DETERMINATION OF MISCONCEPTIONS REGARDING "COMPOUNDS'' CHAPTER IN SECONDARY EDUCATION 9th GRADE BY TWO-TIER CONCEPTUAL UNDERSTANDING TEST

Bu çalışmada ortaöğretim 9. sınıf öğrencilerinin kimya dersi "Bileşikler" ünitesi ile ilgili kavram yanılgılarına sahip olup olmadıklarını ve sahip oldukları kavram yanılgıları varsa bu yanılgıların derecesini tespit edebilmek için iki aşamalı kavramsal anlama testini geliştirmek amaçlanmıştır. Çalışmada ayrıca geliştirilen bu test yoluyla öğrencilerin kavram yanılgılarının belirlenmesi hedeflenmiştir. Toplam 34 maddeden oluşan test İzmir ilinde bulunan ortaöğretim kurumlarında öğrenim görmekte olan ve konuyu bilen toplam 175 öğrenciye uygulanmıştır. Yapılan madde analizleri sonucunda testin güvenirliği, maddelerin güçlük ve ayırt edicilik indeksleri ve çeldirici fonksiyonları elde edilmiştir. Madde analizlerinin sonucunda iki aşamalı kavramsal anlama testinden 10 madde çıkarılmıştır. Testin güvenirlik katsayısı (Cronbach Alfa) 0.80 olarak bulunmuştur. Testin madde güçlük indeksleri 0.24-0.90 aralığında, ayırt edicilik indeksleri ise 0.22-0.50 aralığında bulunmuştur. Testte her bir maddeye verilen yanıtların incelenmesi sonucunda, ünite ile ilgili öğrencilerin bazı kavram yanılgılarına sahip oldukları belirlenmiştir. The aim of this study is to determine whether 9th grade students in secondary schools have misconceptions regarding ‘'compounds'' chapter and to develope a two-tier conceptual understanding test to be able to determine the degree of the misconceptions if there are any. Furthermore; this study aims determining the the misconceptions of the students by means of this test. The test, consisting of a total of 34 items, was carried out with 175 students familiar with the subject and receiving education in secondary schools in Izmir. As a result of item analyses made, the reliability of the test, the difficulty and distinctiveness indices and the distractor functions of the items were acquired. As a result of the analysis item two-tier conceptual understanding test 10 items were removed.The relaibility coefficient of the test (Cronbach Alfa) was found as 0.796. As a result of item analyses, the item difficulty indices were found to be between 0.24-0.90 and the item discrimination index were between 0.20-0.50. Some misconceptions about compounds chapter were determined after the analysis of the items in the tes

ORTAÖĞRETİM ÖĞRENCİLERİNİN KÜRESEL ISINMA HAKKINDAKİ BİLGİLERİ ÜZERİNE BİR ARAŞTIRMA

In this research, an achievement test about global warming was administered to 193 selected students attending various high schools in Turkey. Their knowledge about global warming on theoretical, contemporary effects, and necessary precautions were measured. Using a self disclosure form, some characteristics of the students such as academic backgrounds of their parents, type of high school, and their economic status and whether the students had been involved in an activity on the subject before the examination were obtained. The data was analyzed by the statistical programs: Statistical Package for the Social Sciences (SPSS), Finesse, and then t test, Analysis of Variance (ANOVA), and correlation results were determined. The reliability (Cronbach's a) of the test was found to be 0.734. Considering the findings of the research, of three groups of question, the students were most knowledgeable about the effects of global warming

Effect of Project Based Learning on Academic Achievement of Chemistry Teacher Candidates in the Application of Spectroscopic Analysis Method

Bu çalışmada, Analitik Kimya laboratuvar dersi “Işık-madde etkileşimine dayanan UV/Görünür bölge spektroskopik analiz yöntemi uygulamaları” konusunda, proje tabanlı öğrenme yaklaşımının öğrencilerin akademik başarılarına etkisi incelenmiştir. Araştırmada, ön ve son test kontrol gruplu yarı deneysel desen kullanılmıştır. Konu, deney grubunda proje tabanlı öğrenme yaklaşımı ile kontrol grubunda ise öğretim programına uygun şekilde yürütülmüştür. Son test akademik başarı puanlarının Mann-Whitney U Testi analizi sonuçlarına göre; öğrencilerin akademik başarılarında proje tabanlı öğrenme yaklaşımının kullanıldığı deney grubu lehine anlamlı bir fark olduğu gözlenmiştir (p<.05). Wilcoxon işaretli sıralar testi sonuçları; deney ve kontrol gruplarının her ikisinde de grup içi akademik başarı puanlarında artış olduğunu göstermiştir. Cohen’s d değerine göre, deney grubunda uygulanan öğrenme yaklaşımının büyük etki değerine sahip olduğu söylenebilir (d=0,88). Yarı yapılandırılmış görüşmelerin içerik analizinden elde edilen sonuçlar, deney grubu öğrencilerinin konunun uygulanan öğrenme yaklaşımı ile işlenmesini daha akılda kalıcı bulduklarını göstermiştir.In this work, the effect of project based learning approach on students’ academic achievement on the topic of “Application of UV/Visible spectroscopic analysis method based on light-matter interaction” in Analytical Chemistry Laboratory lesson. Pre- and post-test quasi experimental design with control group was applied in this research. In the experimental group, the subject was carried out with the project based learning approach and in the control group in accordance with the teaching program. It was observed that there was a significant difference in the students’ academic achievement in favour of the experimental group in which the project based learning approach was used according to the Mann-Whitney U test analysis results of the post-test academic achievement scores (p<.05). Wilcoxon signed rank test results showed that the increase of students’ academic achievement of within both groups. It can be also stated that project based learning approach has a great effect size considering to Cohen’s d value (d=0.88). Content analysis of semistructured interview results demonstrated that the experimental group students find it more memorable to process the subject with an applied approach

A STUDY ON THE EFFECT OF CASE BASED LEARNING FOR PRE-SERVICE SCIENCE TEACHERS' ATTITUDES TOWARDS AN ANALYTICAL CHEMISTRY LABORATORY EXPERIMENT

It is aimed to analyze the change of the pre-service science teachers‘ attitudes towards chemistry laboratories using case-based learning, an active learning method, in this research. This research is an semi-experimental study with a control group. The sample of this research was originated by the second-year students (N=61) of the department of science education in Dokuz Eylul University, Faculty of Buca Education. In the first stage of the research, a case about the experiment of determining the ionization constant of weak acid (Ka) was created and the case was discussed among the student groups in the experimental group as a workshop. In the second stage, the experiment was performed in the laboratory. And in the control group, the experiment was performed using conventional teaching methods. In conclusion, the effectiveness of case-based learning method in the attitudes of students towards chemistry laboratories was analyzed