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Sunulan çalışmada, sorgulamaya dayalı öğrenme ortamında ve geleneksel öğrenme ortamında öğrenim gör-müş olan fen bilgisi öğretmen adaylarının sorgulama becerilerinin ve bilimsel süreç becerilerinin EEG ölçümleri ile ilişkilendirilmesi amaçlanmıştır. Araştırma, Fen Bilgisi Öğretmenliği lisans programına kayıtlı birinci sınıf öğretmen adayları ile yürütülmüştür. Araştırma sürecinde, deney grubunda (N=10) yer alan öğretmen adayları Genel Kimya Laboratuvarı-II dersi kapsamında bir dönem süresince sanal laboratuvar ortamında sorgulamaya dayalı deneysel etkinlikler, kontrol grubundaki (N=10) öğretmen adayları ise yine sanal laboratuvar ortamında geleneksel yaklaşıma dayalı deneysel etkinlikleri gerçekleştirmiştir. Her iki gruptaki öğrencilere uygulamaların sonrasında problem durumu verilmiş ve hipotez kurmaları istenmiştir. Öğrencilerin dinlenme ve problem durumuna dayalı olarak hipotez kurma aşamalarında EEG kaydı alınmıştır. Araştırma kapsamında, EEG verileriyle ilişkilendirme amacıyla veri toplama araçları olarak uygulamalardan sonra Sorgulama Becerileri Ölçeği ve Bilimsel Süreç Becerileri Testi uygulanarak değerlendirilmiş ve yarı yapılandırılmış görüşmeler yapılmıştır. Analiz sonuçlarına göre deney ve kontrol gruplarının bilimsel süreç becerileri (U=9.500, z=-3.077, p<0.05, r=0.69) ve sorgulama becerileri (U=15.000, z=-2.655, p<0.05, r=0.59) ortalama puanları arasında deney grubu lehine anlamlı bir farklılık olduğu saptanmıştır. Deney ve kontrol grubundaki katılımcıların hipotez geliştirirken sağlanan frontal teta frekansı gücü kıyasladığında ise her gruptaki katılımcıların frontal teta frekansı gücünün değişiminin benzer olduğu ve iki grup arasında fark olmadığı belirlenmiştir. Bu durum, her iki grubun kullanılan öğrenme yaklaşımına bağlı olmaksızın hipotez kurma sürecinde beyninin belli bir bölgesinin aktif olduğu ve benzer refleksi verdiğini ancak sorgulamaya dayalı ortamda çalışan öğrencilerin bilimsel süreç ve sorgulama becerilerinin daha yüksek olduğunu göstermektedir.
The proposed study aims to link the questioning skills and the scientific process skills of the teachers candidates who have learned in the questioning-based learning environment and in the traditional learning environment with the EEG measurements. The research was carried out with first-class teachers candidates registered in the Science Science Teaching bachelor's program. During the research process, teachers candidates in the experimental group (N=10) under the General Chemistry Laboratory-II course for a period of time experimental activities based on questioning in the virtual laboratory environment, while teachers candidates in the control group (N=10) again experimental activities based on traditional approach in the virtual laboratory environment. Students in both groups were given a problem situation after the application and asked them to make a hypothesis. EEG is recorded in the hypothesis stages based on the rest and problem state of the students. In the framework of the research, evaluated and semi-structured discussions were conducted by applying the Question Skills Scale and Scientific Process Skills Test as data collection tools for the purpose of linking to EEG data. According to the results of the analysis, there was a significant difference in the benefit of the experiment group between the scientific process skills (U=9.500, z=-3.077, p<0.05, r=0.69) and the survey skills (U=15.000, z=2.655, p<0.05, r=0.59) in the average score. When comparing the frontal teta frequency power provided by the participants in the experiment and control group while developing the hypothesis, it was determined that the change in the frontal teta frequency power of the participants in each group was similar and there was no difference between the two groups. This situation indicates that a certain area of the brain is active and reflects similarly in the hypothesis process, without depending on the learning approach used by both groups, but that students working in a question-based environment have higher scientific process and questioning skills.
In the present study, it is aimed to associate inquiry skills and scientific process skills of pre-service science teachers, who have been educated in inquiry-based learn-ing environment and traditional learning environment, with EEG measurements. This study was carried out by the par-ticipation of first grade pre-service teachers in Science Education undergraduate program. Pre-service science teachers in the experimental group (N=10) performed in-quiry-based laboratory work and the pre-service science teachers in the control group (N=10) conducted traditional recipe-like laboratory work in virtual laboratory environ-ment in the context of General Chemistry Laboratory –II course during a semester. After the laboratory works, a problem situation was given and the pre-service science teachers in both groups were required to formulate hypoth-esis. EEG records of all the participants in both groups were taken in resting time and step of defining hypothesis. Inquiry Skills Scale and Scientific Process Skills Tests were applied after the instruction as data collection tools to asso-ciate with EEG data. Semi structured interviews were also performed. According to results, there were significant differences between experimental and control groups’ both scientific process skills test (U=9.500, z=-3.077, p<0.05, r=0.69) and inquiry skills (U=15.000, z=-2.655, p<0.05, r=0.59) in favour of experimental group. There was no difference between experimental and control groups’ power of fronthal theta frequency in step of defining hypothesis. Based on findings, it is interpreted that pre-service science teachers' brain has similar reflex regardless of the learning approach but inquiry and scientific process skills of the pre-service science teacher in the experimental group is higher than control group.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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