İlköğretim 6, 7 ve 8. sınıfların fen bilgisi müfredatındaki kimya kavramlarının anlaşılıp anlaşılmadığının araştırılması ve nedenlerinin incelenmesi

Abstract

ÖZETILKÖGRETIM 6, 7 VE 8. SINIFLARIN FEN BILGISI MÜFREDATINDAKIKIMYA KAVRAMLARININ ANLASILIP ANLASILMADIGINININCELENMESI VE NEDENLERININ ARASTIRILMASIORHUN, BetülYüksek Lis ans Tezi, Ilkögretim Anabilim DaliTez Danismani: Yrd. Doç. Dr. Ahmet SELÇUKEYLÜL 2005, 103 sayfaBu çalismanin amaci Van'daki 6, 7 ve 8.sinif fen bilgisi müfredatindakikimya kavramlarinin anlasilip anlasilmadigini tespit etmek ve nedenlerininarastirilmasidir. Bu amaca ulasmak için kimya kavramlari ile ilgili yanilgilarin neleroldugu ve bu yanilgilarin giderilme yollari arastirilmistir.Bu arastirmada fen bilgisi müfredatindaki kimya kavramlarinin anlasilmadüzeyini ve kavram yanilgilarini tespit etmek için anket sorulari olusturulmustur. Buanket sorulari, Çinar Ilkögretim, TED Koleji, Özel Serhat Ilkögretim, HüsrevpasaIlkögretim, Hasan Ali Yücel Ilkögretim ve Dumlupinar Ilkögretim Okullar'indatoplam 150 7. sinif ve 145 8. sinif ögrencisi üzerinde uygulanmistir. 6. sinif fenbilgisi müfredatinda kimy a konulari olmadigi için bu anket sorulari 6. siniflarauygulanmamistir.Arastirmanin sonucuna göre ögrencilerin büyük çogunlunun bu kavramlaradogru cevap vermesiyle ankette yer alan kavramlari anlayabildiklerini; fakat yanlisverilen cevaplardan da kavram yanilgisina düstükleri tespit edilmistir. Bu da bizeögrencilerin kavramlara her ne kadar dogru cevap verseler dahi tam olarakkavrayamadiklarini göstermistir. Bunun nedeni okullarin laboratuvar imkânlarininkisitli olmasina, kavramlarin güncel hayatla bagdastirilmamasina ve yeterincemateryal kullanilmamasina baglanabilir.Anahtar kelimeler: Fen Bilgisi, Fen Bilgisi Egitimi, Kimya egitimi, Kimyayanilgilari.i

ABSTRACTTHE INVESTTIGATION OF THE CHEMISTRY CONCEPTS PRESENTEDIN THE SCIENCE CURRICULUM OF THE PRIMARY EDUCATION 6TH.7TH. 8TH. CLASSES AND THE RESEARCH OFITS REASONSORHUN, BetülMaster of Arts, The Department of Primary Science EducationSupervisor: Asist. Prof. Dr. Ahmet SELÇUKSeptember 2005 103 pagesThe aim of this study is to determine whether or not the chemistry conceptspresented in the science curriculum of the primary education 6th. 7th. 8th. classes areunderstood in Van and to investigate its reasons. To reach this aim, the types ofmistakes abaut chemistry concepts and the ways of overcoming these mistakes, inthis research the poll questions were formed to determine the level of understandingof chemistry concepts and concept errors. These questions were applied in classescontaining totalyy 150 students in the 7th. Grade and 145 students in the 8th. Gradeat Çinar Primary Education, TED Collage Private, Özel Serhat Primary, Education,Hüsrevpasa Primary, Education, Hasan Ali Yücel Primary education andDumlupinar Primary Education. These poll questions were not used on the studentsin the 6th. grade for there is not chemistry subject in the 6th. grade sciencecurriculum.According to the result of the research it was observed that a great deal ofthe students gave true answers to the concepts. It showed that students were able tocomprehend these concepts, yet it was observed that there were a lot o false fanswers too. These were the intication of concept mistakes. It showed that althaughthe students gave true answers to the concepts, they didnot completely comprehendthese concepts. So we assume that the reason for concept mistakes are the lack ofmaterials in school laboratories, not use of enough materials during lessond and notactive use of chemistry concepts in the daily life.Key words :Science, Science education, Chemistry education, Conceptmistakesiii