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Araştırma ve sorgulama sürecinde yürütülen laboratuvar ortamında teorik bilgi ve uygulamanın ilişkilendirilmesi derin düşünme ve yansıtma aracılığıyla gerçekleşmektedir. Sorgulama temelli deneyler ile öğrencilerin bu ilişkilendirmeyi yapabilmesi bilimsel süreç becerilerinin geliştirilmesi ile mümkündür. Bu doğrultuda araştırmanın amacı, I diyagramı aracı kullanılarak gerçekleştirilen sorgulama temelli sistematik kalitatif katyon analizi deneylerinde öğrencilerin bilimsel süreç becerilerinin gelişimini incelemektir. Bu araştırma nitel araştırma yöntem ve teknikleri kullanılarak gerçekleştirilmiştir. Nitel araştırma yöntemleri kapsamında özel durum çalışması kullanılmıştır. Araştırmada incelenen durum, rehberli sorgulamaya dayalı öğrenme yaklaşımının uygulandığı bir süreçte üniversite düzeyindeki öğrencilerin Sistematik Kalitatif Katyon Analizi deneylerindeki bilimsel süreç becerilerinin değişimini izlemektir. Bu araştırmanın katılımcılarını bir devlet üniversitesinin Eğitim Fakültesi Kimya Öğretmenliği Programında öğrenim gören ve Analitik Kimya Laboratuarı-I dersini alan toplam 31 öğrenci oluşturmaktadır. Araştırmada veri toplama araçları olarak I diyagramı aracı ve Laboratuvar Yeterlilikleri Testi (LYT) kullanılmıştır. Veri analizinde I diyagramı dokümanları analitik puanlama anahtarı ile puanlandırılmıştır. LYT verileri ise Analitik Kriter Ölçeği ile doğruluk seviyelerine göre analiz edilmiştir. Araştırma toplam 10 hafta boyunca yürütülmüştür. I diyagramı aracından elde edilen sonuçlar öğrencilerin daha çok mantıksal tartışma, deneysel tasarım, veri toplama, veri dönüştürme ve sonuçlar bölümlerinde geliştiklerini göstermektedir. Hipotez yazma, deney tasarlama ve tahmin yürütme gibi becerileri kapsayan mantıksal tartışma bölümündeki gelişim ile öğrencilerin bilimsel süreç becerilerinden nedensel ve deneysel becerilerinin de geliştiği söylenebilir. LYT verilerinden elde edilen sonuçlar ise öğrencilerde gözlem yapma ve reaksiyon yazma becerilerinin zaman içinde geliştiğini, deneysel işlemlere dair çıkarım yapma becerilerinde oldukça yüksek bir artış olduğunu göstermiştir. Teste verilen tam doğru cevaplarda da sorgulama temelli süreç sonunda bir artış olduğu belirlenmiştir. Bu durum öğrencilerin deneyler sırasında elde ettikleri bilgi ve tecrübeleri ile yapılan gözlemleri daha iyi yorumlayabildiklerini ve dolayısıyla soru ile ilgili bilimsel fikirlerin bir kısmına veya hepsine sahip olduklarını göstermektedir.
The association of theoretical knowledge and practice in the laboratory environment carried out during the research and questioning process occurs through deep thinking and reflection. Research-based experiments and the ability of students to do this connection is possible with the development of the scientific process skills. In this regard, the purpose of the research is to study the development of the student’s scientific process skills in systematic qualitative cation analysis experiments based on questionnaire conducted using the I diagram tool. This research has been carried out using research methods and techniques. Special research methods have been used. The situation studied in the study is to monitor the change in the scientific process skills of university-level students in the systematic Quality Cation Analysis experiments in a process in which the guided query-based learning approach is applied. The participants of this study consist of a total of 31 students studying in a state university's Faculty of Education's Chemistry Teaching Program and taking the Analysis Chemistry Laboratory-I course. The study used the I diagram tool and the Laboratory Qualifications Test (LYT) as data collection tools. In data analysis, I diagram documents are scored with the analytical score key. The LYT data was analyzed according to the criterion measurement and accuracy levels. The study was conducted for a total of 10 weeks. The results obtained from the I diagram tool show that students are more developing in the logical discussion, experimental design, data collection, data conversion and results departments. With the development of the logical discussion department that covers skills such as hypothesis writing, experimental design and forecasting, it can be said that students have also developed causal and experimental skills from the scientific process skills. The results from the LYT data showed that the students’ observation and reaction writing skills developed over time, and that the ability to draw out experimental processes was significantly increased. The correct answer to the test was also determined to be an increase in the question-based process at the end. This situation shows that students are able to better interpret observations with the knowledge and experience they gain during the experiments and therefore have some or all of the scientific ideas related to the question.
The theoretical knowledge and practice are connected through deep thinking and reflection during the research and inquiry process in the laboratory environment. Throughout the inquiry-based experiments, students can make this connection by developing their science process skills. In this respect, the aim of this study is to examine the development of students' science process skills in the Systematic Qualitative Analysis of Cation (SQAC) experiments conducted using I diagram tool. This research was carried out using qualitative research methodology. Case study was applied within the scope of qualitative research methods. The case examined in the research is to monitor the change of the science process skills of SQAC experiments of university level students in a process where guided inquiry-based learning approach is applied. The participants of this research consisted of 31 students studying in the Faculty of Education's Chemistry Teaching program of a state university and attending the Analytical Chemistry Laboratory-I course. In the research, I diagram tool and Laboratory Proficiency Test (LPT) were used as data collection tools. In data analysis, I diagram documents were scored with an analytical scoring key. LPT data was analyzed according to the accuracy level with analytical criterion scale. The study was conducted for a total of 10 weeks. The results obtained from I diagram tools showed that the students mostly developed in logical argument, experimental design, data collection, data transformation and results sections. The results also inferred that the development of causal and experimental skills of students from science process skills was improved with the development of logical argument section which included skills such as hypothesis writing, designing experiments and prediction. The results obtained from LPT data showed that students' observation and writing reaction skills developed over time and there was a high increase in their ability to make inferences about experimental procedures. There was also an increase in the full correct answers given to the test at the end of the inquiry-based process. Eventually, the students can better interpret the observations made with theoric knowledge and experience they have gained during the experiments and therefore have some or all of the scientific truths related to the question.
Field : Fen Bilimleri ve Matematik; Mühendislik
Journal Type : Uluslararası
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