İlköğretim ikinci kademe fen bilgisi derslerinde ki zor olan konuların tespiti, zorluk sebepleri ve çözüm önerileri
Determining the difficult science topics of primary school at level two, the reasons for difficulties and suggestions to remedy them
- Tez No: 188073
- Danışmanlar: DOÇ. DR. MEHMET BAHAR
- Tez Türü: Yüksek Lisans
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Science Education, Topic Difficulties, The causes of the difficulties, Information Processing Model
- Yıl: 2005
- Dil: Türkçe
- Üniversite: Abant İzzet Baysal Üniversitesi
- Enstitü: Sosyal Bilimler Enstitüsü
- Ana Bilim Dalı: İlköğretim Ana Bilim Dalı
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: Belirtilmemiş.
Özet
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Özet (Çeviri)
ABSTRACTDETERMINING THE DIFFICULT SCIENCE TOPICS OF PRIMARY SCHOOLAT LEVEL TWO, THE REASONS FOR DIFFICULTIES AND SUGGESTIONSTO REMEDY THEMPolat, MahmutMaster Thesis, Faculty of EducationThesis Advisor: Associate Professor Dr. Mehmet BAHARJune 2005, 116 pagesThe aim of this study is i) to determine which topics of the science subjects of6th, 7th and 8th grades of primary schools at Level 2 are regarded as difficult ii) todetermine the possible causes of these difficulties iii) and to put forward promisingproposals for eliminating these difficulties. The qualitative methods have beenconducted in the study. The study was conducted in two phases. In the first phase, ascience studies inventory for determining the levels of difficulty was administered toa selected sample of 300 students and 18 science studies teachers.This study has been carried out with junior and language preparation schoolstudents and science studies teachers of the selected secondary schools in the districtof Bolu at the academic year of 2004-2005. The sample consists of junior andlanguage preparation school students of high schools. These students have beenselected since they have completed their primary and secondary school education andhave not taken any other course of science studies since then. Furthermore, it wasaimed to collect more solid data by getting in touch with the teachers who wereactually conducting these science education courses. In the second phase of thestudy, semi-structured interviews were performed with some students and teacherswho were selected form a sample who regarded these subject as difficult. All theinterviews were recorded by the researcher with the help of a tape recorder. The totalof 10 students and 5 science studies teachers have participated in the interviews. Theinterviews took 45 minutes in average.The researcher has computed the difficulty indexes of the topics by the helpof the data gathered from the inventory conducted in the study using the formula tofind the difficulty. The data gathered from the interviews was analyzed by the fullytranscription of the tape records. At the end of the content analysis, the themes oftopic contents, the time allocated for each lesson, the language and terminology andmathematical expressions and computations used in the classroom, the level of activeparticipation to the lesson and the democratic atmosphere of the classroom, theassociation of the science studies with the daily life, the effects of the attitudestowards science studies have been constructed by referencing the related studies andthe opinions about these themes have been presented with the actual quotations fromthe interviews.The findings of the study have shown that the students have difficulties in thetopics which i) contain too many concepts, phenomena, principles and knowledge ii)are in abstract nature iii) require mathematical computational skills iv) are notassociated with the daily life and the previously learned related topics v) are notconducted with the active participation of the students vi) somehow generatenegative attitudes of the students. The proposals were put forward at the end of thestudy to eliminate the existing difficulties.
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