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7
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54
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25
Araştırmanın amacı, 7. sınıf öğrencilerinin “Türk Tarihin-de Yolculuk” ünitesinde yer alan kavram yanılgıları üzerinde, kavramsal değişim metinlerinin etkisini incelemektir. Araştır-manın çalışma grubu, Kırşehir il merkezinde bulunan X ortao-kulunda öğrenim gören 7/A ve 7/C sınıfı öğrencilerinden oluş-turulmuştur. Bu sınıflardan 7/A deney (n:22), 7/C kontrol grubu (n:27) olarak belirlenmiştir. Araştırmada yöntem ola-rak, eşitlenmemiş kontrol gruplu desen kullanılmıştır. Kavram-lar belirlenirken 7. sınıf sosyal bilgiler öğretmen kılavuz kitabı, Türk Tarihinde Yolculuk ünitesinde öğrencilere kazandırılması hedeflenen kavramların yer aldığı, öğrencilerin kavramların anlamlarını kısa yazılı cevaplar olarak verebilecekleri şekilde düzenlenmiş açık uçlu soru formu kullanılmıştır. Öğrencilerin formdaki kavramlara verdikleri cevaplar değerlendirilirken ders kitabında kavramlarla ilgili yapılan açıklamalar ile Büyük Türkçe Sözlük’teki açıklamalar göz önünde bulundurulmuştur. Öğrencilerin verdikleri cevaplar; kavramı doğru anlama, kavram yanılgısı ve cevapsız şeklinde tasnif edilmiş, yüzde ve frekans değerleri alınarak yorumlanmış sonuçlara göre en fazla kavram yanılgısı görüldüğü tespit edilen 6 kavram belir-lenmiştir. Araştırmada veri toplamak amacıyla; araştırmacı tarafından geliştirilen Kavram Başarı Testi (KBT) kullanılmış-tır. Deney ve kontrol grubu öğrencilerinin öntest ve sontest puanlarının analizi için SPSS 20 paket programı kullanılarak yüzde, örnekleme alınan birey sayısı (n), aritmetik ortalama ile “bağımsız gruplar” için t-testi kullanılmıştır. Yapılan analizler sonucunda, öntestte, Kavram Başarı Testi puanları açısından, deney ve kontrol grupları arasında istatistiksel olarak anlamlı bir farkın olmadığı, sontestte ise deney grubunun lehine anlam-lı bir farkın olduğu belirlenmiştir. Araştırmanın sonucunda, çağ, estetik, fetih, gâzâ, ıslahat, iskân kavramlarıyla ilgili öğ-rencilerde mevcut bulunan kavram yanılgılarının giderilmesin-de ve başarılarında, kavramsal değişim yaklaşımına dayalı öğretimin ve materyallerin programa dayalı öğretim etkinlikle-rine göre daha etkili olduğu belirlenmiştir.
The aim of the research is to analyze the effects of conceptual change texts on the misconceptions in "Journey to Turkish History" unit of 7th grade students. The study group of the research was formed from 7/A and 7/C students at X secondary school which is in the center of Kirsheir. From these class-rooms 7/A (n: 22) was experimental and the 7/C (n: 27). was control group In the study, unequal control grouped design was used. While the concepts were being defined, a question-naire form was used in which 7th class social studies teacher textbook included concepts targeted to students in the Journey to Turkish History unit and students could give the meaning of concepts as short written answers. While the answers given by the students to the concepts in the form were evaluated, the explanations made about the concepts in the textbook and the statements of the Great Turkish Dictionary were taken into account. The answers given by the students were classified as correct understanding of concepts, misconceptions and misses, and the percentage and frequency values were taken and 6 concepts were found to be the most misconceptions according to the interpreted results in order to collect data in the study, Concept Achievement Test (CAT) developed by researcher were used. The percentage, the number of the sample taken (n), the t-test for the independent groups with arithmetic mean were performed using the SPSS 20 package program for the analy-sis of pretest and posttest scores of the students in the experiential-mental and control groups. As a result of the analysis, it was determined that there was no statistically significant difference between experimental and control groups in terms of Achieve-ment Test and Concept Test scores in pre-test, and there was a meaningful difference in favor of experimental group in post-test. As a result of the research, it has been determined that teaching and materials based on the conceptual change ap-proach are more effective in eliminating the misconceptions that exist in the students related to the concepts of age, aesthet-ics, conquest, holy war, reform and settlement compared to program-based activities. Keywords: Conceptual change text, misconceptions, social studies
The aim of the research is to analyze the effects of concep-tual change texts on the misconceptions in “Journey to Turkish History” unit of 7th grade students. The study group of the research was formed from 7/A and 7/C students at X second-ary school which is in the center of Kırsehır. From these class-rooms 7/ A (n: 22) was experimental and the 7 /C (n: 27). was control group In the study, unequal control grouped design was used. While the concepts were being defined, a question-naire form was used in which 7th class social studies teacher textbook included concepts targeted to students in the Journey to Turkish History unit and students could give the meaning of concepts as short written answers. While the answers given by the students to the concepts in the form were evaluated, the explanations made about the concepts in the textbook and the statements of the Great Turkish Dictionary were taken into account. The answers given by the students were classified as correct understanding of concepts, misconceptions and misses, and the percentage and frequency values were taken and 6 concepts were found to be the most misconceptions according to the interpreted results in order to collect data in the study, Concept Achievement Test (CAT) developed by researcher were used. The percentage, the number of the sample taken (n), the t-test for the independent groups ın with arithmetic mean were performed using the SPSS 20 package program for the analy-sis of pretest and posttest scores of the students in the experi-mental and control groups. As a result of the analysis, it was determined that there was no statistically significant difference between experimental and control groups in terms of Achieve-ment Test and Concept Test scores in pre - test, and there was a meaningful difference in favor of experimental group in post-test. As a result of the research, it has been determined that teaching and materials based on the conceptual change ap-proach are more effective in eliminating the misconceptions that exist in the students related to the concepts of age, aesthet-ics, conquest, holy war, reform and settlement compared to program based activities. Keywords: Conceptual change text, misconceptions, social studies
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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