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Bu çalışmanın amacı, son 15 yıllık dönemde fen eğitiminde kavram öğretimi konusunda yürütülen araştırmaların yönünün belirlenmesi ve ortaya çıkan sonuçlara dayanarak kavram öğretimi konusundaki gelişmelerin tanıtılmasını sağlamaktır. Çalışmada 2005-2020 yılları arasında Türkiye’de fen eğitiminde kavram öğretimi konulu 42 makale ile 15 lisansüstü tez olmak üzere toplam 57 araştırma, incelemeye alınmıştır. Araştırmalar; yayın yılı, yayın türü, amaç, yöntem/desen, örneklem, veri toplama araçları, fende kavram öğretiminde tercih edilen yöntem/teknik, veri analiz yöntemi, incelenen konu, sonuç ve öneri temalarına uygun olarak incelenmiştir. İncelemeler; kavram öğretim tekniklerinin neredeyse hepsiyle ilgili deneysel çalışmaların yürütülmüş olduğunu, bu nedenle de araştırma amaçlarının çeşitlendiğini, araştırmaların çoğunlukla ortaokul öğrencileriyle yürütüldüğünü, genellikle 2-3 aşamalı başarı ya da kavram testlerinin kullanıldığını, kavram haritalarına oldukça geniş bir yer verildiğini ve kavram yanılgıları üzerine yoğunlaşıldığını göstermiştir. Bu sonuçlara dayanarak kavram öğretiminin STEM uygulamaları ile bütünleştirilmesi, ilkokul yıllarından itibaren kavram öğretimi konulu tasarım çalışmalarının yapılması, bilgisayar ya da web tabanlı uygulama tekniklerinin bilişüstü becerilere ve 21. yüzyıl becerilerine olan etkilerinin incelenmesi konusunda önerilerde bulunulmuştur.
The aim of this study is to determine the direction of the research conducted on the teaching of concepts in the scientific education in the last 15 years and to ensure the introduction of the developments on the teaching of concepts based on the results arising. In the study between 2005-2020 years, a total of 57 research, including 42 articles on the subject of the concept teaching in science education in Turkey and 15 undergraduate theses, was taken to study. The research was studied according to the year of publication, type of publication, purpose, method/design, sampling, data collection tools, preferred method/technique in the teaching of the concept, data analysis method, the subject of study, results and suggestions. Reviews have shown that almost all the conceptual teaching techniques have been conducted by experimental studies, therefore the research objectives are varied, the research is mostly conducted with high school students, usually 2-3-stage success or conceptual tests are used, the conceptual maps are given a very wide range of space and the focus is on conceptual errors. Based on these findings, the integration of conceptual teaching with STEM applications, the conduct of conceptual teaching work from primary school years, the study of the effects of computer or web-based application techniques on computing skills and the skills of the 21st century have been recommended.
The aim of this study is to determine the direction of the research studies carried out in the concept of the teaching in science education in the last 15 years and to introduce the developments in concept teaching based on the results. Total of 57 research studies on the concept teaching in science education in Turkey (including 42 articles and 15 dissertations) published between years of 2005-2020 were reviewed. These research studies were examined via themes as the year of publication, type of publication, purpose, method/ pattern, sampling level, data collection tools, preferred method/ technique in science education, data analysis method, subject examined, results and suggestions. The results revealed that the experimental study on almost all of the concept teaching techniques has been carried out, therefore, it has shown that the study objectives are diversified, mostly studies with middle school students are conducted, usually, two/three stages of success or concept tests are used, concept maps are widely utilized and studies on misconceptions are common. Based on these results, suggestions were made to integrate concept teaching with STEM applications, to conduct design studies on concept teaching from primary school years, and to examine the effects of computer or web-based application techniques on metacognitive skills and 21st century skills.
Alan : Fen Bilimleri ve Matematik
Dergi Türü : Uluslararası
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