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Yıl 2015, Cilt: 14 Sayı: 1, 29 - 54, 05.01.2015

Öz

This study investigated the perceptions of pre-service science teachers who viewed digital technology-generated dynamic visualizations such as animation, short-film and documentary throughout the teaching of atmosphere-related environmental problems (global warming, acid rain etc.) and renewable energy sources (energy of sun, wind, wave etc.). The working group consisted of 103 junior pre-service science teachers enrolled at a mid-size university in the west of Turkey and only 82 of those voluntarily participated in the treatment evaluation process. In the study, descriptive research design was used. “The scale of opinion about the use of dynamic visualizations” which had been revised from the previous version was used as quantitative data collection tool in the study involving quantitative and qualitative data collection tools. In addition, “the questionnaire of opinion about the use of dynamic visualizations” consisting of open-ended questions developed by the researchers was utilized to obtain in-depth data. The quantitative data were analyzed by using descriptive statistic while the qualitative data were analyzed through content analysis. The results of the analysis indicated that the pre-service science teachers overwhelmingly support the use of dynamic visualizations and believe that they enhance their learning experiences. However, according to the pre-service science teachers, using dynamic visualization in science classroom facilitates the understanding of concepts and also provides the retention of knowledge. Furthermore, the participants claimed that the lessons conducted with the help of dynamic visualizations were interesting, enjoyable, and motivating. Moreover, it was found that there was no difference between the female and male pre-service science teachers’ perceptions regarding the treatment. The findings of the study were discussed in terms of importance of the use of dynamic visualizations in science and environmental education

Kaynakça

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  • Arslan, H.O., Cigdemoglu, C., & Moseley, C. (2012). A three-tier diagnostic test to assess pre-service teachers’ misconceptions about global warming, greenhouse effect, ozone layer depletion, and acid rain. International Journal of Science Education, 34(11), 1667-1686.
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Fen Eğitiminde Dijital Teknoloji Ürünü Dinamik Görsel Kullanımı – Fen Bilgisi Öğretmen Adaylarının Algıları

Yıl 2015, Cilt: 14 Sayı: 1, 29 - 54, 05.01.2015

Öz

Bu çalışmanın amacı, atmosfer ile ilgili çevre problemleri (küresel ısınma, asit yağmurları ve ozon tabakası delinmesi) ve bu problemlerin çözümünde kritik bir role sahip olan yenilenebilir enerji kaynaklarının öğretimi boyunca animasyon, kısa film ve belgesel gibi dijital teknoloji ürünü dinamik görselleri gözlemleyen fen bilgisi öğretmen adaylarının süreç ile ilgili algılarını belirlemektir. Bu temel amaçtan hareketle araştırmanın çalışma grubu, Türkiye’nin batısında bulunan orta büyüklükteki bir üniversitede öğrenim gören 103 üçüncü sınıf Fen Bilgisi Öğretmeni adayı olarak belirlenmiştir. Uygulama sonrası değerlendirme sürecine gönüllü olarak katılan 82 öğretmen adayının süreç ile ilgili görüşleri alınmıştır. Bu çalışmada betimsel araştırma deseni kullanılmıştır. Hem nicel hem de nitel veri toplama araçlarını bünyesinde barındıran bu araştırmada literatürden elde edilerek revize edilen “Dinamik Görsellerin Kullanımı Hakkında Görüş Ölçeği” nicel veri toplama aracı olarak, araştırmacılar tarafından geliştirilen ve açık uçlu sorulardan oluşan “Dinamik Görsellerin Kullanımı Hakkında Görüş Anketi” de daha derinlemesine bilgi toplamak için nitel veri toplama aracı olarak kullanılmıştır. Ölçekten elde edilen nicel veriler betimsel olarak analiz edilmiş ve sonuçlar frekans ve yüzde değeri olarak sunulmuştur. Anketten elde edilen nitel veriler ise içerik analizine tabi tutulmuştur. Çalışmanın sonuçları, fen bilgisi öğretmen adaylarının dinamik görsel kullanımını şiddetle desteklediklerini ve daha iyi öğrenmelerini sağladığına inandıklarını ortaya koymuştur. Aynı zamanda, fen bilgisi öğretmen adaylarının dinamik görseller ile yürütülen dersleri dikkat çekici, öğretici, motive edici, zevkli, somutlaştırıcı, kalıcı ve anlaşılır olarak nitelendirdikleri tespit edilmiştir. Ayrıca, kız ve erkek öğretmen adaylarının dinamik görseller ile yürütülen derslere yönelik düşüncelerinin birbirleriyle benzerlik taşıdığı sonucuna da ulaşılmıştır. Araştırmanın bulguları, fen ve çevre eğitiminde dinamik görsellerin yeri ve önemi açısından tartışılmıştır.

Kaynakça

  • Ardac, D., & Akaygun, S. (2005). Using static and dynamic visuals to represent chemical change at molecular level. International Journal of Science Education, 27(11), 1269-1298.
  • Arsal, Z. (2010). İlköğretim öğretmen adaylarının sera etkisi ile ilgili kavram yanılgıları. İlköğretim Online, 9(1), 229-240.
  • Arslan, H.O., Cigdemoglu, C., & Moseley, C. (2012). A three-tier diagnostic test to assess pre-service teachers’ misconceptions about global warming, greenhouse effect, ozone layer depletion, and acid rain. International Journal of Science Education, 34(11), 1667-1686.
  • Atam, O., & Tekdal, M. (2010). Fen ve teknoloji dersi ısı-sıcaklık konusunda hazırlanan simülasyon tabanlı bir yazılımın ilköğretim 5. sınıf öğrencilerinin akademik başarılarına ve kalıcılığa etkisi. Eğitim Teknolojileri Araştırma Dergisi, 1(2).
  • Atasoy, E. & Ertürk, H. (2008). İlköğretim öğrencilerinin çevresel tutum ve çevre bilgisi üzerine bir alan araştırması. Erzincan Eğitim Fakültesi Dergisi, 10(1), 105-122.
  • Barak, M., Ashkar, M., & Dori, Y.J. (2011). Learning science via animated movies: Its effect on students’ thinking and motivation. Computers & Education, 56, 839-846.
  • Barnea, N., & Dori, Y.J. (1996).Computerized Molecular Modeling as a tool to improve chemistry teaching. J. Chem. Inf. Comput. Sci., 36, 629-636.
  • Barnea, N., & Dori, Y.J. (1999). High-School chemistry students’ performance and gender differences in a computerized molecular modeling learning environment. Journal of Science Education and Technology, 8(4), 257-271.
  • Bozdogan, A.E. (2011). The effects of instruction with visual materials on the development of pre- service elementary teachers’ knowledge and attitude towards global warming. The Turkish Online Journal of Educational Technology (TOJET), 10(2), 218-233.
  • Burke, K.A., Greenbowe, T.J., & Windschitl, M.A. (1998). Developing and using conceptual computer animations for chemistry instruction. Journal of Chemical Education, 75(12), 1658- 1660.
  • Büyüköztürk, Ş., Çakmak, E.K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2009). Bilimsel araştırma yöntemleri. Ankara: Pegem Yayıncılık.
  • Canpolat, N., Pınarbaşı, T., Bayrakçeken, S., & Geban, Ö. (2004). Kimyadaki bazı yaygın yanlış kavramalar. GÜ, Gazi Eğitim Fakültesi Dergisi, 24(1), 135-146.
  • Canpolat, N., & Pınarbaşı, T. (2011). Bazı kimya kavramlarına yönelik iki kademeli çoktan seçmeli bir testin geliştirilmesi ve uygulanması. Erzincan Eğitim Fakültesi Dergisi, 13(1), 55-80.
  • Carey, S. (2000). Science education as conceptual change. Journal of Applied Developmental Psychology, 21(1), 13-19.
  • Cook, M.P. (2006). Visual representations in science education: the influence of prior knowledge and cognitive load theory on instructional design principles. Science Education, 90(6), 1073-1091.
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  • Çabuk, B., & Karacaoğlu, C. (2003). Üniversite öğrencilerinin çevre duyarlıklarının incelenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 36(1-2), 189-198.
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  • Köse, S., Kaya, F., Gezer, K., & Kara, İ. (2011). Bilgisayar Destekli Kavramsal Değişim Metinleri: Örnek Bir Ders Uygulaması. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 29, 73-88.
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  • Lowe, R.K. (2003). Animation and learning: selective processing of information in dynamic graphics. Learning Instruction, 13, 157-176.
  • Marbach-Ad, G., Rotbain, Y., & Stavy, R. (2008). Using computer animation and illustration activities to improve high school students’ achievement in molecular genetics. Journal of Research in Science Teaching, 45(3), 273-292.
  • Mayer, R.E., & Anderson, R.B. (1992). The instructive animation: helping students build connections between words and pictures in multimedia learning. J. Educ. Psychol. 84, 444-452.
  • Mayer, R.E. (1997). Multimedia learning: Are we asking the right questions? Educational Psychologist, 32(1), 1-19.
  • Mayer, R.E. (1999). Multimedia aids to problem solving transfer. International Journal of Educatinonal Research, 31, 611-623.
  • Mayer, R.E., & Moreno, R. (2002). Animation as an aid to multimedia learning. Educational Psychology Review, 14(1), 87-99.
  • McGregor, K.W., Griffeth, S.L., Wheat, T.L., & Byrd, J. (2004). Using computer-generated animation as additional visual elaboration in undergraduate courses – student perceptions. Proceedings of the 23rd Annual Western Region Agricultural Education Research Conference, Honolulu, Hawaii, 24.
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  • Nahum, T.L., Hofstein, A., Mamlok-Naaman, R., & Bar-Dov, Z. (2004). Can final examinations amplify students’ misconceptions in chemistry? Chemistry Education: Research and Practice, 5(3), 301-325.
  • Nakhleh, M.B. (1992). Why some students don’t learn chemistry. Journal of Chemical Education, 69, 191-196.
  • O’Day, D.H. (2006). Animated cell biology: A quick and easy method for making effective, high- quality teaching animations. CBE—Life Sciences Education, 5, 255-263.
  • Özgen, N. (2012). Öğretmen adaylarının çevre sorunlarına yönelik tutumları: Türkiye örneği. Kastamonu Eğitim Dergisi, 20(2), 403-422.
  • Özgen, N. & Kahyaoğlu, M. (2011). Öğretmen adaylarının çevre sorunlarına yönelik tutumlarının çeşitli değişkenler açısından incelenmesi. Kuramsal Eğitimbilim Dergisi, 5(2), 171-185.
  • Özmen, H. (2004). Some student misconceptions in chemistry: A literature review of chemical bonding. Journal of Science Education and Technology, 13(2), 147-159.
  • Özmen, H. (2008). The influence of computer-assisted instruction on students’ conceptual understanding of chemical bonding and attitude toward chemistry: A case for Turkey. Computers & Education, 51, 423-438.
  • Paivio, A. (1971). Imagery and verbal processes. New York: Holt, Rinehart and Winston
  • Papadimitriou, V. (2004). Prospective primary teachers’ understanding of climate change, greenhouse effect, and ozone layer depletion. Journal of Science Education and Technology, 13(2), 299- 307.
  • Pekdağ, B., & Le Marechal, J. (2007a). Bilimsel filmlerin hazırlanması. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi (EFMED), 1(1), 57-84.
  • Pekdağ, B., & Le Marechal, J.-F. (2007b). Memorisation of information from scientific movies. In R. Pinto and D. Couso (Eds.), Contributions from science education research (pp. 199-210). Dordrecht, The Netherlands, Springer.
  • Pekdağ, B., & Le Maréchal, J.-F. (2010). Movies in chemistry education. Asia-Pacific Forum on Science Learning and Teaching, 11(1), 1-19.
  • Pekdağ, B. (2010). Kimya öğreniminde alternatif yollar: animasyon, simülasyon, video ve multimedya ile öğrenme. Türk Fen Eğitimi Dergisi, 7(2), 79-110.
  • Pekel, F.O., & Özay, E. (2005). Turkish high school students' perceptions of ozone layer depletion. Applied Environmental Education & Communication, 4(2), 115-123.
  • Pilli, O. (2008). The effect of computer assisted instruction on the achievement, attitudes and retention of fourth grade mathematics courses. Middle East Technical University, The Department of Educational Sciences, Doctoral Thesis.
  • Ratinen, I.J. (2011). Primary student-teachers' conceptual understanding of the greenhouse effect: a mixed method study. International Journal of Science Education, DOI:10.1080/09500693.2011.587845.
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  • Rosen, Y. (2009). The effects of an animation-based on-line learning environment on transfer of knowledge and on motivation for science and technology learning. Journal of Educational Computing Research, 40(4), 451-467.
  • Rotbain, Y. Marbach-Ad, G., & Stavy R. (2008). Using a computer animation to teach high school molecular biology. Journal of Science Education and Technology, 17, 49–58.
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  • Sezgin, M.E. (2002). İkili kodlama kuramına dayalı olarak hazırlanan multimedya ders yazılımının fen bilgisi öğretimindeki akademik başarıya, öğrenme düzeyine ve kalıcılığa etkisi. Yayınlanmamış Yüksek Lisans Tezi, Çukurova Üniversitesi, Adana.
  • Shepardson, D.P., Niyogi, D., Choi, S., & Charusombat, U. (2009). Seventh grade students' conceptions of global warming and climate change. Environmental Education Research, (15)5, 549-570.
  • Spotts, J., & Dwyer, F.M. (1996). The effect of computer-generated animation on student achievement of different types of educational objectives. International Journal of Instructional Media, 23(4), 365-75.
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  • Talib, O., Matthews, R., & Secombe, M. (2005). Computer-animated instruction and students’ conceptual change in electrochemistry: Preliminary qualitative analysis. International Education Journal, ERC2004 Special Issue, 5(5), 29-42.
  • Taylor, M., Duffy, S., & Hughes, G. (2007). The use of animation in higher education teaching to support students with dyslexia. Computer & Education, 49(1), 25-35.
  • Tekkaya, C. (2003). Remediating high school students’ misconceptions concerning diffusion and osmosis through concept mapping and conceptual change text. Research in Science & Technological Education, 21(1), 5-16.
  • Tella, A. (2007). The impact of motivation on student’s academic achievement and learning outcomes in mathematics among secondary school students in Nigeria. Eurasia Journal of Mathematics, Science & Technology Education, 3(2), 149-156.
  • Tortop, H.S. (2012). Üstün yetenekli öğrencilerle yenilenebilir enerji kaynakları ile ilgili anlamlı alan gezisi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 12(1), 181-196.
  • Tüysüz, C. (2010). The effect of virtual laboratory on students’ achievement and attitude in chemistry. International Online Journal of Educational Sciences, 2(1), 37-53.
  • Tversky, B., Morrisony, J.B., & Betrancourt, M. (2002). Animation: can it facilitate? Int. J. Human- Computer Studies, 57, 247-262.
  • Velazquez-Marcano, A., Williamson, V.M., Ashkenazi, G., Tasker, R., & Williamson, K.C. (2004). The use of video demonstrations and particulate animation in general chemistry. Journal of Science Education and Technology, 13(3), 315-323.
  • Vermaat, H., Kramers-Pals, H., & Schank, P. (2003). The use of animations in chemical education. In Proceedings of the International Convention of the Association for Educational Communications and Technology (pp. 430 - 441). Association for Educational Communications and Technology, Anaheim, CA
  • Wallace, J.D., & Mintzes, J.J. (1990). The concept map as a research tool: Exploring conceptual change in biology. Journal of Research in Science Teaching, 27(10), 1033-1052.
  • Williamson, V.M., & Abraham, M.R. (1995). The effects of computer animation on the particulate mental models of college chemistry students. Journal of Research in Science Teaching, 32, 521-534.
  • Williams, T.C., & Zahed, H. (1996). Computer-based training versus traditional lecture: Effect on learning and retention. Journal of Business and Psychology, 11(2), 297-310.
  • Weiss, R.E., Knowlton, D.S., & Morrison, G.R. (2002). Principles for using animation in computer- based instruction: theoretical heuristics for effective design. Computers in Human Behavior, 18, 465-477.
  • Yalın, H.İ. (2006). Öğretim teknolojileri ve materyal geliştirme. Nobel Yayın Dağıtım: Ankara
  • Yang, E., Andre, T., Greenbowe, T.J., & Tibell, L. (2003). Spatial ability and the impact of visualization/animation on learning electrochemistry. International Journal of Science Education, 25(3), 329-349.
  • Yıldırım, A., & Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
  • Yılmaz, M., & Akkoyunlu, B. (2006). The effect of different learning environments on retention. Eurasian Journal of Educational Research, 23, 209-218.
Toplam 96 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Sakıp Kahraman

Yaşar Demir Bu kişi benim

Nazan Demir

Yayımlanma Tarihi 5 Ocak 2015
Yayımlandığı Sayı Yıl 2015 Cilt: 14 Sayı: 1

Kaynak Göster

APA Kahraman, S., Demir, Y., & Demir, N. (2015). -. İlköğretim Online, 14(1), 29-54.
AMA Kahraman S, Demir Y, Demir N. -. İOO. Ocak 2015;14(1):29-54.
Chicago Kahraman, Sakıp, Yaşar Demir, ve Nazan Demir. “-”. İlköğretim Online 14, sy. 1 (Ocak 2015): 29-54.
EndNote Kahraman S, Demir Y, Demir N (01 Ocak 2015) -. İlköğretim Online 14 1 29–54.
IEEE S. Kahraman, Y. Demir, ve N. Demir, “-”, İOO, c. 14, sy. 1, ss. 29–54, 2015.
ISNAD Kahraman, Sakıp vd. “-”. İlköğretim Online 14/1 (Ocak 2015), 29-54.
JAMA Kahraman S, Demir Y, Demir N. -. İOO. 2015;14:29–54.
MLA Kahraman, Sakıp vd. “-”. İlköğretim Online, c. 14, sy. 1, 2015, ss. 29-54.
Vancouver Kahraman S, Demir Y, Demir N. -. İOO. 2015;14(1):29-54.