Fethiye Karsli

Fen Bilgisi Ögretmen Adaylarının Kimya Konularında Sahip Oldukları Alternatif Kavramlar

The aim of this study is to determine alternative conceptions of prospective science teachers about the concepts of “Evaporation and Boiling”, “Acid-Base Neutralization Reactions”, “Dissolution and Factors Affecting Solubility”, “Gas Laws”, “Factors Affecting Reaction Rate” and “Electrochemical Cells”. The sample of the study conducted according to a case study consisted of 97 third-year students enrolled in Department of Science Teaching Programme in Faculty of Education in Giresun University. As the data collection tool, twotier Chemistry Concept Tests (CCTs) developed by Karslı (2011) was used in this study. The results obtained from CCTs’ data indicated that the prospective science teachers have various alternative conceptions about the chemistry concepts also reported in the literature and not mentioned in the literature. Within this research, possible causes of the alternative concepts determined in this study discussed, and some recommendations are presented for the elimination of these alternative concepts.

Effectiveness of the REACT Strategy on 12th Grade Students’ Understanding of the Alkenes Concept

Abstract Background: The context-based approach (CBA) is one of the approaches that allow learning to take place with real and related context, and this has increasingly become more popular. Purpose: The purpose of this study is to investigate the effect of the REACT strategy of the CBA on remedying 12th grade students’ alternative conceptions of ‘alkenes’ and improving their conceptual understanding. Sample: The sample of the study consisted of 20 (10 girls and 10 boys – aged 17 to 18 years) 12th grade students who enrolled in the Chemistry course in the 2014–2015 academic year in a public high school. Design and methods: Since the current study evaluated student gains in conceptual understanding by means of a pre-test, post-test, and delayed-test scores, the study used a single group pre-posttest research design. To gather data, an Alkenes Concept Test (ACT) with 15 multiple choice items and a semi-structured interview protocol with 4 open-ended questions were used. The ACT was administered before and after the intervention as pre- and post-tests. Then, the semi-structured interview protocol was carried out. The ACT was re-administered third time to the students as a delayed-test one month after the intervention. Results: The results showed that the REACT strategy was effective to remedy the alternative conceptions and helped students to keep new conceptions in their long-term memory one month after the implementation. Conclusions: The REACT strategy was effective in enhancing conceptual understanding of ‘alkenes’ and helping 12th grade students to link between the scientific concepts and daily life.

Bilgisayar Destekli Öğretim Materyalinin Öğretmen Adaylarının Yenilenebilir Enerji ve Kaynaklarını Öğrenmelerine Etkisi

Bu calismanin amaci bilgisayar destekli ogretim materyalinin fen bilgisi ogretmen adaylarinin yenilenebilir enerji ve kaynaklari ile ilgili ogrenmelerine etkisini incelemektir. Bu arastirmada on test-son test karsilastirmali deney kontrol gruplu yari deneysel yontem kullanilmistir. Arastirmanin orneklemini Giresun Universitesi Egitim Fakultesi Fen Bilgisi Ogretmenligi programinda ogrenim goren deney grubu (N= 31) ve kontrol grubu (N=21) olmak uzere toplam 52 3. sinif ogretmen adayi olusturmaktadir. Arastirmada veri toplama araci olarak yenilenebilir enerji ve kaynaklari ile ilgili acik uclu sorulardan olusan anket formu kullanilmistir. Arastirmadan elde edilen nitel veriler icerik analizi ile cozumlenmistir. Icerik analizinde olusturulan kodlar puanlandirilarak veriler nicellestirilmistir. Elde edilen nicel verilerin analizinde SPSS 16.00 paket programi kullanilmistir. Deney grubunun on ve son test puanlari karsilastirildiginda, son test puanlari lehine anlamli bir farklilik oldugu tespit edilmistir. Bu durum deney grubunda uygulanan bilgisayar destekli ogretim materyalinin etkililigi ile yorumlanabilir. Ancak hidrolik enerji konusunda hem deney hem de kontrol grubunda on-son test puanlari arasinda son test lehine anlamli bir farklilik bulunmustur. Bu durum, ogretmen adaylarinin hidrolik enerji kavramini ilk kez duymus olabilecekleri ile iliskilendirilmistir.