Üstbiliş Destekli Tartışma Tabanlı Öğrenme Yaklaşımının Fizik Eğitiminde Kavramsal Değişim ve Üstbiliş Üzerine Etkisi

Year 2021, Volume: 15 Issue: 1, 144 - 185, 27.06.2021

Erdoğan Özdemir , Sabri Kocakülah

https://doi.org/10.17522/balikesirnef.902038

Cited By: 1

Abstract

Kavramsal değişim süreci, öğrencinin ön kavramının bir problemi çözmede yetersiz kalması ile başlar. Öğrencinin bilimsel kavramı kabul ederek ön kavramını terk etmesi ile son bulur. Kavramsal değişim kuramı ve değişkenleri tanımlanmış olmasına rağmen, kuramın sınıf ortamında nasıl uygulanacağı tanımlanmamıştır. Bu nedenle bu araştırmada, kavramsal değişim kuramına uygun üstbiliş stratejileri ile desteklenmiş tartışma yaklaşımı tasarlanmış ve uygulanmıştır. Araştırma deseni olarak nicel baskın statülü karma model kullanılmıştır. Araştırmaya bir ortaöğretim kurumunun 10. sınıfında öğrenim gören 51 öğrenci katılmıştır. Araştırma verileri “Özel Görelilik Kuramı Tanı Testi”, “Üstbiliş Özyeterlilik Ölçeği” ve yarı yapılandırılmış görüşmeler ile toplanmıştır. Verilerin analizi sonucunda, uygulanan öğretimin öğrencilerin kavramsal değişimine olumlu katkısı olduğu sonucuna ulaşılmıştır. Uygulanan öğretimin öğrencilerin üstbilişine özellikle izleme, değerlendirme ve planlama boyutunda katkı sağladığı tespit edilmiştir.

Keywords

fizik öğretimi, özel görelilik kuramı, ön kavramlar, kavramsal değişim, üstbiliş

The Effect of Metacognitive Supported Argument-Based Learning Approach on Conceptual Change and Metacognition in Physics Education

Abstract

The process of conceptual change begins when a preconception of a student fails to solve a problem. It ends when the student abandons his preconception and accepts a scientific concept. Although the theory and variables of conceptual change have been defined, how the theory would be implemented in a class environment has not been defined. For this reason, a course incorporating an argumentation approach supported with metacognitive strategies in accordance with the theory of conceptual change was designed and implemented for the subject of special relativity theory. A qualitatively dominant status mixed-method approach was used as the research design. The participants of the study were 51, 10th-grade students studying at a secondary school. Data were collected with qualitative and quantitative measurement tools. It was concluded that the applied course contributed positively to the students' conceptual changes and regulation of cognition (planning, monitoring, evaluating).

Keywords

teaching physics, theory of special relativity, preconceptions, conceptual change, metacognition

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