, J. R., (2006). Benedictine pedagogy through a constructivist lens: Curricular theorizing of a high school math teacher turned college professor. National College of Education, National-Louis University, USA.
  • Ronis, D., (2001). Problem-based Learning for Math and Science: Integrating In- quiry and the Internet. SkyLight Publishing, 182 p, Illinois, USA.
  • Savery, J. R., (2006). Overview of problem-based learning: Definitions and distinctions. The Interdisciplinary Journal of Problem-based Learning, 1 (1), 9–20.
  • Savin-Baden, M. & Major, C. H., (2004). Foundation of Problem-based Learning. Society for Research into Higher Education, Open University Press, 197 p, UK.
  • Sonmez, D. & Lee H., (2003). Problem-based learning in science. ERIC Clearinghouse for Science, Mathematics, and Environmental Education, ERIC Digest ED-SE03–04, 1,2.
  • Tatar, E. (2007). Probleme Dayalı Ögrenme Yaklaşımının Termodinamiğin Birinci Kanununu Anlamaya Etkisi. Yayınlanmamış Doktora Tezi, Atatürk Üniversitesi, Fen Bilimleri Enstitüsü, Erzurum, Türkiye.
  • Uden, L. & Beaumont, C., (2006). Techonology and Problem-Based Learning. Information Science Publishing, 344 p, London, UK.
  • Weiss, R. E., (2003). Designing problems to promote higher-order thinking. New Directions for Teaching and Learning, 95, 25–31.
  • Williams, B A., (2001). Introductory physics: A problem-based model. The Power of Problem-Based Learning, Eds: Duch, B. J., Groh, S. E. and Allen, D. E., Sterling, Virginia, 251-265.
  • Wragg, E. C., (1994). An Introduction to Classroom Observation. Routledge, 136 p, New York, USA.
  • Yıldırım, A. & Şimşek, H., (2000). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. 2. Baskı, Seçkin Yayıncılık, 241 s, Ankara. * * * *
There are 28 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Erdal Tatar

Münir Oktay This is me

Publication Date March 4, 2014
Published in Issue Year 2008 Volume: 1 Issue: 1

Cite

APA Tatar, E., & Oktay, M. (2014). FEN BİLGİSİ ÖĞRETMEN ADAYLARININ TERMODİNAMİĞİN BİRİNCİ KANUNU İLE İLGİLİ ÖĞRENEMELERİ ÜZERİNE PROBLEME DAYALI ÖĞRENME YAKLAŞIMININ ETKİSİ. Erzincan University Journal of Science and Technology, 1(1), 61-84. https://doi.org/10.18185/erzifbed.80605