Research Article
Kimyasal Reaksiyonlar ve Enerji Ünitesine Yönelik Hazır Bulunuşluk Testi Geliştirilmesi: Geçerlilik ve Güvenilirlik Çalışması
Abstract
Çalışmanın amacı; 11. sınıf öğrencilerinin, kimya dersi “Kimyasal Reaksiyonlar ve Enerji” ünitesine
yönelik hazır bulunuşluklarını belirlemek için geçerli ve güvenilir bir ölçme aracı geliştirmektir. Testi
geliştirme sürecinde; öncelikle ünitenin anlamlı öğrenilmesine temel oluşturan kavramlar
belirlenmiştir. Ardından, bu kavramların önem düzeyleri dikkate alınarak test maddeleri
oluşturulmuş ve uzman görüşleriyle gerekli düzenlemeler yapılmıştır. Pilot uygulama, İzmir ilinde
bulunan çeşitli liselerde öğrenim gören toplam 170 öğrenci üzerinde gerçekleşmiştir. Madde analizi
sonucunda son şekli belirlenen testte, 5 seçenekli 25 adet çoktan seçmeli soru yer almaktadır. Testin
çalışmadaki KR-‐‑20 güvenilirlik katsayısı 0,86 olarak hesaplanmıştır. Yapılan istatistiksel analizler,
“Kimyasal Reaksiyonlar ve Enerji” ünitesine yönelik geliştirilen Hazır Bulunuşluk Testi’nin geçerli ve
güvenilir bir test olduğunu ortaya koymaktadır.
References
- Andersson, B. (1986). Pupils’ explanations of some aspects of chemical reactions. Science Education, 70, 549-‐‑ 563. Andersson, B. (1990). Pupils, conceptions of matter and its transformation (Age 12-‐‑16). Studies in Science Education, 18, 53-‐‑85. Atasoy, B., Genç, E., Kadayıfçı, H. ve Akkuş, H. (2007). 7. sınıf öğrencilerinin fiziksel ve kimyasal değişmeler konusunu anlamalarında işbirlikli öğrenmenin etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32, 12-‐‑21. Ayyıldız, Y. ve Tarhan, L. (2012). The effective concepts on students'ʹ understanding of chemical reactions and energy. Hacettepe University Journal of Education, 42, 72-‐‑83. Ben-‐‑Zvi, R., Eylon, B. ve Silberstein, J. (1986). Is an atom of copper malleable? Journal of chemical education, 63, 64-‐‑66. Berg, K. C. ve Treagust, D. F. (1993). The presentation of gas properties in chemistry textbooks and as reported by science teachers. Journal of Research in Science Teaching, 30(8), 871-‐‑882. Berkheimer, G. D., Anderson, C. W. ve Spees, S. T. (1990). Using conceptual change research to reason about curriculum. East Lansing, MI: Michigan State University, Institute for Research on Teaching, 195. Bodner, G. (1986). Constructivism: A theory of knowledge. Journal of Chemical Education, 63, 873-‐‑878. Bodner, G. M. (1991). I have found you an argument: The conceptual knowledge of beginning chemistry graduate students. Journal of Chemical Education, 68, 385-‐‑388. Boo, H. K. ve Watson, J. R. (2001). Progression in high school students’ (aged 16-‐‑18) conceptualizations about chemical reactions in solution. Science Education, 85, 568-‐‑585. Bowen, C. W. ve Bunce, D. M. (1997). Testing for conceptual understanding in general chemistry. The Chemical Educator, 2(2), 1-‐‑17. Brown, D. E. (1992). Using examples and analogies to remediate misconceptions in physics: Factors influencing conceptual change. Journal of Research in Science Teaching, 29, 17-‐‑34. Büyüköztürk, Ş. (2007). Sosyal bilimler için veri analizi el kitabı, istatistik, araştırma deseni, spss uygulamaları ve yorum. Ankara: PegemA Yayıncılık. Coll, R. K. ve Treagust, D. F. (2001). Learners mental models of chemical bonding. Research in Science Education, 31 (3), 357-‐‑382. Colletta, A. T. ve Chiappetta, E. L. (1989). Science ınstruction in the middle and secondary schools. Second Edition, Merril Publishing Company, Toronto, Canada. Çalık, M. ve Ayas, A. (2005). A cross-‐‑age study on the understanding of chemical solutions and their components. International Education Journal, 6 (1), 30-‐‑41. Çalık, M., Ayas, A., Coll, R., Ünal, S. ve Coştu, B. (2007). Investigating the effectiveness of a constructivist-‐‑based teaching model on student understanding of the dissolution of gases in liquids. Journal of Science Education and Technology, 16 (3), 257-‐‑270. Çepni, S. (2003). Analysis of university science instructors'ʹ examination questions according to the cognitive levels. Educational Sciences: Theory & Practice, 3(1), 78-‐‑84. Gabel, D. L., Samuel, K. V. ve Hunn, D. (1987). Understanding the particulate nature of matter. Journal of Chemical Education, 64, 695-‐‑697. Garnett, P. J., Garnett, P. J. ve Hackling, M. W. (1995). Students’ alternative conceptions in chemistry: A review of research and ımplications for teaching and learning. Studies in Science Education, 25, 69-‐‑95. Glazar, S.A. ve Vrtacnik, M. (1992). Misconception of chemical concepts, kemija v soli, Slovene. Journal of Chemical Education, (Special Issue) 5, 28-‐‑31. Griffiths, A. K. ve Preston, K. R. (1989). An investigation of grade 12 students’ misconceptions relating to fundamental characteristics of molecules and atoms. 62th Conference of the National Association for Research in Science Teaching, San Francisco. Hand, B. ve Treagust, D. F. (1991). Student achievement and science curriculum development using a constructive framework. School Science and Mathematics, 91,172 -‐‑ 76. Harrison, A. G. (2001). Textbooks for outcomes science: A review. The Queensland Science Teacher, 27 (6), 20-‐‑22. Hazel, E. ve Prosser, M. (1994). “First-‐‑year university students’ understanding of photosynthesis”, Their study strategies and learning context. The American Biology Teacher, 56(5), 274-‐‑279. Horasan, Y., Aydın, H. ve Kete, R. (2013). Biyoloji öğretmenlerinin biyoloji programı hakkındaki görüşlerinin değerlendirilmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 13(2), 335-‐‑353. Jonassen, D. H. (1991). Objectivism versus constructivism: Do we need a new philosophical paradigm? Education Technology Research and Development, 39, 5-‐‑14. Kehoe, J. (1995). Basic item analysis for multiple-‐‑choice tests. Practical Assessment, Research & Evaluation, 4(10). Liew, C. W. ve Treagust, D. F. (1998). “The effectiveness of predict-‐‑observe-‐‑explain tasks in diagnosing students’ understanding of science and in identifying their levels of achievement”, paper presented at the Annual Meeting of The American Educational Research Association, San Diego. Maskill, R. ve Cachapuz, A. F. C. (1989). Learning about the chemistry topic of equilibrium: The use of word association tests to detect developing conceptualizations. International Journal of Science Education, 11(1), 57-‐‑69. Nakiboğlu, C. ve Tekin, B. B. (2006). Identifying students’ misconceptions about nuclear chemistry: A study of Turkish high school students. Journal of Chemical Education, 83, 1712-‐‑1718. Nakhleh, M. (1992). Why some students don’t learn chemistry: Chemical misconceptions. Journal of Chemical Education, 69(3), 191-‐‑196. Novick, S. ve Nussbaum, J. (1978). Junior high school pupils'ʹ understanding of the particulate nature of matter: An interview study. Science Education, 62, 273-‐‑281. Osborne, R. J. ve Cosgrove, M. M. (1983). Children’s conceptions of the changes of state of water. Journal of Research in Science Teaching, 20, 825-‐‑838. Özmen, H. ve Ayas, A. (2003). Students’ difficulties in understanding of the conservation of matter in open and closed system chemical reactions. Chemistry Education: Research and Practice, 4(3), 279-‐‑290. Özmen, H., Ayas, A. ve Coştu, B. (2002). Fen bilgisi öğretmen adaylarının maddenin tanecikli yapısı hakkındaki anlama seviyelerinin ve yanılgılarının belirlenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 2, 2, 507-‐‑529. Peterson, R. F. ve Treagust, D. (1989). Grade-‐‑12 students’ misconceptions of covalent bonding and structure. Journal of Chemical Education, 66(6), 459-‐‑460. Peterson, R. F., Treagust, D. F. ve Garnett, P. (1989). Development and application of a diagnostic instrument to evaluate grade-‐‑11 and grade-‐‑12 students’ concepts of covalent bonding and structure following a course of instruction. Journal of Research in Science Teaching, 26, 301-‐‑314. Resnick, L. B. (1983). Mathematics and science learning: A new conception. Science, 220, 477-‐‑ 478. Ross, B. H. B. ve Munby, H. (1991). Concept mapping and misconceptions: A study of high-‐‑ school students'ʹ understandings of acids and bases. International Journal of Science Education, 13(1), 11-‐‑23. Sanger, M. J. ve Greenbowe, T. J. (1997). Common student misconceptions in electrochemistry: Galvanic, electrolytic, and concentration cells. Journal of Research in Science Teaching, 34, 377-‐‑398. Selley, N. (2000). Students spontaneous use of a particulate model for dissolution. Research in Science Education, 30, 389-‐‑402. Smith, K. J. ve Metz, P. A. (1996). Evaluating student understanding of solution chemistry through microscopic representations. Journal of Chemical Education, 73(3), 233-‐‑235. Sönmez, V. (2001). Program Geliştirmede Öğretmen El Kitabı. Anı Yayıncılık, Ankara. Şahin Pekmez, E. ve Balım A. G. (2003). Fen bilimleri eğitiminde kavram haritasına doğru ve anlaşılır kullanabilme. Çağdaş Eğitim Dergisi, 297, 22-‐‑29. Tamir, P. (1971). An alternative approach to the construction of multiple choice test items. Journal of Biological Education, 5(6), 305-‐‑307. Tan, Ş. (2005). Öğretimi Planlama ve Değerlendirme. Ankara: Pegema Yayıncılık. Tan, K. C. D. ve Treagust, D. F. (1999). Evaluating students’ understanding of chemical bonding. School Science Review, 81(294), 75-‐‑84. Treagust, D. F. (1988). Development and use of diagnostic tests to evaluate students’ misconceptions in science. International Journal of Science Education, 10(2), 159-‐‑169. Turgut, M. F. (1995). Eğitimde Ölçme ve Değerlendirme Metotları. Yargıcı Matbaası, Ankara. Van Driel, J. H. (2002). Students’ corpuscular conceptions the context of chemical equilibrium and chemical kinetics. Chemistry Education: Research and Practice in Europe, 3, 201-‐‑213. Yıldırım, C. (1983). Eğitimde Ölçme ve Değerlendirme: Öğretmenler İçin El Kitabı. ÖSYM Yayınları, Ankara.
Year 2014,
Volume: 5 Issue: 10, 39 - 59, 01.12.2014
Abstract
The purpose of the study was to develop a valid and reliable instrument to identify 11th grade
studentsʼ readiness for learning the unit of Chemical Reactions and Energy in chemistry course.
Firstly, prerequisite subjects and concepts for meaningful learning of the unit were determined in the
test development process. Then, the test items were formed considering the concepts’ significance
levels, and the necessary arrangements were made with expert opinions. Pilot implementation was
administered to 170 students educated in various high schools in İzmir. In the final version of the test
which was formed using the results of item analysis, there are 25 multiple choice questions which
have 5 options. In this study, reliability of the test was found as 0.86 by using KR-‐‑20 formula.
Statistical analyses show that the readiness test developed for Chemical Reactions and Energy unit is
valid and reliable.
References
- Andersson, B. (1986). Pupils’ explanations of some aspects of chemical reactions. Science Education, 70, 549-‐‑ 563. Andersson, B. (1990). Pupils, conceptions of matter and its transformation (Age 12-‐‑16). Studies in Science Education, 18, 53-‐‑85. Atasoy, B., Genç, E., Kadayıfçı, H. ve Akkuş, H. (2007). 7. sınıf öğrencilerinin fiziksel ve kimyasal değişmeler konusunu anlamalarında işbirlikli öğrenmenin etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32, 12-‐‑21. Ayyıldız, Y. ve Tarhan, L. (2012). The effective concepts on students'ʹ understanding of chemical reactions and energy. Hacettepe University Journal of Education, 42, 72-‐‑83. Ben-‐‑Zvi, R., Eylon, B. ve Silberstein, J. (1986). Is an atom of copper malleable? Journal of chemical education, 63, 64-‐‑66. Berg, K. C. ve Treagust, D. F. (1993). The presentation of gas properties in chemistry textbooks and as reported by science teachers. Journal of Research in Science Teaching, 30(8), 871-‐‑882. Berkheimer, G. D., Anderson, C. W. ve Spees, S. T. (1990). Using conceptual change research to reason about curriculum. East Lansing, MI: Michigan State University, Institute for Research on Teaching, 195. Bodner, G. (1986). Constructivism: A theory of knowledge. Journal of Chemical Education, 63, 873-‐‑878. Bodner, G. M. (1991). I have found you an argument: The conceptual knowledge of beginning chemistry graduate students. Journal of Chemical Education, 68, 385-‐‑388. Boo, H. K. ve Watson, J. R. (2001). Progression in high school students’ (aged 16-‐‑18) conceptualizations about chemical reactions in solution. Science Education, 85, 568-‐‑585. Bowen, C. W. ve Bunce, D. M. (1997). Testing for conceptual understanding in general chemistry. The Chemical Educator, 2(2), 1-‐‑17. Brown, D. E. (1992). Using examples and analogies to remediate misconceptions in physics: Factors influencing conceptual change. Journal of Research in Science Teaching, 29, 17-‐‑34. Büyüköztürk, Ş. (2007). Sosyal bilimler için veri analizi el kitabı, istatistik, araştırma deseni, spss uygulamaları ve yorum. Ankara: PegemA Yayıncılık. Coll, R. K. ve Treagust, D. F. (2001). Learners mental models of chemical bonding. Research in Science Education, 31 (3), 357-‐‑382. Colletta, A. T. ve Chiappetta, E. L. (1989). Science ınstruction in the middle and secondary schools. Second Edition, Merril Publishing Company, Toronto, Canada. Çalık, M. ve Ayas, A. (2005). A cross-‐‑age study on the understanding of chemical solutions and their components. International Education Journal, 6 (1), 30-‐‑41. Çalık, M., Ayas, A., Coll, R., Ünal, S. ve Coştu, B. (2007). Investigating the effectiveness of a constructivist-‐‑based teaching model on student understanding of the dissolution of gases in liquids. Journal of Science Education and Technology, 16 (3), 257-‐‑270. Çepni, S. (2003). Analysis of university science instructors'ʹ examination questions according to the cognitive levels. Educational Sciences: Theory & Practice, 3(1), 78-‐‑84. Gabel, D. L., Samuel, K. V. ve Hunn, D. (1987). Understanding the particulate nature of matter. Journal of Chemical Education, 64, 695-‐‑697. Garnett, P. J., Garnett, P. J. ve Hackling, M. W. (1995). Students’ alternative conceptions in chemistry: A review of research and ımplications for teaching and learning. Studies in Science Education, 25, 69-‐‑95. Glazar, S.A. ve Vrtacnik, M. (1992). Misconception of chemical concepts, kemija v soli, Slovene. Journal of Chemical Education, (Special Issue) 5, 28-‐‑31. Griffiths, A. K. ve Preston, K. R. (1989). An investigation of grade 12 students’ misconceptions relating to fundamental characteristics of molecules and atoms. 62th Conference of the National Association for Research in Science Teaching, San Francisco. Hand, B. ve Treagust, D. F. (1991). Student achievement and science curriculum development using a constructive framework. School Science and Mathematics, 91,172 -‐‑ 76. Harrison, A. G. (2001). Textbooks for outcomes science: A review. The Queensland Science Teacher, 27 (6), 20-‐‑22. Hazel, E. ve Prosser, M. (1994). “First-‐‑year university students’ understanding of photosynthesis”, Their study strategies and learning context. The American Biology Teacher, 56(5), 274-‐‑279. Horasan, Y., Aydın, H. ve Kete, R. (2013). Biyoloji öğretmenlerinin biyoloji programı hakkındaki görüşlerinin değerlendirilmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 13(2), 335-‐‑353. Jonassen, D. H. (1991). Objectivism versus constructivism: Do we need a new philosophical paradigm? Education Technology Research and Development, 39, 5-‐‑14. Kehoe, J. (1995). Basic item analysis for multiple-‐‑choice tests. Practical Assessment, Research & Evaluation, 4(10). Liew, C. W. ve Treagust, D. F. (1998). “The effectiveness of predict-‐‑observe-‐‑explain tasks in diagnosing students’ understanding of science and in identifying their levels of achievement”, paper presented at the Annual Meeting of The American Educational Research Association, San Diego. Maskill, R. ve Cachapuz, A. F. C. (1989). Learning about the chemistry topic of equilibrium: The use of word association tests to detect developing conceptualizations. International Journal of Science Education, 11(1), 57-‐‑69. Nakiboğlu, C. ve Tekin, B. B. (2006). Identifying students’ misconceptions about nuclear chemistry: A study of Turkish high school students. Journal of Chemical Education, 83, 1712-‐‑1718. Nakhleh, M. (1992). Why some students don’t learn chemistry: Chemical misconceptions. Journal of Chemical Education, 69(3), 191-‐‑196. Novick, S. ve Nussbaum, J. (1978). Junior high school pupils'ʹ understanding of the particulate nature of matter: An interview study. Science Education, 62, 273-‐‑281. Osborne, R. J. ve Cosgrove, M. M. (1983). Children’s conceptions of the changes of state of water. Journal of Research in Science Teaching, 20, 825-‐‑838. Özmen, H. ve Ayas, A. (2003). Students’ difficulties in understanding of the conservation of matter in open and closed system chemical reactions. Chemistry Education: Research and Practice, 4(3), 279-‐‑290. Özmen, H., Ayas, A. ve Coştu, B. (2002). Fen bilgisi öğretmen adaylarının maddenin tanecikli yapısı hakkındaki anlama seviyelerinin ve yanılgılarının belirlenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 2, 2, 507-‐‑529. Peterson, R. F. ve Treagust, D. (1989). Grade-‐‑12 students’ misconceptions of covalent bonding and structure. Journal of Chemical Education, 66(6), 459-‐‑460. Peterson, R. F., Treagust, D. F. ve Garnett, P. (1989). Development and application of a diagnostic instrument to evaluate grade-‐‑11 and grade-‐‑12 students’ concepts of covalent bonding and structure following a course of instruction. Journal of Research in Science Teaching, 26, 301-‐‑314. Resnick, L. B. (1983). Mathematics and science learning: A new conception. Science, 220, 477-‐‑ 478. Ross, B. H. B. ve Munby, H. (1991). Concept mapping and misconceptions: A study of high-‐‑ school students'ʹ understandings of acids and bases. International Journal of Science Education, 13(1), 11-‐‑23. Sanger, M. J. ve Greenbowe, T. J. (1997). Common student misconceptions in electrochemistry: Galvanic, electrolytic, and concentration cells. Journal of Research in Science Teaching, 34, 377-‐‑398. Selley, N. (2000). Students spontaneous use of a particulate model for dissolution. Research in Science Education, 30, 389-‐‑402. Smith, K. J. ve Metz, P. A. (1996). Evaluating student understanding of solution chemistry through microscopic representations. Journal of Chemical Education, 73(3), 233-‐‑235. Sönmez, V. (2001). Program Geliştirmede Öğretmen El Kitabı. Anı Yayıncılık, Ankara. Şahin Pekmez, E. ve Balım A. G. (2003). Fen bilimleri eğitiminde kavram haritasına doğru ve anlaşılır kullanabilme. Çağdaş Eğitim Dergisi, 297, 22-‐‑29. Tamir, P. (1971). An alternative approach to the construction of multiple choice test items. Journal of Biological Education, 5(6), 305-‐‑307. Tan, Ş. (2005). Öğretimi Planlama ve Değerlendirme. Ankara: Pegema Yayıncılık. Tan, K. C. D. ve Treagust, D. F. (1999). Evaluating students’ understanding of chemical bonding. School Science Review, 81(294), 75-‐‑84. Treagust, D. F. (1988). Development and use of diagnostic tests to evaluate students’ misconceptions in science. International Journal of Science Education, 10(2), 159-‐‑169. Turgut, M. F. (1995). Eğitimde Ölçme ve Değerlendirme Metotları. Yargıcı Matbaası, Ankara. Van Driel, J. H. (2002). Students’ corpuscular conceptions the context of chemical equilibrium and chemical kinetics. Chemistry Education: Research and Practice in Europe, 3, 201-‐‑213. Yıldırım, C. (1983). Eğitimde Ölçme ve Değerlendirme: Öğretmenler İçin El Kitabı. ÖSYM Yayınları, Ankara.
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Details
| Journal Section | Articles |
|---|---|
| Authors | |
| Publication Date | December 1, 2014 |
| Submission Date | November 6, 2017 |
| Published in Issue | Year 2014 Volume: 5 Issue: 10 |