Farklı laboratuvar ortamlarının üstün yetenekli öğrencilerin kavramsal bilgilerine ve bilimsel süreç becerilerine etkisinin incelenmesi

Year 2023, Volume: 12 Issue: 2, 94 - 105, 30.04.2023

Hasan Ozgur Kapıcı , Fatma Coştu

https://doi.org/10.19128/turje.1252402

Cited By: 1

Abstract

Teknolojideki gelişmeler etkilerini eğitim alanında da göstermektedir. Bu kapsamda özellikle son yıllarda sanal laboratuvarlar okullarda kullanılmaya başlanmıştır. Bu çalışmada sanal laboratuvar ve fiziksel uygulamalı laboratuvarlarda öğrenim gören üstün yetenekli 6. sınıf ortaokul öğrencilerinin kavramsal bilgilerindeki ve bilimsel süreç becerilerindeki değişimin incelenmesi amaçlanmıştır. Çalışmaya 60 üstün yetenekli altıncı sınıf öğrencisi katılmıştır. Katılımcıların 30’u deney grubunda, diğer 30’u da kontrol grubunda yer almıştır. Çoktan seçmeli kavramsal bilgi testi ve bilimsel süreç beceri testi olmak üzere iki farklı veri toplama aracı kullanılmıştır. Çalışmanın sonuçlarına göre her iki gruptaki öğrenciler de kavramsal bilgilerini ve bilimsel süreç becerilerini anlamlı şekilde arttırmıştır. Bununla birlikte sanal laboratuvarda öğrenim gören üstün yetenekli öğrencilerin fiziksel uygulamalı laboratuvardaki öğrencilere göre daha iyi performans gösterdikleri sonucuna varılmıştır. Bu sonuçla ilgili olası nedenler ve bazı önerilerde bulunulmuştur.

Keywords

Sanal laboratuvar, Sorgulamaya dayalı öğrenme, Uygulamalı laboratuvarlar, Üstün yetenekli öğrenciler

Investigating the effects of different laboratory environments on gifted students’ conceptual knowledge and science process skills

Abstract

Instructional technology has been developing rapidly and its impacts can be observed in learning environments. One of the recent technological tools used in science classes is virtual laboratories. This study aims to investigate the effects of virtual laboratories on developing gifted students’ conceptual knowledge and improving science process skills. A total of 60 sixth-grade gifted students were the participants. Half of the students were in the control group, in which hands-on experimentation was followed, and the other 30 sixth-grade students were involved in the experimental group, in which virtual laboratory environments were used. Two different instruments, a multiple-choice conceptual knowledge test, and a science process skills test, were used in this study. The findings indicated that each condition increased their content knowledge and enhanced their science process skills in the study. However, the gifted learners in the virtual laboratory environment performed better than those in the hands-on laboratory environment for both tests. Possible reasons for the findings and some suggestions were also shared in the discussion.

Keywords

Gifted learners, Hands-on laboratory, Inquiry learning, Virtual laboratory

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