This study examines the effects of conceptual change texts on fourth grade students’ academic achievement, scientific process skills, attitudes towards science, and misconceptions. A total of 46 students participated in the study. They were from two different classrooms in a same school located in the eastern part of Turkey. The classrooms were randomly assigned as the experimental group and the control group. The implementation took six weeks and three hours per week. At the beginning of the implementation, pre-tests were administered to all participants. In the experimental group, conceptual change texts were integrated into instruction. On the other hand, the control group was instructed based on regular teaching methods and techniques. The results revealed that the conceptual change texts positively increased students’ academic achievement, scientific process skills, and attitudes towards science. In addition, despite non-significant, an increase was observed in favor of the experimental group in terms of their misconceptions. Considering the positive effects of conceptual change texts, they should be included in fourth grade science curriculum.
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Bu araştırmada kavramsal değişim metinlerinin “Kuvvetin Etkileri ve Maddeyi Tanıyalım” üniteleri kapsamında İlkokul 4. sınıf öğrencilerinin akademik başarılarına, bilimsel süreç becerilerine, kavram yanılgılarına ve fen bilimleri dersine yönelik tutumlarına ilişkin etkisi incelenmiştir. Çalışmaya, Türkiye’nin doğusunda bulunan aynı okuldaki iki farklı sınıftan toplam 46 öğrenci katılmıştır. Sınıflar rastgele deney grubu ve kontrol grubu olarak atanmıştır. Uygulama, altı hafta ve haftada üç saat sürmüştür. Uygulamanın başında, ön testler bütün katılımcılara uygulanmıştır. Deney grubunda kavramsal değişim metinleri öğretime entegre edilmiştir. Öte yandan, kontrol grubuna düzenli öğretim yöntem ve tekniklerine göre eğitim verilmiştir. Sonuçlar, kavramsal değişim metinlerinin öğrencilerin akademik başarısını, bilimsel süreç becerilerini ve bilime yönelik tutumlarını olumlu yönde artırdığını ortaya koymuştur. Ayrıca anlamlı olmamasına rağmen kavram yanılgılarında deney grubu lehine bir artış görülmüştür. Kavramsal değişim metinlerinin olumlu etkileri göz önünde bulundurularak dördüncü sınıf fen bilgisi öğretim programına dâhil edilmelidir.
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Primary Language | English |
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Subjects | Studies on Education |
Journal Section | Articles |
Authors | |
Project Number | - |
Publication Date | December 30, 2020 |
Submission Date | August 21, 2020 |
Published in Issue | Year 2020Volume: 5 Issue: 2 |
Dear Colleagues,
We are very pleased to announce that the latest issue of IHEAD (Vol. 9- Iss. 1) has been released. We kindly want to express our speacial thanks to the editorial board members, reviewers, and authors for their invaluable contribution to this issue. Also, we are delighted to announce that the next issue (Vol. 9- Iss. 2) of the IHEAD will be available online in December, 2024. As of January, 2024, IHEAD has been accepting submissions in English along with Turkish. Handling your papers within the scope education for the next issue will be a great pleasure for us. Many thanks in advance for your contributions.
Editorial Board
Ihlara Journal of Educational Research (IHEAD) by Education Faculty of Aksaray University is licensed under CC BY-NC-SA 4.0. To view a copy of this license,visit http://creativecommons.org/licenses/by-nc-sa/4.0/
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