Kavramsal değişim stratejileri, çalışma türü ve bireysel farklılıkların öğrencilerin başarısı ve tutumları üzerindeki etkisi
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Date
2005
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Eğitim Bilimleri Enstitüsü
Abstract
THE EFFECTS OF CONCEPTUAL CHANGE STRATEGIES, STUDY TYPE AND INDIVIDUAL DIFFERENCES ON STUDENTS' ACHIEVEMENT AND ATTITUDE Akgün, Özcan Erkan Doctoral Dissertation in Educational Technology Advisor: Assist. Prof. Dr. Deniz Deryakulu October, 2005, 193 pages This research was conducted to make a contribution to the effective and efficient correction of misconceptions by revealing the effects of conceptual change strategies utilized in science education, individual or collaborative study types of students, and individual differences of students on conceptual change. The research was carried out in 2x2(x3) factorial design. The total of 73 subjects, who are attending primary school teacher education program, consisted of 52 female and 21 male university students. The Dependent variables were conceptual change, attitude towards chemistry and cognitive conflict subdimensions of which are recognition of cognitive conflict, interest, anxiety, cognitive reappraisal of conflict. The independent variables were conceptual change strategy sub dimensions of which are refutational text (RT) or predict-observe-explain (POE), and study type which might be individual or collaborative. In addition to these variables, students' scientific epistemological beliefs, science process skills, motivational variables (intrinsic goal orientation, extrinsic goal orientation, task value, self efficacy, control beliefs about learning), learning strategy variables (rehearsal, elaboration, organization, metacognitive self regulation, peer learning, help seeking, study time) are also considered to find out the effects of them on conceptual change. The data gathered in this research were analyzed by using two factors ANCOVA, two factors ANOVA and two factors ANOVA for repeated measures. According to the findings of the study; students' conceptual change, attitudes towards chemistry and their interests in cognitive conflict were significantly higher, and their cognitive conflict anxiety was significantly lower when theyused RT based material. Their conceptual changes and interest in cognitive conflict was significantly higher and cognitive conflict anxiety was significantly lower when they study collaboratively. When students studied collaboratively, if they use RT based material, their attitude towards chemistry, their interest in cognitive conflict and cognitive reappraisal of conflict were significantly higher. Besides, they used more metacognitive strategies and effort management. When students studied individually, if they studied POE based material, they showed more effort management and control beliefs about learning. VII
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Eğitim ve Öğretim