Araştırma Makalesi
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Student Teachers’ Cognitive Structure on the Concept of “AIDS”: The Drawing-Writing Technique Sample

Yıl 2019, Cilt: 7 Sayı: Eğitim & Psikoloji, 115 - 129, 03.12.2019
https://doi.org/10.18506/anemon.520946

Öz

The
current study aims to determine student teachers' cognitive structures on the
concept of AIDS. A case study design was applied in this qualitative research.
The data were collected from 298 student teachers
via drawing-writing technique.
Content analysis was utilized and data were interpreted according to
categories. Categorizations of student teachers' cognitive structures
related to the concept of AIDS were determined to be categorized as “results of AIDS, AIDS carriers and AIDS
transmission routes
". One of the important results obtained was that
the participants had alternative concepts related to the AIDS concept and that
the cognitive structures were not in sufficient level in all the determined
categories. It was seen that 67.91% of the participants did drawings without
representations/cartoon drawings. It was determined that the participants did
mostly draw drawings of concepts such as Death,
Unhappy People, Male
, and Female
in different categories.

Kaynakça

  • Ainsworth, S., Prain, V., & Tytler, R. (2011).Drawing to learn in science.Science Education,333, 1096-1097.
  • Altay, B., Gönener, H.D., Aygut, G., & Kılıç, A. (2006). Öğrenci yurdunda kalan üniversite öğrencilerinin AIDS konusunda bilgi tutum ve davranışlarının değerlendirilmesi. Türk HIV/ AIDS dergisi,9 (4), 116-124.
  • Artan, M.O.,& Güleser, G.H. (2006). Sağlık Okulu Öğrencilerinin HIV/AIDS, hepatit Bvirüsü ve hepatit C virüsü konusundaki bilgi düzeylerinin değerlendirilmesi.Erciyes Tıp Dergisi, 28(3), 125-133.
  • Avsar, P., & Soganci, I.O. (2011). Student approaches towards visual arts lesson which is taught by classroom teacher: Case of Seydişehir / Konya region. Elementary Education Online, 10 (1), 348-363.
  • Backett-Milburn, K.,& McKie, L. (1999). A critical appraisal of the draw and write technique.Health Education Research Theory & Practice, 14(3), 387-398.
  • Bartoszeck, A.B., Machado, D.Z., & Amann-Gainotti, M. (2008). Representations of ınternal body ımage: A study of preadolescents and adolescent students in Araucaria, Paraná, Brazil. Ciências & Cognição, 13 (2), 139-159.
  • Baum, S.M., Owen, S.V., & Oreck, B.A. (1997). Using art processes to enhance academic self-regulation. paper presented at arts connection national symposium on learning and the arts: New strategies for promoting student success,New York, February 22, 1997.
  • Beydağ, K.D.T. (2007). Sağlık yüksekokulunda öğrenim gören bir grup üniversite öğrencisinin HIV/AIDS konusundaki bilgi düzeyleri. TSK Koruyucu Hekimlik Bülteni, 6 (1), 59-68.
  • Bilgin, N. (2006). Content analysis techniques and case studies in social sciences. Ankara: Siyasal Publication.
  • Bogdan, R.C.,& Biklen, S.K. (2007). Qualitative research for education(5th ed). Boston: Pearson Education, Inc.
  • Borthwick, A. (2011). Children’s perceptions and attitudes towards, their mathematics lessons. In C. Smith (Ed.), British society for research into learning mathematics, 31, 37-42.
  • Brotman, J.S., Mensah, F.M., & Lesko, N. (2010). Urban high school students’ learning about HIV/AIDS in different contexts. Science Education,95 (1), 87-120.
  • Byrne, J. (2011). Models of micro‐organisms: Children’s knowledge and understanding of micro‐organisms from 7 to 14 years old. International Journal of Science Education,33 (14), 1927-1961.
  • Cetin, G., Ozarslan, M., Isik, E., & Eser, H. (2013). students’ views about health concept by drawing and writing technique. Energy Education Science and Technology, Part B, 5 (1), 597-606.
  • Cherney, I.D., Seiwert, C.S., Dickey, T. M., & Flichtbeil, C.D. (2006). Children’s drawings: A mirror to their minds. Educational Psychology, 26(1), 127-142.
  • Chi, M.T., Slotta, J.D., & Leeuw, N. (1994). From things to processes: A theory of conceptual change for learning science concepts.Learning and Instruction,4, 27-43.
  • Christensen, P.,& James, A. (2000). Research with children. London: Falmer Press.
  • Cinici, A. (2013). From caterpillar to butterfly: A window for looking into students’ ideas about life cycle and life forms of insects. Journal of Biological Education, DOI:10.1080/00219266.2013.773361.
  • Cohen, L.,& Manion, L. (1997). Research methods in education. London: Routledge.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. New York, NY: Routledge.
  • Çekin, Y., Özdemir, A., Şenol, Y.Y., & Çekin, A.H. (2013). Üçüncü basamak bir hastanede sağlık çalışanlarının HIV konusunda bilgi ve davranış biçimlerinin araştırılması. Journal of Clinical and Analytical Medicine,4(4), 291-296.
  • Çok, F. (1997). HIV/AIDS üzerine. Yaşadıkça Eğitim Dergisi, 51, 25-26.
  • Daymon, C.,& Holloway, I. (2003). Qualitative research methods in public relations and marketing communications. London: Rout ledge.
  • Doran, R.L. (1972). Misconception of selected science concepts held by elementary school students. Journal of Research in Science Teaching,9 (2), 127-137
  • Driver, R. (1989). Students’ conceptions and the learning of science. International Journal of Science Education,11, 481-490.
  • Driver, R. & Easley, J. (1978). Pupils and paradigms: A review of literature related to concept development in adolescent science students. Studies in Science Education, 5, 61-84.
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Öğretmen Adaylarının “AIDS” Kavramı Konusundaki Bilişsel Yapıları: Çizme-Yazma Tekniği Örneği

Yıl 2019, Cilt: 7 Sayı: Eğitim & Psikoloji, 115 - 129, 03.12.2019
https://doi.org/10.18506/anemon.520946

Öz

Bu
araştırmada öğretmen adaylarının AIDS kavramı konusundaki bilişsel yapıları
nasıldır? sorusuna cevap aranmıştır. Çalışmada nitel araştırma modeli kapsamında
durum çalışması deseni kullanılmıştır. Çalışmaya farklı branşlardan 298
öğretmen adayı katılmıştır. Veriler çizme-yazma tekniğiyle  toplanmıştır. Elde edilen verilerin
analizinde içerik analizinin kullanımı tercih edilmiş olup veriler kategorilere
göre yorumlanmıştır. Katılımcıların AIDS kavramı hakkındaki bilişsel
yapılarının yoğunlaştığı kategorilerin “
AIDS’in sonuçları, AIDS’in taşıyıcıları ve AIDS’in
bulaşma yolları”
kategorileri olduğu
belirlenmiştir. Araştırmanın önemli sonuçlardan biri ise belirlenmiş olan tüm
kategorilerde katılımcıların AIDS kavramıyla ilgili farklı kavramlara sahip
oldukları ve bilişsel yapılarının yeterli düzeyde olmadığı tespit edilmiştir.
Çünkü katılımcıların
%67.91’inin temsili
olmayan-karikatür çizimler
yaptıkları görülmüştür. Katılımcılar kategorilerde en fazla Ölüm, Mutsuz insanlar, Erkek, Kadın gibi kavramlara ait çizimler
yaptıkları belirlenmiştir
.

Kaynakça

  • Ainsworth, S., Prain, V., & Tytler, R. (2011).Drawing to learn in science.Science Education,333, 1096-1097.
  • Altay, B., Gönener, H.D., Aygut, G., & Kılıç, A. (2006). Öğrenci yurdunda kalan üniversite öğrencilerinin AIDS konusunda bilgi tutum ve davranışlarının değerlendirilmesi. Türk HIV/ AIDS dergisi,9 (4), 116-124.
  • Artan, M.O.,& Güleser, G.H. (2006). Sağlık Okulu Öğrencilerinin HIV/AIDS, hepatit Bvirüsü ve hepatit C virüsü konusundaki bilgi düzeylerinin değerlendirilmesi.Erciyes Tıp Dergisi, 28(3), 125-133.
  • Avsar, P., & Soganci, I.O. (2011). Student approaches towards visual arts lesson which is taught by classroom teacher: Case of Seydişehir / Konya region. Elementary Education Online, 10 (1), 348-363.
  • Backett-Milburn, K.,& McKie, L. (1999). A critical appraisal of the draw and write technique.Health Education Research Theory & Practice, 14(3), 387-398.
  • Bartoszeck, A.B., Machado, D.Z., & Amann-Gainotti, M. (2008). Representations of ınternal body ımage: A study of preadolescents and adolescent students in Araucaria, Paraná, Brazil. Ciências & Cognição, 13 (2), 139-159.
  • Baum, S.M., Owen, S.V., & Oreck, B.A. (1997). Using art processes to enhance academic self-regulation. paper presented at arts connection national symposium on learning and the arts: New strategies for promoting student success,New York, February 22, 1997.
  • Beydağ, K.D.T. (2007). Sağlık yüksekokulunda öğrenim gören bir grup üniversite öğrencisinin HIV/AIDS konusundaki bilgi düzeyleri. TSK Koruyucu Hekimlik Bülteni, 6 (1), 59-68.
  • Bilgin, N. (2006). Content analysis techniques and case studies in social sciences. Ankara: Siyasal Publication.
  • Bogdan, R.C.,& Biklen, S.K. (2007). Qualitative research for education(5th ed). Boston: Pearson Education, Inc.
  • Borthwick, A. (2011). Children’s perceptions and attitudes towards, their mathematics lessons. In C. Smith (Ed.), British society for research into learning mathematics, 31, 37-42.
  • Brotman, J.S., Mensah, F.M., & Lesko, N. (2010). Urban high school students’ learning about HIV/AIDS in different contexts. Science Education,95 (1), 87-120.
  • Byrne, J. (2011). Models of micro‐organisms: Children’s knowledge and understanding of micro‐organisms from 7 to 14 years old. International Journal of Science Education,33 (14), 1927-1961.
  • Cetin, G., Ozarslan, M., Isik, E., & Eser, H. (2013). students’ views about health concept by drawing and writing technique. Energy Education Science and Technology, Part B, 5 (1), 597-606.
  • Cherney, I.D., Seiwert, C.S., Dickey, T. M., & Flichtbeil, C.D. (2006). Children’s drawings: A mirror to their minds. Educational Psychology, 26(1), 127-142.
  • Chi, M.T., Slotta, J.D., & Leeuw, N. (1994). From things to processes: A theory of conceptual change for learning science concepts.Learning and Instruction,4, 27-43.
  • Christensen, P.,& James, A. (2000). Research with children. London: Falmer Press.
  • Cinici, A. (2013). From caterpillar to butterfly: A window for looking into students’ ideas about life cycle and life forms of insects. Journal of Biological Education, DOI:10.1080/00219266.2013.773361.
  • Cohen, L.,& Manion, L. (1997). Research methods in education. London: Routledge.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. New York, NY: Routledge.
  • Çekin, Y., Özdemir, A., Şenol, Y.Y., & Çekin, A.H. (2013). Üçüncü basamak bir hastanede sağlık çalışanlarının HIV konusunda bilgi ve davranış biçimlerinin araştırılması. Journal of Clinical and Analytical Medicine,4(4), 291-296.
  • Çok, F. (1997). HIV/AIDS üzerine. Yaşadıkça Eğitim Dergisi, 51, 25-26.
  • Daymon, C.,& Holloway, I. (2003). Qualitative research methods in public relations and marketing communications. London: Rout ledge.
  • Doran, R.L. (1972). Misconception of selected science concepts held by elementary school students. Journal of Research in Science Teaching,9 (2), 127-137
  • Driver, R. (1989). Students’ conceptions and the learning of science. International Journal of Science Education,11, 481-490.
  • Driver, R. & Easley, J. (1978). Pupils and paradigms: A review of literature related to concept development in adolescent science students. Studies in Science Education, 5, 61-84.
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  • Kadıoğlu, D. (2002). Güvenli Cinsel Yaşam. S. Ünal (Edt.), Sosyal bilimler alanında eğitim gören üniversite gençliğinde HIV/AIDS'in önlenmesi akran eğitimi, (ss.123-131). Ankara: HATAM, UNICEF ve AIDS Savaşım Derneği.
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  • Kaya, E., Akıllı, M., & Sezek, F. (2010). Lise öğrencilerinin HIV/AIDS konusundaki bilgi düzeylerinin farklı değişkenler açısından incele nmesi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi,27, 139-145.
  • Kiragu, S.W. (2007). Exploring sexuality education and the burdened teacher: A participatory approach in a rural primary school in Kenya. Pastoral Care in Education, 25(3), 5-15.
  • Kıyan, M., Cengiz, L.,&Cengiz, T. (1993). Human Immune Deficiency Virus (HIV)’un bulaşma yolları ve AIDS’in risk grupları. Ondokuz Mayıs Üniversitesi Tıp Dergisi, 10(1-2), 57-64.
  • Knight, S.L., Nolan, J., Lloyd, G., Arbaugh, F., Edmondson, J., & Whitney, A. (2013). Quality teacher education research: How do we know it when we see it?Journal of Teacher Education,64(2), 114-116.
  • Korkmaz, H. (2001). Hizmet öncesi öğretmenlerin AIDS Eğitimine yönelik bilgi ihtiyaçlarının ve bilgi kaynaklarının incelenmesi.Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 21, 75-80.
  • Kökdemir, H. (2001). Turkish university students' blame attributions and attitudes toward people with AIDS. Yayımlanmamış Yüksek Lisans Tezi. Ankara: Orta Doğu Teknik Üniversitesi.
  • Köse, Ş., Mandıracı, A., Kaptan, F., Özbel, Y., & Mermut, G. (2012). Sağlık çalışanlarının HIV/AIDS ile ilgili konularda eğitildikten sonra artan bilgi ve tutumları: Türkiye’de kentsel alanda yapılmış bir çalışma. Türkiye Klinikleri Journal of Medical Sciences,32(1), 94-103.
  • Krahnke, H.(1992). AIDS’ten Böyle Korunurum 300 Soru 300 Yanıt. İstanbul: AIDS Savaşım Derneği.
  • Kyrychenko, P., Kohler, C., & Sathiakumar, N. (2006) Evaluation of a school-based HIV/AIDS educational intervention in Ukraine. Journal of AdolescentHealth,39, 900-907.
  • Kurt, A.S.,& Yılmaz, S.D. (2012). Sağlık yüksekokulu öğrencilerinin HIV/AIDS hakkındaki bilgi düzeyleri ve bilgi kaynakları.Hemşirelikte Eğitim ve Araştırma Dergisi,9(3), 47-52.
  • Leblebici, D.N.,& Kılıç, M. (2004). İçerik analizi.Ankara: Hacettepe Üniversitesi Yayınları.
  • Letamo, G. (2007). Misconceptions about HIV prevention and transmission in botswana.African Journal of AIDS Research, 6(2), 193-198
  • Lichtman, M. (2010). Qualitative research in education. Los Angeles: Sage.
  • Lin, T.C., Lin, T.J., & Tsai, C.C. (2014). Research trends in science education from 2008 to 2012: A systematic content analysis of publications in selected journals. International Journal of Science Education, 36(8), 1346-1372.
  • Mcmillan, J.H. (2000). Educational research: Fundamentals for the consumer. New York: Longman.
  • Mike, M.,& Treagust, D.F. (1998). A pencil and paper instrument to diagnose students’ conceptions of breathing, gas exchange and respiration.Australian Science Teachers Journal,44(2), 55-60.
  • Miles, M.B.,& Huberman, A.M. (1994). Qualitative data analysis. Thousand Oaks, CA: Sage.
  • Munthali, A.C., Chimbiri, A., & Zulu, E. (2004) Adolescent sexual and reproductive health in Malawi: A synthesis of research evidence. Occasional Report No. 14, The Alan Guttmacher Institute, New York.
  • Mutonyi, H., Nashon, S., & Nielsen, W.S. (2010). Perceptual influence of Ugandan biology students’ understanding ofHIV/AIDS. Research in Science Education, 40, 573-588.
  • Novak, J.D. (2002). Meaningful learning: The essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners. Science Education,86(4), 548-571.
  • Nwokocha, A.R.C.,& Nwakoby, B.A.N. (2002). Knowledge, attitude, and behavior of secondary (high) school students concerning HIV/AIDS in Enugu, Nigeria, in the Year 2000. Journal of Pediatric and Adolescent Gynecology, 15, 93-96.
  • Nyachwayaa, J. M., Mohameda, A-R., Roehriga, G. H. Woodb, N. B., Kernc, A. L., & Schneiderd, J.L. (2011). The development of an open-ended drawing tool: an alternative diagnostic tool for assessing students’ understanding of the particulate nature of matter. Chemistry Education Research and Practice,12 (2), 121-132.
  • Özcebe, H., Akın, L., & Aslan, D. (2004). A peer education example on HIV/AIDS at a high school in Ankara. The Turkish Journal of Pediatrics, 45,54-59.
  • Özdemir, M., Feyzioğlu, B., Doğan, M., Baykan, M., &Baysal, B. (2006). Üniversite öğrencilerinin HIV/AIDS hakkındaki bilgi düzeyi ve tutumlarının değerlendirilmesi. Türk HIV/ AIDS dergisi,9 (1), 10-16.
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  • Reiss, M.J., Tunnicliffe, S.D., Andersen, A.M., Bartoszeck, A., Carvalho, G.S., Chen, S.-Y., et al. (2002). An international study of young peoples’ drawings of what is inside themselves.Journal of Biological Education,36 (2), 58-64.
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  • St. Lawrence, J.S., Crosby, R.A., Brasfield T.L., & O’bannon, R.E (2002). Reducing STD and HIV risk behavior of substance-dependent adolescents a randomized controlled trial. Journal of Consulting and Clinical Psychology, 70 (4), 1010-1021.
  • Stine, G.J. (1996). Acquired immune deficiency syndrome. New Jersey: Prentice Hall.
  • UNAIDS/WHO. (2012). AIDS epidemic update. http://www.unAIDS.org/en/media/unAIDS/contentassets/documents/epidemiology/2012/gr2012/20121120_UNUNAI_Global_Report_2012_en.pdf], Retrieved on September 14, 2013.
  • Uzunkaya, A.,& Özgür, S. (2011). Effects of an instruction based on dominant intelligence on overcoming misconceptions.Hacettepe University Journal of Education,41, 461-472.
  • Tümer, A.,& Ünal, S. (2003). HIV/AIDS epidemolojisinde gelişmeler ve korunma. Sürekli Tıp Eğitim Dergisi, 12 (1), 15-18.
  • Verma, G.K.,& Mallick, K. (1999). Researching education: Perspectives and techniques. London: Falmer Press.
  • Vosniadou, S.,& Brewer, W. (1994a). Mental models of the day/night cycle.Cognitive Science, 18, 123-183.
  • Vosniadou, S.,& Brewer, W. (1994b). Capturing and modeling the process of conceptual change.Learning and Instruction,4, 45-69.
  • WHO (1992). World health statistics annual 1991. WHO, Geneva.
  • Wiersma, W.,& Jurs, S.G. (2005). Research methods in education: an ıntroduction. Boston: Ally and Bacon.
  • Wimmer, R.D.,& Dominick, J.R. (2000). Mass media research: An introduction. Belmont: Wadsworth Publishing Company.
  • Yıldırım, A.,& Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri (10.Baskı).Ankara: Seçkin Yayıncılık.
  • Yin, R. (2003). Case study research: Design and methods.Thousand Oaks: Sage.
Toplam 104 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makalesi
Yazarlar

Gülay Ekici 0000-0003-2418-1929

Yayımlanma Tarihi 3 Aralık 2019
Kabul Tarihi 17 Temmuz 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 7 Sayı: Eğitim & Psikoloji

Kaynak Göster

APA Ekici, G. (2019). Öğretmen Adaylarının “AIDS” Kavramı Konusundaki Bilişsel Yapıları: Çizme-Yazma Tekniği Örneği. Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi, 7, 115-129. https://doi.org/10.18506/anemon.520946

Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi Creative Commons Atıf-GayriTicari 4.0 Uluslararası Lisansı (CC BY NC) ile lisanslanmıştır.