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Fen Öğretimi Laboratuvar Uygulamalarında TGA Öğretim Yöntemine Dayalı Kavram Karikatürü Destekli Örnek Etkinlik Geliştirilmesi

Yıl 2022, Cilt: 8 Sayı: 17, 1 - 35, 30.04.2022

Öz

Bu çalışmanın amacı, fen bilgisi öğretimi laboratuvar uygulamaları-II dersi kapsamında biyoloji konularının öğretimi için geliştirilen kavram karikatürü ile desteklenen Tahmin-Gözlem-Açıklama (POE) öğretim yöntemine dayalı örnek etkinlikleri tanıtmak ve bunların nasıl uygulanacağını açıklamaktır. Etkinlikler geliştirilirken nitel araştırma desenlerinden doküman incelemesi yöntemi kullanılmıştır. Geliştirilen etkinliklerin uygulaması bir devlet üniversitesinde fen bilgisi öğretimi laboratuvar uygulamaları-II dersini alan 37 fen bilgisi öğretmen adayı ile gerçekleştirilmiştir. Araştırma sonucunda fen öğretimi laboratuvar uygulamaları dersi-II kapsamında biyoloji konularının öğretimi için Tahmin-Gözlem-Açıklama (POE) öğretim yöntemine dayalı örnek etkinlikler geliştirilmiştir. POE öğretim yöntemine dayalı etkinlikler geliştirilirken tartışma ve motivasyon sağlamak için kavram karikatürleri kullanılabilir. Ayrıca TGA öğretim uygulamalarında öğrencilerin birbirinden farklı sonuçlara ulaşabilir. Yapılandırmacı öğrenme anlayışı çerçevesinde bu tip çelişkili durumların giderilmesi için öğretmenler, gerek sözel olarak gerekse etkinliklerde yapı iskeleti tekniklerinden (soru-cevap, konu özetleri, akış diyagramları vb.) faydalanılabilir.

Kaynakça

  • Akgün, A., Tokur, F., & Özkara, D. (2013). Investigating the effect of POE strategy on teaching pressure subject. Amasya Education Journal, 2(2), 348-369. Retrieved from https://dergipark.org.tr/tr/pub/amauefd/issue/1729/21194
  • Alibali, M. W. (2006). Does visual scaffolding facilitate students’ mathematics learning? Evidence from early algebra. Retrieved from http://ies.ed.gov/funding/grantsearch/details.asp?ID=54
  • Anılan, B., Berber, A.,& Suder, N. (2020). Teacher candidate and student opinions about experimental applications by hands-on learning. Kastamonu Education Journal, 28(1), 52-71. https://doi.org/10.24106/kefdergi.3424
  • Arı, Ü., Peşman, H., & Baykara, O. (2017). Interaction of effect upon remediating prospective science teachers’ misconceptions by guidance level in inquiry teaching with science process skills. Bartın University Journal of Faculty of Education, 6(1), 304-321. https://doi.org/10.14686/buefad.263895
  • Ayvacı, H., Ş., & Durmuş, A. (2016). Effect of laboratory activities based on “Predict-Observe-Explain (POE)” method on pre-service science teachers’ academic achievement on “Heat and Temperature” subject. Pamukkale University Journal of Education, 39(39), 101-118. https://doi.org/10.9779/PUJE742
  • Baladın Duman, B. (2019). Implementation of POE methods for nutritional ingredients and digestive system. [Unpublished masters' thesis], Trabzon University.
  • Bilen, K., & Aydoğdu, M. (2012). The effect of a laboratory approach based on Predict-Observation-Explain (POE) strategy on the development of students’ science process skills and views about nature of science. Gaziantep University Journal of Social Sciences, 11(1), 49-69. Retrieved from https://dergipark.org.tr/tr/download/article-file/223353
  • Bilen, K., & Köse, S. (2013). Effective strategy on concept learning POE (Predict-Observe-Explain). Mehmet Akif Ersoy University Journal of Education Faculty, 1(24), 21-42. Retrieved from https://dergipark.org.tr/en/pub/maeuefd/issue/19397/205999
  • Bilen, K., Köse, S., & Uşak, M. (2011). Effect of laboratory activities designed based on Predıct- Observe- Explain (POE) strategy on pre-service science teachers’ understanding of osmosis and diffusion subject. Pamukkale University Journal of Social Sciences Institute, 9, 115-127. Retrieved from https://dergipark.org.tr/en/download/article-file/411184
  • Bolat, A., & Karamustafaoğlu, S. (2021). Teaching mass and weight concepts: Prediction-Observation- Explain. Journal of National Education, 50(230), 663-687. https://doi.org/10.37669/milliegitim.702128
  • Böyük, U., Demir, S., & Erol, M. (2010). Analyzing the proficiency views of science and technology teachers on laboratory studies in terms of different variables. TÜBAV Journal of Science, 3(4), 342-349. Retrieved from https://dergipark.org.tr/en/download/article-file/799639
  • Çeken, R. (2010). Balloon car activity in science and technology lesson. Elementary Education Online, 9(2), 1-5. Retrieved from https://www.ilkogretim-online.org/fulltext/218-1596895178.pdf?1626294555
  • Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Sage. https://dx.doi.org/10.4135/9781452230153
  • Council of High Education [CoHE] (2007). Faculty of education teacher training undergraduate programs. Ankara. Retrieved from https://www.yok.gov.tr/Documents/Yayinlar/Yayinlarimiz/egitim-fakultesi-ogretmen-yetistirme-lisans-programlari.pdf
  • Council of High Education [CoHE] (2018). Faculty of Education teacher training undergraduate programs. Ankara. Retrieved from https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans-Programlari/Fen_Bilgisi_Ogretmenligi_Lisans_Programi.pdf
  • Demir, S., Böyük, U., & Koç, A. (2011). Views of science and technology teachers on laboratory conditions and use of laboratory with their tendencies to follow technological innovations. Mersin University Journal of the Faculty of Education, 7(2), 66-79. Retrieved from https://dergipark.org.tr/en/download/article-file/160793
  • Demir, Y., Uzoğlu, M., & Büyükkasap, E. (2012). Comparison of the effectiveness of cartoons and multiple choice questions used in determining the misconceptions about force and movement. Journal of the Research in Education and Teaching, 1(1), 88-102. Retrieved from http://www.jret.org/FileUpload/ks281142/File/10c.demir.pdf
  • Ergül, S., Sarıtaş, D., & Özcan, H. (2020). Teaching the nature of chemical change through Hypothetical POE (Prediction, Observation, Explanation) cycle: An example of acid-base indicator reaction. Journal of Balıkesir University Institute of Science and Technology, 22(2), 490-506. https://doi.org/10.25092/baunfbed.709953
  • Güleşir, T., Aydemir, K., Kuş, S., Uzel, N., & Gül, A. (2020). An alternative method of evaluation for physiology experiments: POE worksheets. e-Kafkas Journal of Educational Research, 7(2), 84-99. Retrieved from https://dergipark.org.tr/en/pub/kafkasegt/issue/56033/748909
  • Güneş, M. H., Şener, N., Topal Germi, N., & Can, N. (2013). Science and technology course for teachers and students using laboratory evaluation. Journal of Dicle University Ziya Gökalp Faculty of Education, 20, 1-11. Retrieved from https://dergipark.org.tr/en/download/article-file/786929
  • Güngör, S., N. (2016). The influence of teaching biological subjects and concepts to pre-science teachers through Predict-Observe-Explain (POE) method on achievement, permanence, and scientific process skills. [Unpublished doctoral dissertation], Uludağ University.
  • Kabapınar, F. (2005). Effectiveness of teaching via concept cartoons from the point of view of constructivist approach. Educational Sciences: Theory & Practice, 5(1), 135-146. Retrieved from https://www.researchgate.net/profile/Filiz-Kabapinar-2/publication/265411400_Effectiveness_of_Teaching_via_Concept_Cartoons_from_the_Point_of_View_of_Constructivist_Approach/links/57d03fc708ae5f03b4890a3c/Effectiveness-of-Teaching-via-Concept-Cartoons-from-the-Point-of-View-of-Constructivist-Approach.pdf
  • Karabay, F. H. (2020). The effect of using scaffolding and hint with mobile applications in mathematical problem solving on academic achievement and cognitive loads of third year students. [Unpublished masters' thesis], Yozgat Bozok University.
  • Karatekin, P., & Öztürk, M. (2012). General biology laboratory of science and technology candidate teachers' TGA technique processed “Unit Cell and Tissues” effect on students' achievement and scientific process skills. Manisa Celal Bayar University Journal of the Faculty of Education, 2(1), 106-131. Retrieved from https://dergipark.org.tr/en/download/article-file/1122619
  • Kearney M., & Treagust, D. F. (2001). Constructivism as a referent in the design and development of a computer program using interactive digital video to enhance learning in physics. Australian Journal of Educational Technology, 17(1), 64-79. https://doi.org/10.14742/ajet.1773
  • Keogh, B., & Naylor, S. (1999). Concept cartoons, teaching and learning in science: An evaluation. International Journal of Science Education, 21(4), 431-446. https://doi.org/10.1080/095006999290642
  • Kıral, B. (2020). Document analysis as a qualitative data analysis method. Journal of Social Sciences Institute, 8(15), 170-189. Retrieved from https://dergipark.org.tr/en/download/article-file/1156348
  • Kozcu Çakır, N., Güven, G., & Özdemir, O. (2017). A study on the efficiency of TGA strategy on general biology laboratory applications. Bolu, Abant İzzet Baysal University Journal of Faculty of Education, 17(4), 2014-2035. https://doi.org/10.17240/aibuefd.2017.17.32772-363988
  • Köse, S., Coştu, B., & Keser, Ö. F. (2003). Determination of students’ misconceptions in science: Activities through POE method. Pamukkale University Journal of Education, 13(1), 43–53. Retrieved from https://dergipark.org.tr/en/download/article-file/114819
  • Liew, C.W., & Treagust, D. F. (1998, April, 13-17). The effectiveness of Predict-Observe-Explain tasks in diagnosing students’ understanding of science and in identifying their levels of achievement [Oral presentation], Paper Presented at the Annual Meeting of The American Educational Research Association, San Diego, USA.
  • Mahtari, S., Wati, M., Hartini, S., Misbah, M., & Dewantara, D. (2020). The effectiveness of the student worksheet with PhET simulation used scaffolding question prompt. Journal of Physics: Conf. Series, 1422(012010), 1-7. Retrieved from https://iopscience.iop.org/article/10.1088/1742-6596/1422/1/012010/pdf
  • Ministry of National Education [MoNE] (2005). Primary education science and technology course (4th and 5th grades) curriculum. Ankara. Retrieved from https://docplayer.biz.tr/1747454-T-c-milli-egitim-bakanligi-talim-ve-terbiye-kurulu-baskanligi-ilkogretim-fen-ve-teknoloji-dersi-4-ve-5-siniflar-ogretim-programi.html
  • Ministry of National Education [MoNE] (2013). Primary and secondary school science lesson (3, 4, 5, 6, 7 and 8th grades) curriculum. Ankara. Retrieved from https://ridvansoydemir.files.wordpress.com/2018/07/fen-bilimleri-2013-3-8-mc49fretim-programc4b11.pdf
  • Ministry of National Education [MoNE] (2018). Primary and secondary school science lesson (3, 4, 5, 6, 7 and 8th grades) curriculum. Ankara. https://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=325
  • Orbay, M., Özdoğan, T., Öner, F., Kara, M., & Gümüş, S. (2003). Difficulties encountered in "Science Laboratory Applications I-II" course and suggestions for solutions. Journal Of National Education, 157. Retrieved from https://dhgm.meb.gov.tr/yayimlar/dergiler/Milli_Egitim_Dergisi/157/orbay.htm
  • Perkins, D. N. (1991). Technology meets constructivism: Do they make a marriage?. Educational Technology, 31(5), 18-23. Retrieved from http://www.jstor.org/stable/44427516
  • Soğukpınar, R., & Gündoğdu, K. (2020). Students' and teachers' views on science lesson and laboratory practices: A case study. IBAD Journal of Social Sciences, (8), 275-294. https://doi.org/10.21733/ibad.733953
  • Tokur, F. (2011). The effect of POE strategy on preservice science teachers understanding the subject of growth-development in plants. [Unpublished masters' thesis], Adıyaman University.
  • Uluçınar, Ş., Cansaran, A., & Karaca, A. (2004). The evaluation of laboratory studies in science. The Journal of Turkish Educational Sciences, 2(4), 465-475. Retrieved from https://dergipark.org.tr/en/download/article-file/256411
  • Uyanık, G. (2018). Effect of hands on science experiments on academic achievement, attitude towards science course and retention. OPUS International Journal of Society Researches, 9(16), 600-624. https://doi.org/10.26466/opus.462761
  • Uzal, G., Erdem, A., Önen, F., & Gürdal, A. (2010). The evaluation of teachers’ opinions about hands-on science experiments and the performed in-service training. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 4(1), 64-84. Retrieved from https://dergipark.org.tr/en/download/article-file/39796
  • Uzoğlu, M., Yıldız, A., Demir, Y., & Büyükkasap, E. (2013). A comparison of effectiveness of concept cartoons and open-ended questions to determine the misconceptions of pre-service science teacher about light. Ahi Evran University Journal of Kırşehir Education Faculty, 14(1), 367-388. Retrieved from https://dergipark.org.tr/en/pub/kefad/issue/59473/854654
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  • Yıldırım, N., & Maşeroğlu, P. (2021). Development of prediction, observation and explanation activities providing 8th grade students to associate chemistry concepts with daily life. Erzincan University Journal of Education Faculty, 23(1) , 32-56. Retrieved from https://dergipark.org.tr/tr/pub/erziefd/issue/62111/643733
  • Yüzüak, A. V., Yüzüak, B., & Arslan, T. (2020). Elementary science teacher candidates views about easily available materials. ESTUDAM Journal of Education, 5(2), 24-36. Retrieved from https://dergipark.org.tr/en/download/article-file/1067071
  • Önen, F., & Çömek, A. (2011). The views of prospective teachers' on hands on science experiments. Western Anatolia Journal of Educational Sciences, 2(3), 45-72. https://dergipark.org.tr/en/download/article-file/39543

Developing Sample Activity Based on Prediction- Observation- Explanation (POE) Teaching Method Supported by Concept Cartoons in Science Teaching Laboratory Applications

Yıl 2022, Cilt: 8 Sayı: 17, 1 - 35, 30.04.2022

Öz

The aim of this study is to introduce sample activities based on the Prediction-Observation-Explanation (POE) teaching method supported by concept cartoon developed for the teaching of biology subjects within the scope of science teaching laboratory applications-II course and to explain how the application is made. While developing the activities, document analysis method, one of the qualitative research designs, was used. The implementation of the developed activities was carried out with 37 prospective science teachers who took the science teaching laboratory practices-II course at a state university. As a result of the study, sample activities based on the Prediction-Observation-Explanation (POE) teaching method were developed for the teaching of biology subjects within the scope of science teaching laboratory applications course-II. While developing activities based on POE teaching method, concept cartoons can be used to provide discussion and motivation. In addition, students can reach different results in POE teaching practices. Within the framework of the constructivist learning approach, teachers can use the scaffolding techniques (question-answer, topic summaries, flow charts, etc.), both verbally and in activities, in order to eliminate such conflicting situations.

Kaynakça

  • Akgün, A., Tokur, F., & Özkara, D. (2013). Investigating the effect of POE strategy on teaching pressure subject. Amasya Education Journal, 2(2), 348-369. Retrieved from https://dergipark.org.tr/tr/pub/amauefd/issue/1729/21194
  • Alibali, M. W. (2006). Does visual scaffolding facilitate students’ mathematics learning? Evidence from early algebra. Retrieved from http://ies.ed.gov/funding/grantsearch/details.asp?ID=54
  • Anılan, B., Berber, A.,& Suder, N. (2020). Teacher candidate and student opinions about experimental applications by hands-on learning. Kastamonu Education Journal, 28(1), 52-71. https://doi.org/10.24106/kefdergi.3424
  • Arı, Ü., Peşman, H., & Baykara, O. (2017). Interaction of effect upon remediating prospective science teachers’ misconceptions by guidance level in inquiry teaching with science process skills. Bartın University Journal of Faculty of Education, 6(1), 304-321. https://doi.org/10.14686/buefad.263895
  • Ayvacı, H., Ş., & Durmuş, A. (2016). Effect of laboratory activities based on “Predict-Observe-Explain (POE)” method on pre-service science teachers’ academic achievement on “Heat and Temperature” subject. Pamukkale University Journal of Education, 39(39), 101-118. https://doi.org/10.9779/PUJE742
  • Baladın Duman, B. (2019). Implementation of POE methods for nutritional ingredients and digestive system. [Unpublished masters' thesis], Trabzon University.
  • Bilen, K., & Aydoğdu, M. (2012). The effect of a laboratory approach based on Predict-Observation-Explain (POE) strategy on the development of students’ science process skills and views about nature of science. Gaziantep University Journal of Social Sciences, 11(1), 49-69. Retrieved from https://dergipark.org.tr/tr/download/article-file/223353
  • Bilen, K., & Köse, S. (2013). Effective strategy on concept learning POE (Predict-Observe-Explain). Mehmet Akif Ersoy University Journal of Education Faculty, 1(24), 21-42. Retrieved from https://dergipark.org.tr/en/pub/maeuefd/issue/19397/205999
  • Bilen, K., Köse, S., & Uşak, M. (2011). Effect of laboratory activities designed based on Predıct- Observe- Explain (POE) strategy on pre-service science teachers’ understanding of osmosis and diffusion subject. Pamukkale University Journal of Social Sciences Institute, 9, 115-127. Retrieved from https://dergipark.org.tr/en/download/article-file/411184
  • Bolat, A., & Karamustafaoğlu, S. (2021). Teaching mass and weight concepts: Prediction-Observation- Explain. Journal of National Education, 50(230), 663-687. https://doi.org/10.37669/milliegitim.702128
  • Böyük, U., Demir, S., & Erol, M. (2010). Analyzing the proficiency views of science and technology teachers on laboratory studies in terms of different variables. TÜBAV Journal of Science, 3(4), 342-349. Retrieved from https://dergipark.org.tr/en/download/article-file/799639
  • Çeken, R. (2010). Balloon car activity in science and technology lesson. Elementary Education Online, 9(2), 1-5. Retrieved from https://www.ilkogretim-online.org/fulltext/218-1596895178.pdf?1626294555
  • Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Sage. https://dx.doi.org/10.4135/9781452230153
  • Council of High Education [CoHE] (2007). Faculty of education teacher training undergraduate programs. Ankara. Retrieved from https://www.yok.gov.tr/Documents/Yayinlar/Yayinlarimiz/egitim-fakultesi-ogretmen-yetistirme-lisans-programlari.pdf
  • Council of High Education [CoHE] (2018). Faculty of Education teacher training undergraduate programs. Ankara. Retrieved from https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans-Programlari/Fen_Bilgisi_Ogretmenligi_Lisans_Programi.pdf
  • Demir, S., Böyük, U., & Koç, A. (2011). Views of science and technology teachers on laboratory conditions and use of laboratory with their tendencies to follow technological innovations. Mersin University Journal of the Faculty of Education, 7(2), 66-79. Retrieved from https://dergipark.org.tr/en/download/article-file/160793
  • Demir, Y., Uzoğlu, M., & Büyükkasap, E. (2012). Comparison of the effectiveness of cartoons and multiple choice questions used in determining the misconceptions about force and movement. Journal of the Research in Education and Teaching, 1(1), 88-102. Retrieved from http://www.jret.org/FileUpload/ks281142/File/10c.demir.pdf
  • Ergül, S., Sarıtaş, D., & Özcan, H. (2020). Teaching the nature of chemical change through Hypothetical POE (Prediction, Observation, Explanation) cycle: An example of acid-base indicator reaction. Journal of Balıkesir University Institute of Science and Technology, 22(2), 490-506. https://doi.org/10.25092/baunfbed.709953
  • Güleşir, T., Aydemir, K., Kuş, S., Uzel, N., & Gül, A. (2020). An alternative method of evaluation for physiology experiments: POE worksheets. e-Kafkas Journal of Educational Research, 7(2), 84-99. Retrieved from https://dergipark.org.tr/en/pub/kafkasegt/issue/56033/748909
  • Güneş, M. H., Şener, N., Topal Germi, N., & Can, N. (2013). Science and technology course for teachers and students using laboratory evaluation. Journal of Dicle University Ziya Gökalp Faculty of Education, 20, 1-11. Retrieved from https://dergipark.org.tr/en/download/article-file/786929
  • Güngör, S., N. (2016). The influence of teaching biological subjects and concepts to pre-science teachers through Predict-Observe-Explain (POE) method on achievement, permanence, and scientific process skills. [Unpublished doctoral dissertation], Uludağ University.
  • Kabapınar, F. (2005). Effectiveness of teaching via concept cartoons from the point of view of constructivist approach. Educational Sciences: Theory & Practice, 5(1), 135-146. Retrieved from https://www.researchgate.net/profile/Filiz-Kabapinar-2/publication/265411400_Effectiveness_of_Teaching_via_Concept_Cartoons_from_the_Point_of_View_of_Constructivist_Approach/links/57d03fc708ae5f03b4890a3c/Effectiveness-of-Teaching-via-Concept-Cartoons-from-the-Point-of-View-of-Constructivist-Approach.pdf
  • Karabay, F. H. (2020). The effect of using scaffolding and hint with mobile applications in mathematical problem solving on academic achievement and cognitive loads of third year students. [Unpublished masters' thesis], Yozgat Bozok University.
  • Karatekin, P., & Öztürk, M. (2012). General biology laboratory of science and technology candidate teachers' TGA technique processed “Unit Cell and Tissues” effect on students' achievement and scientific process skills. Manisa Celal Bayar University Journal of the Faculty of Education, 2(1), 106-131. Retrieved from https://dergipark.org.tr/en/download/article-file/1122619
  • Kearney M., & Treagust, D. F. (2001). Constructivism as a referent in the design and development of a computer program using interactive digital video to enhance learning in physics. Australian Journal of Educational Technology, 17(1), 64-79. https://doi.org/10.14742/ajet.1773
  • Keogh, B., & Naylor, S. (1999). Concept cartoons, teaching and learning in science: An evaluation. International Journal of Science Education, 21(4), 431-446. https://doi.org/10.1080/095006999290642
  • Kıral, B. (2020). Document analysis as a qualitative data analysis method. Journal of Social Sciences Institute, 8(15), 170-189. Retrieved from https://dergipark.org.tr/en/download/article-file/1156348
  • Kozcu Çakır, N., Güven, G., & Özdemir, O. (2017). A study on the efficiency of TGA strategy on general biology laboratory applications. Bolu, Abant İzzet Baysal University Journal of Faculty of Education, 17(4), 2014-2035. https://doi.org/10.17240/aibuefd.2017.17.32772-363988
  • Köse, S., Coştu, B., & Keser, Ö. F. (2003). Determination of students’ misconceptions in science: Activities through POE method. Pamukkale University Journal of Education, 13(1), 43–53. Retrieved from https://dergipark.org.tr/en/download/article-file/114819
  • Liew, C.W., & Treagust, D. F. (1998, April, 13-17). The effectiveness of Predict-Observe-Explain tasks in diagnosing students’ understanding of science and in identifying their levels of achievement [Oral presentation], Paper Presented at the Annual Meeting of The American Educational Research Association, San Diego, USA.
  • Mahtari, S., Wati, M., Hartini, S., Misbah, M., & Dewantara, D. (2020). The effectiveness of the student worksheet with PhET simulation used scaffolding question prompt. Journal of Physics: Conf. Series, 1422(012010), 1-7. Retrieved from https://iopscience.iop.org/article/10.1088/1742-6596/1422/1/012010/pdf
  • Ministry of National Education [MoNE] (2005). Primary education science and technology course (4th and 5th grades) curriculum. Ankara. Retrieved from https://docplayer.biz.tr/1747454-T-c-milli-egitim-bakanligi-talim-ve-terbiye-kurulu-baskanligi-ilkogretim-fen-ve-teknoloji-dersi-4-ve-5-siniflar-ogretim-programi.html
  • Ministry of National Education [MoNE] (2013). Primary and secondary school science lesson (3, 4, 5, 6, 7 and 8th grades) curriculum. Ankara. Retrieved from https://ridvansoydemir.files.wordpress.com/2018/07/fen-bilimleri-2013-3-8-mc49fretim-programc4b11.pdf
  • Ministry of National Education [MoNE] (2018). Primary and secondary school science lesson (3, 4, 5, 6, 7 and 8th grades) curriculum. Ankara. https://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=325
  • Orbay, M., Özdoğan, T., Öner, F., Kara, M., & Gümüş, S. (2003). Difficulties encountered in "Science Laboratory Applications I-II" course and suggestions for solutions. Journal Of National Education, 157. Retrieved from https://dhgm.meb.gov.tr/yayimlar/dergiler/Milli_Egitim_Dergisi/157/orbay.htm
  • Perkins, D. N. (1991). Technology meets constructivism: Do they make a marriage?. Educational Technology, 31(5), 18-23. Retrieved from http://www.jstor.org/stable/44427516
  • Soğukpınar, R., & Gündoğdu, K. (2020). Students' and teachers' views on science lesson and laboratory practices: A case study. IBAD Journal of Social Sciences, (8), 275-294. https://doi.org/10.21733/ibad.733953
  • Tokur, F. (2011). The effect of POE strategy on preservice science teachers understanding the subject of growth-development in plants. [Unpublished masters' thesis], Adıyaman University.
  • Uluçınar, Ş., Cansaran, A., & Karaca, A. (2004). The evaluation of laboratory studies in science. The Journal of Turkish Educational Sciences, 2(4), 465-475. Retrieved from https://dergipark.org.tr/en/download/article-file/256411
  • Uyanık, G. (2018). Effect of hands on science experiments on academic achievement, attitude towards science course and retention. OPUS International Journal of Society Researches, 9(16), 600-624. https://doi.org/10.26466/opus.462761
  • Uzal, G., Erdem, A., Önen, F., & Gürdal, A. (2010). The evaluation of teachers’ opinions about hands-on science experiments and the performed in-service training. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 4(1), 64-84. Retrieved from https://dergipark.org.tr/en/download/article-file/39796
  • Uzoğlu, M., Yıldız, A., Demir, Y., & Büyükkasap, E. (2013). A comparison of effectiveness of concept cartoons and open-ended questions to determine the misconceptions of pre-service science teacher about light. Ahi Evran University Journal of Kırşehir Education Faculty, 14(1), 367-388. Retrieved from https://dergipark.org.tr/en/pub/kefad/issue/59473/854654
  • White, R., & Gunstone, R. (1992). Probing Understanding (1st ed.). Routledge. https://doi.org/10.4324/9780203761342
  • Yıldırım, N., & Maşeroğlu, P. (2021). Development of prediction, observation and explanation activities providing 8th grade students to associate chemistry concepts with daily life. Erzincan University Journal of Education Faculty, 23(1) , 32-56. Retrieved from https://dergipark.org.tr/tr/pub/erziefd/issue/62111/643733
  • Yüzüak, A. V., Yüzüak, B., & Arslan, T. (2020). Elementary science teacher candidates views about easily available materials. ESTUDAM Journal of Education, 5(2), 24-36. Retrieved from https://dergipark.org.tr/en/download/article-file/1067071
  • Önen, F., & Çömek, A. (2011). The views of prospective teachers' on hands on science experiments. Western Anatolia Journal of Educational Sciences, 2(3), 45-72. https://dergipark.org.tr/en/download/article-file/39543
Toplam 46 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makalesi
Yazarlar

Emine Yurtyapan 0000-0003-4630-8601

Nezahat Kandemir 0000-0002-5428-4139

Yayımlanma Tarihi 30 Nisan 2022
Gönderilme Tarihi 1 Kasım 2021
Yayımlandığı Sayı Yıl 2022 Cilt: 8 Sayı: 17

Kaynak Göster

APA Yurtyapan, E., & Kandemir, N. (2022). Developing Sample Activity Based on Prediction- Observation- Explanation (POE) Teaching Method Supported by Concept Cartoons in Science Teaching Laboratory Applications. Uluslararası Beşeri Bilimler Ve Eğitim Dergisi, 8(17), 1-35.

Uluslararası Beşeri Bilimler ve Eğitim Dergisi 

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