11. Sınıf öğrencilerinin temel asit-baz modelleriyle ilgili kavramsal anlamalarını kolaylaştırma

Year 2019, Volume: 8 Issue: 1, 16 - 32, 31.01.2019

Fatma Yaman , Alipaşa Ayas , Muammer Çalık

https://doi.org/10.19128/turje.449100

Cited By: 5

Abstract

Bu çalışma, 11. sınıf
öğrencilerinin temel asit-baz modelleriyle ilgili kavramsal anlamalarını
Tahmin-Gözlem-Açıklama temelli animasyon filmleriyle (TGA-AF) artırmayı
amaçlamaktadır. Çalışmaya 12 onbirinci sınıf öğrencisi katılmıştır. Veri
toplamak için öğrencilerin TGA-AF etkinliklerine ve mülakat protokollerine
verdikleri cevaplar kullanılmıştır. Elde edilen bulgular, TGA-AF
etkinliklerinin öğrencilerin temel asit-baz modelleriyle ilgili kavramsal
anlamalarını pozitif olarak geliştirdiğini ve ön mülakatlarda ve/veya TGA
stratejisinin tahmin aşamasında belirlenen eksiklikleri giderdiğini
göstermiştir. Öğrenciler uygulamadan önce asit ve bazların temel bölümlerinin
sırasıyla H+ ve OH- iyonları olduğunu ifade etmiştir.
Uygulamadan sonra ise öğrenciler asit ve bazların özelliklerini ve
davranışlarını açıklamak için Arrhenius modelinin en az ve Lewis modelinin ise
en çok yeterli açıklamaya sahip olduğunu belirtmişlerdir.  Ayrıca, öğrencilerin çoğunluğunun TGA’nın
“tahmin” aşamasında alternatif ya da kısmi anlamaya sahip olduğu; ancak,
“gözlem” ve “açıklama” aşamalarında belli bir dereceye kadar tam anlamayı
gösterdikleri ortaya çıkmıştır. Bu çalışma, kimya öğretmenlerinin öğrencinin
öğrenmesini etkili olarak teşvik etmek için TGA-AF’yi kendi sınıflarına entegre
etmelerini önermektedir.

Keywords

Asit-baz modelleri, Kavramsal anlama, TGA temelli animasyon filmleri

Facilitating grade 11 students' conceptual understanding of fundamental acid-base models

Abstract

The
purpose of this study was to enhance grade 11 students’ conceptual
understanding of fundamental acid-base models using Predict-Observe-Explain
based animated movies (POE-AM). Twelve grade 11 students participated in the
study. To collect data, the students’ responses to the POE-AM tasks and
interview protocols were used. The findings indicated that the POE-AM tasks
positively improved the students’ conceptual understanding of fundamental
acid-base models and remedied any deficiency identified in pre-interviews
and/or the ‘predict’ stage of the POE strategy. The results also showed that
before implementation the students stated the main parts of acids and bases as
H+ and OH- ions, respectively. After the implementation,
they indicated that the Arrhenius model had the least adequate explanation to
imply features/behaviors of acids and bases whilst the Lewis model did the most
adequate acid-base definition to address their features/behaviors. Moreover,
the study revealed that most of the students had alternative understanding or
only partial understanding at the ‘predict’, but showed somewhat a sound
understanding of these concepts at the ‘observe’ and ‘explain’ stages. The
current study suggests that chemistry teachers should integrate the POE-AM into
their classes to effectively promote student learning.

Keywords

Acid-base models, Conceptual understanding, POE-based animated movies

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