Araştırma Makalesi
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Ortaokul Öğrencilerinin Konya Bilim Merkezine Yönelik Görüşlerinin İncelenmesi

Yıl 2019, Cilt: 22 Sayı: 42, 141 - 158, 31.12.2019
https://doi.org/10.31795/baunsobed.659285

Öz

: Bu çalışmada ortaokul öğrencilerinin Konya Bilim Merkezi gezisi ile ilgili görüşlerinin ortaya konulması amaçlanmaktadır. Araştırma 2017–2018 eğitim öğretim yılının 2. döneminde 5 ve 6. sınıfta öğrenim görmekte olan 40 kız öğrenci ile gerçekleştirilmiştir. Nitel araştırma yöntemine sahip çalışmada durum çalışması deseni kullanılmıştır. Veri toplama aracı olarak bilim merkezi gezisi ile ilgili açık uçlu soruların yer aldığı form öğrencilere gezi öncesinde ve sonrasında uygulanmıştır. Gezi sonrası öğrencilerle ile yarı yapılandırılmış görüşme gerçekleştirilmiştir. Yapılan görüşmelerde öğrenciler; bilim merkezi gezisinin olumlu yönleri, sınırlılıkları ve bilim merkezi gezisi ile ilgili deneyimlerini belirtmişlerdir. Form ve yarı yapılandırılmış görüşme verilerinin analizinde içerik analizi kullanılmıştır. Öğrenciler bilim merkezinin ilginç ve merak uyandırıcı, yeni bilgileri keşfetmeye yardımcı olduğu ve bilim merkezi gezisinin sınırlılığının olmadığı belirtmiştir. Yapılan araştırma esas alınarak, okullar tarafından düzenlenen bilim merkezi gezilerinin artırılması, bilim merkezi gezilerinin sadece eğlenme amaçlı değil, aynı zamanda öğrencilerin programdaki kazanımları edinme ve pekiştirmelerinin vurgulanması gerektiği şeklinde öneride bulunulmuştur.

Kaynakça

  • Atayeter, Y. & Tozkoparan, U. (2014). Ideas of social studies teachers and 6th grade social studies students about travel-observation method. Mehmet Akif Ersoy University Journal of The Institute of Educational Sciences, 3(5), 1–21.
  • Bostan Sarıoğlan, A. & Küçüközer, H. (2017). Investigation of preservice science teachers’ opinions regarded to outdoor school learning environments. Journal of Research in Informal Environments, 2(1), 1–15.
  • Bozdoğan, A. E. & Kavcı, A. (2016). The effects of out of class teaching activities to secondary school students’ academic achievement in science course. Gazi Journal of Educational Science, 2(1), 13–30. Bozdoğan, A. E. (2017). Pre-service teachers’ views about "informal learning environments in science education” course. International Journal of Turkish Education Sciences, 5(8), 1–17.
  • Çığrık, E. & Özkan, M. (2016). The effect of science center on students’ attitudes in science education and permanency of learning science. National Education Journal [Milli Eğitim Dergisi], 45(209), 124–143.
  • Çolakoğlu, M. H. (2017). Cooperation in school and science center education. Journal of Research in Informal Environments, 2(2), 1–24.
  • Davidsson, E. (2012). Investigating visitors’ learning related to science centre exhibits a progress report of recent research literature and possible future research FOCI. Utbildning & Lärande, 6(2), 28–47.
  • Gökçe, N. (2016). Social studies teacher candidates’ experience in science experiment centers. Route Educational and Social Science Journal, 3(5), 78–95.
  • Falk, J., Needham, M., Dierking, L., & Prendergast, L. (2014). International science centre impact study. Final report. John. H. Falk Research, Corvallis, Oregon. 45.
  • Hakverdi Can, M. (2013). Investigating elementary school students’ behaviors at a science center. Education and Science, 38(168), 347–361.
  • Jensen, A. E. & Lister, J. P. T. (2016). Evaluating indicator-based methods of ‘measuring long-term impacts of a science center on its community. Journal of Research in Science Teaching, 1(53), 60–64.
  • Koyuncu, A., Bilici, E., Kırgız, H., & Güney, A. (2016). An experience: Konya Science Center Tour. Journal of Research in Informal Environments, 1(1), 70–78.
  • Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook. Sage Publications.
  • Ministry of National Education. (2018). MoNE [Ministry of National Education] Science courses curriculum (3, 4, 5, 6, 7, and 8th grade), National Education Printing House: Ankara.
  • Turkish Ministry of National Education. (1952). High school curriculum. National Education Printing House: Istanbul.
  • Ozan Leylum, Ş., Odabaşı, H. F., & Kabakçı Yurdakul, I. (2017). The importance of case study research in educational settings. Journal of Qualitative Research in Education, 5(3), 369–385.
  • Rennie, L. & McClafferty, T. (1996). Science Centres and Science Learning. Studies in Science Education, 27(1), 53–98.
  • Saraç, H. (2017). Researches related to outdoor learning environments in Turkey: Content analysis study. Journal of Education, Theory and Practice Research, 3(2), 60–81.
  • Selanik-Ay, T. & Erbasan, Ö. (2016). Views of classroom teachers about the use of out of school learning environments. Journal of Education and Future, 2(10), 35–50.
  • Sontay, G., Tutar, M. & Karamustafaoğlu, O. (2016). Student views about "science teaching with outdoor learning environments": Planetarium tour. Journal of Research in Informal Environments, 1(1), 1–24.
  • Şen, A. İ. & Akdeniz, A. R. (2017). Fizik öğretimi kuramsal bilgiler ve örnek etkinlik uygulamaları. Ankara: Pegem.
  • Thornburgh, W. R. (2017). The role of the planetarium in students' attitudes, learning, and thinking about astronomical concepts, Unpublished Doctoral Dissertation, University of Louisville.
  • Türkmen, H. (2015). Primary teachers’ point of view about science teaching in outdoor learning environments. Journal of European Education, 5(2), 38–46.
  • Tükmen, H., Topkaç, D. D., & Atasayar Yamık, G. (2016). The effect of field trips to informal learning environment on learning of “classification of living things”: Case of the natural history museum and botanical garden. Ege Journal of Education, 17(1), 174–197.
  • Wijayanti, A. & Munandar, A. (2017). The optimization of scientific approach through outdoor learning with school yard basis. Unnes Science Education Journal, 6(1), 1465–1471.
  • Vainikainen, M. P., Salmi, H., & Thuneberg, H. (2015). Situational interest and learning in a science center mathematics exhibition. Journal of Research in STEM Education, 1(1), 15–29.
  • Yurtkulu, A., Şare Akkuş, A. N., & Laçin Şimşek, C. (2017). A learning activity example of Feza Gürsey science center: Whispering dishes. Journal of Research in Informal Environments, 2(2),

AN INVESTIGATION OF MIDDLE SCHOOL STUDENTS’ VIEWS ABOUT KONYA SCIENCE CENTER

Yıl 2019, Cilt: 22 Sayı: 42, 141 - 158, 31.12.2019
https://doi.org/10.31795/baunsobed.659285

Öz

In this study, it was aimed to reveal middle school students’ views about Konya Science Center. The study was conducted with 40 fifth and sixth-grade students from a public school in the 2nd term of the education year 2017–2018. A case study methodology was used as a qualitative research design. As a data collection tool, a form including open-ended questions about Konya Science Center was used both before and after visiting the science center. Besides, semi-structured interviews were carried out with the students after the visit. A content analysis technique was used to analyze the research data. The findings showed that the participants had some experience about the affordances and limitations of science centers after the visit. Students expressed that science centers help them develop new scientific ideas and that they are interesting and intriguing. Also, they expressed that there are too many scientific activities to implement in the science center. Based on the research findings, school principals are suggested to increase the number of visits to science centers. Besides, it should be emphasized that science center visits are not just for fun but for having students learn and consolidate the curriculum learning objectives.

Kaynakça

  • Atayeter, Y. & Tozkoparan, U. (2014). Ideas of social studies teachers and 6th grade social studies students about travel-observation method. Mehmet Akif Ersoy University Journal of The Institute of Educational Sciences, 3(5), 1–21.
  • Bostan Sarıoğlan, A. & Küçüközer, H. (2017). Investigation of preservice science teachers’ opinions regarded to outdoor school learning environments. Journal of Research in Informal Environments, 2(1), 1–15.
  • Bozdoğan, A. E. & Kavcı, A. (2016). The effects of out of class teaching activities to secondary school students’ academic achievement in science course. Gazi Journal of Educational Science, 2(1), 13–30. Bozdoğan, A. E. (2017). Pre-service teachers’ views about "informal learning environments in science education” course. International Journal of Turkish Education Sciences, 5(8), 1–17.
  • Çığrık, E. & Özkan, M. (2016). The effect of science center on students’ attitudes in science education and permanency of learning science. National Education Journal [Milli Eğitim Dergisi], 45(209), 124–143.
  • Çolakoğlu, M. H. (2017). Cooperation in school and science center education. Journal of Research in Informal Environments, 2(2), 1–24.
  • Davidsson, E. (2012). Investigating visitors’ learning related to science centre exhibits a progress report of recent research literature and possible future research FOCI. Utbildning & Lärande, 6(2), 28–47.
  • Gökçe, N. (2016). Social studies teacher candidates’ experience in science experiment centers. Route Educational and Social Science Journal, 3(5), 78–95.
  • Falk, J., Needham, M., Dierking, L., & Prendergast, L. (2014). International science centre impact study. Final report. John. H. Falk Research, Corvallis, Oregon. 45.
  • Hakverdi Can, M. (2013). Investigating elementary school students’ behaviors at a science center. Education and Science, 38(168), 347–361.
  • Jensen, A. E. & Lister, J. P. T. (2016). Evaluating indicator-based methods of ‘measuring long-term impacts of a science center on its community. Journal of Research in Science Teaching, 1(53), 60–64.
  • Koyuncu, A., Bilici, E., Kırgız, H., & Güney, A. (2016). An experience: Konya Science Center Tour. Journal of Research in Informal Environments, 1(1), 70–78.
  • Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook. Sage Publications.
  • Ministry of National Education. (2018). MoNE [Ministry of National Education] Science courses curriculum (3, 4, 5, 6, 7, and 8th grade), National Education Printing House: Ankara.
  • Turkish Ministry of National Education. (1952). High school curriculum. National Education Printing House: Istanbul.
  • Ozan Leylum, Ş., Odabaşı, H. F., & Kabakçı Yurdakul, I. (2017). The importance of case study research in educational settings. Journal of Qualitative Research in Education, 5(3), 369–385.
  • Rennie, L. & McClafferty, T. (1996). Science Centres and Science Learning. Studies in Science Education, 27(1), 53–98.
  • Saraç, H. (2017). Researches related to outdoor learning environments in Turkey: Content analysis study. Journal of Education, Theory and Practice Research, 3(2), 60–81.
  • Selanik-Ay, T. & Erbasan, Ö. (2016). Views of classroom teachers about the use of out of school learning environments. Journal of Education and Future, 2(10), 35–50.
  • Sontay, G., Tutar, M. & Karamustafaoğlu, O. (2016). Student views about "science teaching with outdoor learning environments": Planetarium tour. Journal of Research in Informal Environments, 1(1), 1–24.
  • Şen, A. İ. & Akdeniz, A. R. (2017). Fizik öğretimi kuramsal bilgiler ve örnek etkinlik uygulamaları. Ankara: Pegem.
  • Thornburgh, W. R. (2017). The role of the planetarium in students' attitudes, learning, and thinking about astronomical concepts, Unpublished Doctoral Dissertation, University of Louisville.
  • Türkmen, H. (2015). Primary teachers’ point of view about science teaching in outdoor learning environments. Journal of European Education, 5(2), 38–46.
  • Tükmen, H., Topkaç, D. D., & Atasayar Yamık, G. (2016). The effect of field trips to informal learning environment on learning of “classification of living things”: Case of the natural history museum and botanical garden. Ege Journal of Education, 17(1), 174–197.
  • Wijayanti, A. & Munandar, A. (2017). The optimization of scientific approach through outdoor learning with school yard basis. Unnes Science Education Journal, 6(1), 1465–1471.
  • Vainikainen, M. P., Salmi, H., & Thuneberg, H. (2015). Situational interest and learning in a science center mathematics exhibition. Journal of Research in STEM Education, 1(1), 15–29.
  • Yurtkulu, A., Şare Akkuş, A. N., & Laçin Şimşek, C. (2017). A learning activity example of Feza Gürsey science center: Whispering dishes. Journal of Research in Informal Environments, 2(2),
Toplam 26 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Eğitim Bilimleri
Yazarlar

Hasan Özcan 0000-0002-4210-7733

Ramazan Demirel 0000-0003-3679-5960

Soner Ergül 0000-0002-6826-5481

Yayımlanma Tarihi 31 Aralık 2019
Gönderilme Tarihi 21 Ekim 2018
Kabul Tarihi 11 Aralık 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 22 Sayı: 42

Kaynak Göster

APA Özcan, H., Demirel, R., & Ergül, S. (2019). AN INVESTIGATION OF MIDDLE SCHOOL STUDENTS’ VIEWS ABOUT KONYA SCIENCE CENTER. Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 22(42), 141-158. https://doi.org/10.31795/baunsobed.659285

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