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Bu araştırmanın amacı, Ortak Bilgi Yapılandırma Modeli (OBYM)’ne göre yürütülen fen öğretiminin yedinci sınıf öğ-rencilerinin kavramsal anlamalarına olan etkisini incelemektir. Araştırma, 2016-2017 eğitim-öğretim yılında deney grubunda yer alan 22 ve kontrol grubunda yer alan 20 öğrenci olmak üzere toplam 42 yedinci sınıf öğrencisi ile gerçekleştirilmiştir. Araştırmada, yedinci sınıf elektrik enerjisi ünitesi seçilmiştir ve yarı deneysel yönteme uygun olarak yürütülmüştür. Veri topla-ma aracı olarak, Elektrik Enerjisi Ünitesi Kavramsal Anlama Testi (EEÜKAT) kullanılmıştır. Araştırmadan elde edilen veri-ler, SPSS programı kullanılarak analiz edilmiştir. Konuların OBYM’ne göre işlendiği deney grubu öğrencilerinin EEÜKAT ön-test ve son-test puan ortalamaları arasında son-test lehine anlamlı bir farklılık olduğu bulunmuştur. OBYM’nin öğrencile-rin kavramsal anlamaları üzerinde etkisinin daha net olarak ortaya çıkarılması için fen bilimleri dersinin farklı konularında modelin kullanılmasına yönelik araştırmaların yapılması öneril-mektedir.
The purpose of this research is to study the impact of the science teaching conducted under the Common Information Structure Model (OBYM) on the conceptual understanding of the element-clase students. The research was carried out with a total of 42 seventh-class students, including 22 students in the experimental group in the 2016-2017 educational year and 20 students in the control group. In the study, the seventh class electric energy unit was selected and carried out in accordance with the semi-experimental method. As a data collection-ma tool, the Electrical Energy Unit Conceptual Understanding Test (EEÜKAT) was used. The data obtained from the research was analyzed using the SPSS program. The subjects according to the OBYM, the experiment group of students found that there was a significant difference between the EUKAT pre-test and final-test score average in favour of the final-test. It is recommended that research on the use of the model in different subjects of the course of science is conducted to reveal more clearly the impact of OBYM on student-rin conceptual understanding.
The purpose of this study is to investigate the effect of sci-ence teaching based upon the Common Knowledge Construc-tion Model (CKCM) on the conceptual understanding of 7th graders. The study was conducted with totally 42 7th graders, 22 of whom were included in the experiment group and 20 of whom were in the control group in 2016-2017 academic year. The electrical energy unit in the curriculum of 7th graders was selected in the study and it was conducted based on semi-experimental method. The Electrical Energy Unit Conceptual Understanding Test (EEUCUT) was used as the data collection tool. The data gathered in the study were analyzed via SPSS package program. A meaningful difference was revealed in favor of the post-test results between the pre-test and post-test results of the EEUCUT from the students in the experiment group where the lessons were taught according to CKCM. It is recommended that research should be conducted to use the model in different subjects of the science course in order to clarify the effect of CKCM on conceptual understanding of students.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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