Öz
According to constructivist theory, students learn by actively constructing their own
knowledge, comparing new knowledge with their prior one. Thus, identifying pre-knowledge of the students
helps meaningful learning and this should be a starting point in teaching. This paper tries to explain the DualSituated
Learning Model by giving some examples (pressure and buoyant force) form science concepts in the
7th grade Science and Technology Course. This model is based on constructivist theory and aims at helping
students actively participate in the learning activities. Besides, in this model, it is very important to determine
students’ prior knowledge about subject which will be taught before starting instruction. It is hoped that this
paper will help science educators and teachers prepare learning-teaching activities based on constructivist
theory with the help of this model.
Anahtar Kelimeler
Constructivist theory dual situated learning model science teaching pressure and buoyant force
Kaynakça
- Akpınar, E. ve Ergin, Ö.(2005a). Yapılandırmacı kuramda fen ö retmeninin rolü. lkö retim-online, 4(2),55-64, [Online]:http://ilkogretim-online.org.tr adresinden 13 Haziran 2006 tarihinde alınmı tır.
- Akpınar, E. ve Ergin, Ö.(2005b). Yapılandırmacı kurama dayalı fen ö retimine yönelik bir uygulama. Hacettepe Üniversitesi E itim Fakültesi Dergisi, 29, 9-17.
- Akpınar, E. ve Ergin,Ö. (2004). Yapılandırmacı kuram ve fen ö retimi. Buca E itim Fakültesi Dergisi, 15, 108-113.
- Alparslan, C., Tekkaya, C. ve Geban, Ö.(2003). Using the conceptual change ınstruction to improve learning. Educational Research, 37 (3), 133-137
- Bettencourt, A. (1993). The Construction of knowledge: a radical constructivist view. In K. Tobin (Ed), The Practice of Constructivism in Science Classroom. The Practise of Constructivism in Science Education (pp.38-50). New Jersey: Lawrence Erlbaum Associates.
- Bodner, G. M. (1986). Constructivism: A Theory of Knowledge. Journal of Chemical Education, 63 (10), 873-878.
- Canpolat, N. ve Pınarba ı, T.(2002). Fen e itiminde kavramsal de i im yakla ımı-i: teorik temeller. Kastamonu E itim Dergisi, 10 (1),59-66
- Erden, M ve Akman, Y. (2001). Geli im Ö renme-Ö retme. Ankara: Arkada Yayınevi.
- Fosnot, C. T. (1996). Constructivism: Theory, Perspectives, and Practice. New York and London: Teachers College Press.
- Hewson, M.G. & Hewson, P. W. (1983). Effect of ınstruction using students' prior knowledge and conceptual changes strategies on science learning. Journal of Research in Science Teaching 20 (8), 731-743.
- Marss, K.A., Blake, R.E. & Garvin, A.D.(2003). Web- based warm up exercises in just-in-time teaching: determining students’s prior knowledge and misconceptions in biology, chemistry, and physics. Journal of College Science Teaching, 33 (1), 42-47.
- Novak, J.D. (2002). Meaningful learning: the essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners. Science Education, 86:23-37
- Özden, Y. (1999). Ö renme ve Ö retme. Ankara: Pegem A Yayıncılık.
- Özkan, Ö., Tekkaya, C. ve Geban, Ö.(2004). Facilitating conceptual change in students’ understanding of ecological concepts. Journal of Science Education and Technology, 31 (1), 95-105
- Palmer, D.H. (2003). Investigation the relationship between refutational text and conceptual change. Science Education, 87, 663-684
- Posner, G.J., Strike, K.A., Hewson, P.W., & Gertzog, W.A.( 1982). Accommodation of a scientific conception: toward a theory of conceptual change. Science Education, 66 (2), 221-227.
- She, H.C. (2002). Concepts of a higher hierarchical level require more dual situated learning events for conceptual change: a study of air pressure and buoyancy. International Journal of Science Education,24 (9), 981-996
- She, H.C. (2003). DSLM Instrucitonal approach to conceptual change involving thermal expansion. Research in Science & Technological Education, 21 (1), 43-54
- She, H.C. (2004a). Fostering radical conceptual change through dual-situated learning model. Journal of Research in Science Teaching. 41 (2), 142-164
- She, H.C. (2004b). Facilitating changes in ninth grade students’ understanding of dissolution and diffusion through dslm instruction. Research in Science Education, 34, 503-525
- Sherman, J. S. (2000). Science and Science Teaching. U.S.A.:The College of New Jersey.
- Windsehitl, M &Andre, T. (1998).Using computer simulations to enhance conceptual change: the role of constructivist instruction and student epistemological beliefs. Journal of Research In Science Teaching, 35(2),145-160.
- Wu, Y.T. & Tsai, C.C.(2005). Development of elementary school students’ cognitive structures and information processing strategies under long-term constructivist-oriented science instruction. Science Education, 89, 822– 846
- Zietsman, A.I. & Hewson, P.W.(1986). Effect of instruction using microcomputer simulation and conceptual change strategies on science learnig. Journal of Research in Science Teaching 23 (1), 27-39.
Öz
Öğrenciler, anlamlı öğrenmeyi önceki bilgileriyle yeni bilgiler arasında ilişkiler kurarak başarabilirler. Bu nedenle, Öğrenci ön bilgilerinin belirlenmesi ve öğrenilmesi olayına bu noktadan başlanması Önemlidir. Bu makalede, öğrencilerin ön bilgilerinin belirlenerek öğrenilmesi olayına zihinsel olarak aktif katılımlarını temel olarak öğrenmek anlayışına gündüz "İkili Yerleştirildi Öğrenme Modeli "(She, 2002, 2003, 2004a, 2004b) 7. sınıf Fen ve Teknoloji ders içi basınç ve kaldırma kuvveti kavramı ele alınarak örneklerle tanıtılmaya çalışıldı. Bu çalışmanın, ülkemizde yapılandırmacı kurama sırasında öğrenme-öğretme etkinliklerinin hazırlanması ve sınıf içi uygulamalarda kullanılmasına katkı yapacağı beklenmektedir.
Anahtar Kelimeler
Yapılandırmacı kuram ikili yerleşik öğrenme modeli fen öğretimi basınç ve kaldırma kuvveti
Kaynakça
- Akpınar, E. ve Ergin, Ö.(2005a). Yapılandırmacı kuramda fen ö retmeninin rolü. lkö retim-online, 4(2),55-64, [Online]:http://ilkogretim-online.org.tr adresinden 13 Haziran 2006 tarihinde alınmı tır.
- Akpınar, E. ve Ergin, Ö.(2005b). Yapılandırmacı kurama dayalı fen ö retimine yönelik bir uygulama. Hacettepe Üniversitesi E itim Fakültesi Dergisi, 29, 9-17.
- Akpınar, E. ve Ergin,Ö. (2004). Yapılandırmacı kuram ve fen ö retimi. Buca E itim Fakültesi Dergisi, 15, 108-113.
- Alparslan, C., Tekkaya, C. ve Geban, Ö.(2003). Using the conceptual change ınstruction to improve learning. Educational Research, 37 (3), 133-137
- Bettencourt, A. (1993). The Construction of knowledge: a radical constructivist view. In K. Tobin (Ed), The Practice of Constructivism in Science Classroom. The Practise of Constructivism in Science Education (pp.38-50). New Jersey: Lawrence Erlbaum Associates.
- Bodner, G. M. (1986). Constructivism: A Theory of Knowledge. Journal of Chemical Education, 63 (10), 873-878.
- Canpolat, N. ve Pınarba ı, T.(2002). Fen e itiminde kavramsal de i im yakla ımı-i: teorik temeller. Kastamonu E itim Dergisi, 10 (1),59-66
- Erden, M ve Akman, Y. (2001). Geli im Ö renme-Ö retme. Ankara: Arkada Yayınevi.
- Fosnot, C. T. (1996). Constructivism: Theory, Perspectives, and Practice. New York and London: Teachers College Press.
- Hewson, M.G. & Hewson, P. W. (1983). Effect of ınstruction using students' prior knowledge and conceptual changes strategies on science learning. Journal of Research in Science Teaching 20 (8), 731-743.
- Marss, K.A., Blake, R.E. & Garvin, A.D.(2003). Web- based warm up exercises in just-in-time teaching: determining students’s prior knowledge and misconceptions in biology, chemistry, and physics. Journal of College Science Teaching, 33 (1), 42-47.
- Novak, J.D. (2002). Meaningful learning: the essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners. Science Education, 86:23-37
- Özden, Y. (1999). Ö renme ve Ö retme. Ankara: Pegem A Yayıncılık.
- Özkan, Ö., Tekkaya, C. ve Geban, Ö.(2004). Facilitating conceptual change in students’ understanding of ecological concepts. Journal of Science Education and Technology, 31 (1), 95-105
- Palmer, D.H. (2003). Investigation the relationship between refutational text and conceptual change. Science Education, 87, 663-684
- Posner, G.J., Strike, K.A., Hewson, P.W., & Gertzog, W.A.( 1982). Accommodation of a scientific conception: toward a theory of conceptual change. Science Education, 66 (2), 221-227.
- She, H.C. (2002). Concepts of a higher hierarchical level require more dual situated learning events for conceptual change: a study of air pressure and buoyancy. International Journal of Science Education,24 (9), 981-996
- She, H.C. (2003). DSLM Instrucitonal approach to conceptual change involving thermal expansion. Research in Science & Technological Education, 21 (1), 43-54
- She, H.C. (2004a). Fostering radical conceptual change through dual-situated learning model. Journal of Research in Science Teaching. 41 (2), 142-164
- She, H.C. (2004b). Facilitating changes in ninth grade students’ understanding of dissolution and diffusion through dslm instruction. Research in Science Education, 34, 503-525
- Sherman, J. S. (2000). Science and Science Teaching. U.S.A.:The College of New Jersey.
- Windsehitl, M &Andre, T. (1998).Using computer simulations to enhance conceptual change: the role of constructivist instruction and student epistemological beliefs. Journal of Research In Science Teaching, 35(2),145-160.
- Wu, Y.T. & Tsai, C.C.(2005). Development of elementary school students’ cognitive structures and information processing strategies under long-term constructivist-oriented science instruction. Science Education, 89, 822– 846
- Zietsman, A.I. & Hewson, P.W.(1986). Effect of instruction using microcomputer simulation and conceptual change strategies on science learnig. Journal of Research in Science Teaching 23 (1), 27-39.
Ayrıntılar
| Birincil Dil | Türkçe |
|---|---|
| Bölüm | Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 26 Haziran 2007 |
| Yayımlandığı Sayı | Yıl 2007 Cilt: 6 Sayı: 3 |