You are here

Home » Content

ÖĞRETMEN ADAYLARININ MANTIKSAL DÜŞÜNME BECERİLERİ VE KİMYA DERSİNE YÖNELİK TUTUMLARININ İNCELENMESİ

INVESTIGATION OF LOGICAL THINKING SKILLS AND ATTITUDES SCALE TOWARDS CHEMISTRY OF PROSPECTIVE TEACHERS

Journal Name:

  • Erzincan Üniversitesi Eğitim Fakültesi Dergisi

Publication Year:

  • 2006

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
This research has been conducted on 322 prospective teachers of science, mathematics and primary education program at Amasya Faculty of Education in 2004-2005 academic years. This study is a kind of descriptive study done by survey model. The data of the research have been gathered with logical thinking skills test towards chemistry and attitudes scale towards chemistry course. In this study, it has been done comparison between groups in terms of prospective teachers’ sex, departments the types of secondary education from which they have graduation and courses in which they are successful. The results showed that there isn’t a significant difference among prospective teachers’ logical thinking skills, but there is a significant difference among their attitudes. It has been made certain suggestion based on findings obtained and conclusion drawn from the present research.
Bookmark/Search this post with
Abstract (Original Language): 
Bu çalışma, 2004-2005 öğretim yılında Amasya Eğitim Fakültesinde öğrenim gören Fen Bilgisi, Matematik ve Sınıf Öğretmenliği adayları üzerinde tarama yöntemine göre yapılmıştır. Araştırmaya üç farklı anabilim dalından 322 öğretmen adayı katılmıştır. Çalışmada Mantıksal Düşünme Beceri Testi ile Kimya Dersine Yönelik Tutum ölçekleri kullanılmıştır. Araştırma kapsamında öğretmen adaylarının cinsiyetleri, anabilim dalları, mezun oldukları ortaöğretim türleri ve başarılı oldukları derslere göre gruplar arası karşılaştırmalar yapılmıştır. Öğretmen adaylarının mantıksal düşünme becerileri arasında anlamlı düzeyde farklılıklar olduğu belirlenirken tutum düzeyleri arasında anlamlı farklılık olmadığı belirlenmiştir. Araştırmadan elde edilen bulgulardan hareketle çeşitli önerilerde bulunulmuştur.
FULL TEXT (PDF): 
PDF icon arastirmax-ogretmen-adaylarinin-mantiksal-dusunme-becerileri-kimya-dersine-yonelik-tutumlarinin-incelenmesi.pdf
  • 1
91-106
  • Turkish

REFERENCES

References: 

Alsop, S. (2003). Science education and affect. International Journal of Science
Education, 25(9), 1043-1047.
Arlı, M. & Nazik, M. H. (2001). Bilimsel Araştırmaya Giriş. Gazi Kitapevi, Ankara
Barr, B.B. (1994). Research on problem solving: Elementary school. (Ed: Gabel,
D.L.), Handbook of Research on Science Teaching and Learning, Simon &
Schuster MacMillan, New York.
Bloom, B.S. (1979). İnsan Nitelikleri ve Okulda Öğrenme. (Çev: Özçelik, D.A.).
Milli Eğitim Basımevi, Ankara.
Bunca, D.M. & Gabel, D. (2002). Differential effects on the achievement of males
and females of teaching the particulate nature of chemistry. Journal of
Research in Science Teaching, 39(10), 911–927.
Demircioğlu, G., Ayas, A. & Demircioğlu, H., (2004). Conceptual change achieved
through a new teaching program on acids and bases. Chemistry Education
Research and Practice, 6 (1), 36-51.
Frear, V. & Hirschbuhl, J.J. (1999). Does interactive multimedia promote achievement
and higher level thinking skills for today’s science students?. British
Journal of Educational Technology, 30(4), 323-329.
Freedman, M.P. (1997). Relationship among laboratory instruction, attitude toward
science, and achievement in science knowledge. Journal of Research in
Science Teaching, 34(4), 343-357.
Genç, H. & Küçük, M. (2004). Öğrenci merkezli fen bilgisi öğretim programının
uygulanması üzerine bir durum tespiti çalışması. Bildiriler: XII. Eğitim
Bilimleri Kongresi, Cilt III, GÜ Eğitim Bilimleri Enstitüsü, Ankara, 1555-
1572.
Greenfield, T.A. (1997). Gender and grade-level differences in science interest and
participation. Science Education, 81(3) , 259-276.
Harwood, W.S. & McMahon, M.M. (1997). Effects of ıntegrated video media on
student achievement and attitudes in high school chemistry. Journal of
Research in Science Teaching, 34(6), 617–631.
Howe, A.C. & Jones, L. (1993). Engaging Children in Scienc.,MacMillan, New
York.
Jacobsen, D.A., Eggen, P., Kauchak, D. (2002). Methods for Teaching, Promoting
Student Learning. Sixth Edition, Meririll Prentice Hall, New Jersey, USA.
Korkmaz, H. (2002). Fen eğitiminde proje tabanlı öğrenmenin yaratıcı düşünme,
problem çözme ve akademik risk alma düzeylerine etkisi. Yayımlanmamış
Doktora Tezi, Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.
Kreber, C. (1998). The relationships between self-directed learning, critical
thinking, and psychological type, and some ımplications for teaching in
higher education. Studies in Higher Education,23(1), 71-86.
Lawson, A.E. (1978). The development and validation of a classroom test of formal
reasoning. Journal of Research in Science Teaching, 15, 11–24.
McMillan, J.H. (2000). Educational Research: Fundamentals for the Consumer.
Longman, USA.
Norman, O. (1997). Investigating the nature of formal reasoning in chemistry:
Testing Lawson’s multiple hypothesis theory. Journal of Research in
Science Teaching, 34(10), 1067-1081.
O'Brien T.C. & Shapiro, B.J. (1968). The development of logical thinking in
children. American Educational Research Journal, 5(4) 531-542.
Randel, B., Stevenson, H.W. & Witruk, E. (2000). Attitudes, beliefs, and
mathematics achievement of German and Japanese high school students.
International Journal of Behavioral Development, 24(2), 190-198.
Savant, M. (1997). The Power of Logical Thinking. St. Martin’s Press, New York.
Selçuk, Z. (2001). Gelişim ve Öğrenme. Nobel Yayın Dağıtım, Ankara.
Sungur, S. & Tekkaya, C. (2003). Students’ achievement in human circulatory system
unit: The effect of reasoning ability and gender. Journal of Science
Education and Technology, 12(1), 29-64.
Yaman, S. (2005). Fen bilgisi öğretiminde probleme dayalı öğrenmenin mantıksal
düşünme becerisinin gelişimine etkisi. Türk Fen Eğitimi Dergisi (TUSED),
[Online Dergi], 2(1), 56-70.
Zahor, A. & Dori, Y.J. (2003). Higher order thinking skills and low-achieving
students: Are they mutually exclusive?. Journal of the Learning Sciences,
12(2), 145-181.
Zarotiadou, E. & Tsaparlis, G. (2000). Teaching lower-secondary chemistry with a
Piagetian constructivist and an Ausbelian meaningful-receptive method: A
longitudinal comparison, Chemistry Education: Research and Practice in
Europe, 1(1), 37-50.

Thank you for copying data from http://www.arastirmax.com