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Ortaöğretim öğrencilerinin, metalik bağları öğrenmelerinden sonra metalik bağı nasıl tanımladıkları ve bu tanımlamaları sırasında hangi metaforları kullandıkları bu çalışmada araştırılmıştır. Ayrıca öğrencilerin metalik bağı neye benzettiklerine yönelik benzeşimleri de incelenmiştir. Bir proje kapsamında geliştirilen iki aşamalı bir ölçme aracının bu çalışmada sadece metalik bağ ile ilgili kısmına yönelik bulgulara yer verilmiştir. Verileri 184’ü kız ve 113’ü erkek olmak üzere beş farklı liseye devam eden toplam 297 onuncu sınıf öğrencisinden toplanmıştır. Kullanılan ölçek iki aşamalı olup ilk aşamada öğrencilerin algı ve metaforlarını belirlemek için metalik bağı tanımları istenmiştir. İkinci aşamada metalik bağ ile ilgili benzeşimlerini belirlemek amacıyla üzerinde “metalik bağ……. benzer, çünkü…..” yazılı bir soru öğrencilere yöneltilmiştir. Verilerin içerik analizi ile analizi sonucunda, öğrencilerin metalik bağ ile ilgili algılarının altı tema altında ve metaforlarının da altı kavramsal kategoride toplandığı belirlenmiştir. Öğrencilerin metalik bağı metaller arasında bir bağ olarak algıladıkları çalışmada ulaşılan önemli bir sonuçtur. Öğrenciler tarafından yazılan benzeşimlerin analizi sonucunda, bunların da altı tema altında toplandığı sonucuna ulaşılmıştır. Çalışmanın sonunda metalik bağ konusunun öğretilmesinde nelere dikkat edilmesi gerektiğine yönelik önerilerde bulunulmuştur.
In this study, how secondary school students define metallic bonds after learning metallic bonds, and which metaphors they use during their definitions were investigated. Also, the analogues of the students about the metallic bond are examined. In this study, only findings related to the metallic bond of a two-stage measuring instrument developed within the scope of a project are included. Data were collected from 297 tenth grade students attending five different high schools, 184 girls and 113 boys. The instrument used was two-stage, and in the first stage, the definitions of the metallic bond were asked to determine the students' perception and metaphors. In the second stage, a question containing the statement "metallic bond is like.... because ......" was given to the students to obtain their analogies about the metallic bond. As a result of the content analysis of the data, it was determined that students' perceptions about metallic bond were collected under six themes, and metaphors were collected in six conceptual categories. It is an essential result of the study that students perceive metallic bond like a bond between metals. After the similarities written by the students were analyzed, it was decided that the analogies of the students were collected under six themes. At the end of the study, the recommendations were made about what should be considered in teaching metallic bonding.
In this study, how secondary school students define metallic bonds after learning metallic bonds, and which metaphors they use during their definitions were investigated. Also, the analogies of the students about the metallic bond are examined. In this study, only findings related to the metallic bond of a two-stage measuring instrument developed within the scope of a project are included. Data were collected from 297 tenth grade students attending five different high schools, 184 girls and 113 boys. The instrument used was two-stage, and in the first stage, the definitions of the metallic bond were asked to determine the students' perception and metaphors. In the second stage, a question containing the statement “metallic bond is like……. because ……” was given to the students to obtain their analogies about the metallic bond. As a result of the content analysis of the data, it was determined that students' perceptions about metallic bond were collected under six themes, and metaphors were collected in six conceptual categories. It is an essential result of the study that students perceive metallic bond like a bond between metals. After the similarities written by the students were analysed, it was decided that the analogies of the students were collected under six themes. At the end of the study, the recommendations were made about what should be considered in teaching metallic bonding.
Alan : Eğitim Bilimleri
Dergi Türü : Ulusal
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