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2
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79
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31
Bu çalışmanın amacı, genel biyoloji dersinde kavram haritalama ve geleneksel öğretim yöntemlerini kullanmanın öğretmen adaylarının akademik başarısı ve biyoloji dersine yönelik tutumları üzerindeki etkilerini incelemektir. Araştırma Çanakkale Onsekiz Mart Üniversitesi Eğitim Fakültesi Fen Bilgisi Öğretmenliği 2.sınıfta öğrenim gören 103 öğretmen adayının katılımıyla gerçekleştirilmiştir. Araştırmada ön test-son test kontrol gruplu deneysel araştırma modeli kullanılmıştır. Veri toplama aracı olarak Genel Biyoloji Dersi Akademik Başarı Testi ve Biyoloji Dersine Yönelik Tutum Ölçeği kullanılmıştır. Araştırma sonucunda deney ve kontrol grubundaki öğrencilerin akademik başarı ve tutum son testlerinden aldıkları puanlar arasında anlamlı bir fark tespit edilememiştir (p>.05). Deney ve kontrol gruplarının akademik başarı ve tutum ön test/son test karşılaştırmalarına göre hem kavram haritalama ile hem de geleneksel öğretim yöntemi ile ders alan öğrencilerin başarı ve tutumlarında son test lehine anlamlı farklılıklar tespit edilmiştir (p<.05).
The aim of this study is to study the effects of concept maping and the use of traditional teaching methods in the general biology course on the academic success of teaching candidates and their attitudes towards the biology course. The research was carried out with the participation of 103 teachers candidates who studied in the 2nd grade of the University of Çanakkale on March 18th Education Faculty of Science and Information Teaching. The research has used a experimental research model with a pre-test-final test control group. As a data collection tool, the General Biology course has been used as an Academic Success Test and the Attitude Scale towards the Biology course. The study found that there was no significant difference between the scores that students in the experiment and control group obtained from the academic success and attitude final tests (p>.05). According to the comparison of the academic success and attitude of the experiment and control groups pre-test/final test, significant differences have been identified in the success and attitude of students under the course through both the concept map and the traditional teaching method (p<.05).
The purpose of this study, examine the impact of using conceptual mapping and traditional teaching methods on preservice teachers’ academic achievement and attitudes towards biology lessons in the general biology course. The research was carried out with the participation of 103 preservice teachers who were educated in the second grade of the Canakkale Onsekiz Mart University Faculty of Education of Science Education. Experimental research model with pretest-posttest control group was used in the research. The General Biology Course Academic Achievement Test and the Attitude Scale towards Biology Course were used as data collection tools. As a result of the research; there was no significant difference between students’ academic achievement and attitude scores (p>.05). According to the academic achievement and attitude pretest/posttest comparisons of experimental and control groups, significant differences were found in favor of the posttest in the achievement and attitudes of the students taking the course with both concept mapping and traditional teaching method (p<.05).
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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