Öğretmen Adaylarının Kavramsal Anlamalarının iki Kavram Haritası Puanlama Yöntemi ile İncelenmesi

Year 2018, Volume: 12 Issue: 2, 649 - 672, 31.12.2018

Şenol Şen , Ayhan Yılmaz

https://doi.org/10.17522/balikesirnef.506513

Abstract

Bu çalışmanın
birinci amacı öğretmen adaylarının kimyasal denge konusunda sıfırdan kavram
haritası oluşturma yöntemi ile hazırlamış oldukları kavram haritalarını
geleneksel ve ilişkisel puanlama şeklindeki iki farklı yöntem ile incelemektir.
Bu çalışmanın ikinci amacı ise bu iki farklı puanlama yönteminden elde edilen
puanlar ile kimyasal dengeyi etkileyen faktörler konusundaki kavramsal
anlamaları ve öğrenme stratejileri arasındaki ilişkiyi araştırmaktır. Çalışma
bir devlet üniversitesinde toplam 17 kimya öğretmen adayı ile yürütülmüştür.
Çalışmada veri toplama aracı olarak kavram haritaları, Kimyasal Denge Kavram
Testi (KDKT) ve Öğrenmede Güdüsel Stratejiler Anketi (ÖGSA) kullanılmıştır.
Çalışma sonunda, her iki puanlama yönteminden elde edilen puanların KDKT’den
elde edilen puanlarla ilişkili olduğu tespit edilmiştir. Ayrıca, araştırmacıların
geleneksel puanlama yöntemine göre verdikleri ortalama puanlar ile düzenleme,
açımlama, eleştirel düşünme ve metabilişsel özdüzenleme öğrenme stratejileri
arasında anlamlı ve yüksek düzeyde bir ilişkinin olduğu analizler sonucunda
ortaya çıkmıştır. 

Keywords

kavram haritaları, kimyasal denge, kavram haritaları puanlama yöntemleri, öğrenme stratejileri

Examination of Preservice Teachers’ Conceptual Understanding with Two-Concept Map Scoring Methods

Abstract

This study firstly aims to examine the pre-service
teachers’ concept maps about chemical
equilibrium constructed
with the method of concept mapping from
scratch by using traditional and relational scoring
methods. It secondly aims to investigate the scores
obtained in the two methods of scoring and the correlations between the factors
influential in
conceptual understanding of chemical equilibrium and learning strategies.
The research was conducted with the participation of 17 pre-service chemistry
teachers. Concept maps, Chemical Equilibrium Concept Test (CECT) and Motivated
Strategies for Learning Questionnaire (MSLQ) were used as data collection tools.
At the end of the study, it was found that the scores obtained in both scoring methods
were correlated with scores obtained in CECT. The analyses also suggested that
significant and high correlations were available between the average scores
researchers had given in traditional scoring method and such learning strategies
as organization, elaboration, critical thinking and metacognitive
self-regulation. 

Keywords

concept maps, chemical equilibrium, concept map scoring method, learning strategies

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