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KİMYA ÖĞRETİMİNDE KAVRAMSAL BİLGİSAYAR ANİMASYONLARI İLE GELENEKSEL ANLATIM YÖNTEMİN BAŞARIYA ETKİLERİ

Journal Name:

  • Pamukkale Üniversitesi Eğitim Fakültesi Dergisi

Publication Year:

  • 2003

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
This study is related to the comparison the effect of "traditional educatio n system" largely used in chemistry with "computer supported teaching "by the use of conceptual animation techniques, upon the success of the education process. The study was carried out upon 57 tenth year students studying in Telecom high school in 2002-2003 educational year. The students were subjected to a 10- question primary survey in order to recognize them and determine their socio economical situations and they were given an elementary test to measure their primary knowledge about the subject. There were two classes chosen with equal success rate and both were given the subject of "chemical reactions and collision theory "one with the "traditional method" (control group) and the other with "computer supported educational method "(experimental group). Both classes were subjected to a 15 question conceptual test before and after the teaching process. The evaluation of data revealed that the experimental group was more successful compared with the control group.Boys were more successful in the experimental and girls were more successful in the control group.
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Abstract (Original Language): 
Bu çalışma, Türkiye'deki liselerde, kimya öğretiminde yaygın olarak kullanılan "Geleneksel Anlatım Yöntemi" ile kavramsal bilgisayar animasyonlarının kullanılmasıyla gerçekleştirilen "Bilgisayar Destekli Öğretim" yöntemlerinin başarıya etkisinin karşılaştırılması amacı ile yapıldı. Çalışma, 2002-2003 eğitim-öğretim yılında Ankara, Telekom Anadolu Meslek Lisesinde, 57 lise II. Sınıf öğrencisi üzerinde gerçekleştirildi. Öğretimden önce öğrencileri tanımak, sosyo-ekonomik durumlarını ve bilgisayar destekli öğretime bakış açılarını saptamak amacı ile 10 soruluk bir tanıma anketi ve konu hakkında öğrencilerin ön bilgilerini ölçmek amacı ile bir ön bilgi testi sunuldu. Başarı durumları eş iki lise II sınıfından birine "Geleneksel Anlatım Yöntemi" (Kontrol Grubu), diğerine "Bilgisayar Destekli Öğretim Yöntemi" (Deney Grubu) ile, "Kimyasal Reaksiyonlar ve Çarpışma Teorisi" konusu işlendi. Öğretimden önce ve sonra 15 soruluk kavram testi uygulandı. Sonuçların değerlendirilmesi sonucunda, deney grubunun daha başarılı olduğu saptandı. Başarının cinsiyete bağlı olduğu, deney grubunda erkek, kontrol grubunda kız öğrencilerin daha başarılı olduğu saptandı.
FULL TEXT (PDF): 
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  • 1
18-32
  • Turkish

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