Original article | Turkish Journal of Teacher Education 2018, Vol. 7(1) 28-49
Merve Cin, Suat Türkoğuz
pp. 28 - 49 | Manu. Number: MANU-1811-16-0002
Published online: June 30, 2018 | Number of Views: 308 | Number of Download: 642
The aim of this study is to improve inquiry based science experiments’ criteria by science teachers and put forth the relationship between them. In order to improve the criteria, 45 science teachers working in İzmir participated in the workshop held at Buca Education Faculty of Dokuz Eylül University. The sub criteria of the main criteria determined from the literature were formed together with them. The main criteria are: Curiosity, Safe, Simple, Economic, Enjoyable and Relevant. The science experiment with these criteria was defined as the “Innovative Science Experiment” (ISE). As sub criteria of “curiosity” are; science experiment allows students to listen with interest, directs them to research and activates their imagination. The “simple” criterian contains: materials in the science experiment include the simplest, understandable, easy-to-find, the levels of the experiment are easy to understand, prevent the creation of misconceptions. The “safe” criterion covers both the physical security of the materials and the learning environment as well as the psychological safety. "Economical" has been dealt with in terms of experiment budget, effective use of time and curriculum.“Enjoyable criteria” are about; student’s interest, motivation and attitude. The "related" criterion is used in the meaning of the lesson’s gains and its relevance to daily life. After the criteria were converted to the 3-point likert type scale, the structure, reliability and descriptive analyzes were made. Among the six criteria, " curiosity, enjoyable and related " and "simple, economic and safe" have higher correlations with each other. It is aimed to use the improved criteria to prepare inquiry based activities or to evaluate the planned experiments. Thus, a more effective learning - teaching environment can be created. These basic criteria can be supplemented with additional criteria such as "design", "technology" and " interdisciplinary" in accordance with the curriculum, the subject and the structure of the changing educational philosophies.
Keywords: Inquiry-based learning, Sccience experiments criteria, Innovative science experiments
|How to Cite this Article?|
APA 6th edition
Chicago 16th edition
Çapık, C. (2014). Geçerlik ve Güvenirlik Çalışmalarında Doğrulayıcı Faktör Analizinin Kullanımı. Anadolu Hemşirelik ve Sağlık Bilimleri Dergisi, 17(3), 196-205.
Colburn, A. (2000). An Inquiry Primer. Science Scope, 23(6), 42-44.
Creswell, J. W. & Plano Clark V. L. (2015). Karma Yöntem Araştırmaları: Tasarımı ve Yürütülmesi (2. Baskı) (Dede, Y. ve Demir, S. B. Çev.). Ankara: Anı Yayıncılık.
Ergin, Ö., Pekmez, E. Ş. ve Erdal, S. Ö. (2005). Kuramdan uygulamaya deney yoluyla fen öğretimi. İzmir: Kanyılmaz Matbaası.
Goleman, D. (2010). Duygusal zeka: Neden IQ’dan daha önemlidir?. Varlık Yayınları: 33.baskı.
Goleman, D. (2011). Leadership: The Power of Emotional Intelligence. More Than Sound: 1st edition.
Gömleksiz, M. N. ve Kan, A. Ü. (2012). Eğitimde Duyuşsal Boyut ve Duyuşsal Öğrenme. Turkish Studies, 7(1), 1159-1177.
Gorsuch, R.L. (1997). Exploratory factor analysis: Its role in item analysis. Journal of Personality Assessment, 68(3), 532-560.
Harlen, W. (2006). Teaching, learning and assessing science 5-12. (Fourth Edition). London: Sage.
Harlen, W. (2014). ‘Helping children’s development of inquiry skills’. Inquiry in Primary Science Education (IPSE), 1, 5-19.
Harrington, D. (2009). Confirmatory Factor Analysis. Oxford University Press. Newyork, USA.
Hopkins, A. (2008) ‘Classroom conditions to secure enjoyment and achievement: the pupils’ voice. Listening to the voice of “Every child matters”, Education 3–13, 36(4), 393–401.
Kalınkara, V., Kapıkıran Ş. (2017). Yerinde Yaşlanma Ölçeğinin Geliştirilmesi ve Psikometrik Özellikleri, Yaşlı Sorunları Araştırma Dergisi 10(2), 54-66.
Millar, R. & Osborne, J. F. (Eds.). (1998). Beyond 2000: Science Education for the Future. London: King's College London.
Milli Eğitim Bakanlığı. (2017). İlköğretim kurumları (ilkokullar ve ortaokullar) fen bilimleri dersi (3,4,5,6,7 ve 8. sınıflar) öğretim programı. Ankara: T.C Milli Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı.
Milli Eğitim Bakanlığı. (2013). İlköğretim kurumları (ilkokullar ve ortaokullar) fen bilimleri dersi (3, 4, 5, 6, 7 ve 8. sınıflar) öğretim programı. Ankara: T.C Milli Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı.
National Resarch Council (NRC), (1996). National Science Education Standarts. National Academy Press. Washington, DC.
National Research Council (NRC), (2000). Inquiry and the National Science Education Standards: a guide for teaching and learning. National Academy Press. Washington, DC.
National Research Council (NRC), (2012). A framework for K-12 science eduction: Practices, crosscutting concepts and core ideas. National Academy Press. Washington, DC.
O’Brien, T. (2010). Brain-Powered Science: Teaching and Learning with Discrepant Events. Arlington, VA: National Science Teachers Association Press.
Office for Standards in Education, Children’s Services and Skills, Ofsted (2013). Maintaining Curiosity: Science Education in schools.
Oğuz-Ünver, A. (2015). “Bilimin Doğası ve Bilimsel Sorgulama İlişkisi”, Bilimin Doğası Gelişimi ve Öğretimi (ed. Nilgün Yenice), Ankara, Anı Yayıncılık, 217-256.
Osborne, J., Erduran, S. & Simon, S. (2004). Enhancing the quality of argumentation in school science. Journal of Research in Science Teaching, 41(10), 994-1020.
Şen, Ş., Yılmaz, A. ve Erdoğan, Ü. I. (2016). Sorgulamaya Dayalı Laboratuvarlara İlişkin Öğretmen Adaylarının Görüşleri. İlköğretim Online, 15(2), 443-468.
Şimşek, Ö.F. (2007). Yapısal Eşitlik Modellemesine Giriş Temel İlkeler ve LISREL Uygulamaları, Cem Web Ofset, Ankara.
Singer, S. R., Hilton, M. L., & Schweingruber, H. A. (Eds.). (2006). America's laboratory report: Investigations in high school science. Washington, DC: National Research Council.
Tabachnick, B.G. & Fidell, L.S. (2001). Using Multivariate Statistics. Boston: Allyn and Bacon.
Worthington, R.L. & Whittaker, T.A. (2006). Scale development research: A content analysis and recommendations for best practices. The Counseling Psychologist, 34(6), 806-838.
Yaşar, Ş. ve Duban, N. (2009). Sorgulamaya dayalı öğrenme yaklaşımına yönelik öğrenci görüşleri. İlköğretim Online, 8(2), 457-475.
Yenice, N. (Ed.). (2015). Bilimin Doğası, Gelişimi ve Öğretimi. Anı Yayıncılık, Ankara.
June 2018All Articles