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Bu çalışmanın amacı, ortaokul öğrencilerinin Ay’ın evreleri ve hareketleriyle ilgili bilişsel yapılarına sorgulama temelli öğretimin etkilerini araştırmaktır. Çalışmada “yarı deneysel desenin” ön test–son test deney gruplu modeli kullanılmıştır. Bu araştırma 5. sınıfta öğrenim gören 75 öğrenci ile yürütülmüştür. Kontrol grubunda, Fen bilimleri dersi öğretim programına uygun dersler işlenmiştir. Deney grubunda sorgulama temelli öğrenme yaklaşımı kullanılmıştır. Her iki gruba öğretim öncesi ve sonrası açık uçlu sorulardan oluşan kavram testi uygulanmıştır, dereceli puanlama anahtarı ile analiz edilmiştir. Araştırma sonuçlarına göre öğrencilerin Ay’ın hareketleri ve evreleri konusu ile ilgili kavram yanılgılarına sahip oldukları ve deney grubundaki öğrencilerin bilişsel yapılarının kontrol grubundakilere göre daha fazla değişim gösterdiği belirlenmiştir. Bu çalışmanın sorgulama temelli öğrenme üzerine yapılacak yeni araştırmalara yol göstereceği ve katkı sağlayacağı düşünülmektedir.
The aim of this study is to explore the effects of teaching based on questioning high school students on the cognitive structures related to the stages and movements of the moon. In the study, the "half-experimental pattern" was used in the pre-test-final test group pattern. This study was conducted with 75 students studying in 5th grade. In the control group, the courses in Science courses are processed in accordance with the curriculum. In the experiment group, a question-based learning approach was used. The concept test, which consists of open end questions before and after teaching, was applied to both groups, analyzed with a degree score key. The research finds that students have conceptual errors related to the moon’s movements and stages and that the student’s cognitive structures in the experiment group are more varied than those in the control group. It is believed that this study will lead to new research on question-based learning and will contribute.
The aim of this study is to investigate effects of inquiry-based learning on secondary school students' cognitive structures related to the Moon's phases and movements. In order to obtain data, pretest-posttest experimental group model of the quasi-experimental model was used. This research was carried out with 75 students studying in the 5th grade. In the control group, teaching approach according to science program was applied. In the experimental group, science teaching based on inquiry based learning approach was applied. Both groups were given the concept test consisting of open-ended questions before and after teaching. The data were graded with rubric and analysed. According to the results of the study, it has seen that the students have misconceptions about the Moon's phases and movements and that the positive increase in the cognitive structures of the experimental group students was higher than the control group. It is hoped that this study will guide and contribute to new research on inquiry-based learning.
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