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ABSTRACT DETERMINATION OF THE TOPICS PERCEIVED AS DIFFICULT BY THE STUDENTS IN BIOLOGY LESSONS AND PUTTING FORTH THEIR COGNITIVE STRUCTURES ABOUT EXCRETION SYSTEM FOR CONSIDERATION BY NEW TECHNIQUES Nuriye Sibel Özatlı Balıkesir University, Science Institute High school mathematics and science teaching department. Ph.D thesis/ advisor: Associate Prof. Dr. Mehmet BAHAR Balıkesir, 2006 In this study, i) the topics that were perceived as difficult by students in the high school biology program were determined, ii) excretion system, one of the topics that students perceived as difficult, was selected and the students’ cognitive structures in this topic were put forth for consideration by concept maps, word association tests, structural communication grids, Vee-diagrams and, iii) the effect of their motivational styles as well as their attitudes towards biology lessons on their cognitive structure were examined. The sample of the study at university level was 832 first class students from Balikesir University Necatibey Education Faculty and Science and Arts Faculty who enrolled in 2002-2003 academic year. After biology topics difficulty index was carried out to this group, interviews were carried out to 20 students who expressed excretion system unit as difficult and why they perceive this topic as difficult was determined. 110 students from 11 th grade students from in a high school in Balikesir, in 2003-2004 education year formed the first sample in high school level and the second sample was 80 students from 10 th grade students. A test related to excretion system was carried out to the first sample. Data were analized by SPSS and an “excretion system achievement test” (ESAT) was developed. The second sample was divided into two groups as control (40 students) and experimental (40 students). While concept maps and Vee-diagrams were applied to the experimental group in teaching of excretion system unit, only lecture method was used in the control group. Word association tests, ESAT, biology attitude scale were performed to both groups before and after teaching. Besides, motivation style test was performed after teaching. Experimental group students’ opinions related to the new techniques were asked. Results from pre- and post- tests were compared for both groups. The results of the study showed that, i) the biology topics that were perceived as difficult by the students were mostly related to genetics ii) the students in the experimental group who were taught by using concept maps and V-diagrams were more successful than the students in the control group who were taught by lecture method, iii) the misconceptions and incomplete knowledge that were determined in the control group students were not determined in the experimental group students. In addition, by using concept map, meaningful changes in the cognitive structure of iii
the experimental group students were detected. In addition to all these results it was also found that there was no relationship between students’ motivational styles and their attitudes towards biology. KEY WORDS: Difficult biology topics, excretion system, attitude, motivation style, concept map, word association test, Vee- diagrams, structural communication grids, cognitive structure. iv
Page 1: T.C. BALIKESİR ÜNİVERSİTESİ FE
Page 6 and 7: İÇİNDEKİLER ÖZET, ANAHTAR SÖZ
Page 8 and 9: 5.2.1 Boşaltım Sistemleri Ünites
Page 10 and 11: ŞEKİL LİSTESİ Şekil Numarası
Page 12 and 13: Tablo 5.11 Tablo 5.12 Tablo 5.13 Ta
Page 14 and 15: ÖNSÖZ Bilgisi, değerli fikirleri
Page 16 and 17: ulunuşluk düzeyleri gibi) öğret
Page 18 and 19: üzere metakognitif (bilişötesi)
Page 20 and 21: 3) Oluşturmacılık, anlama ve uyg
Page 22 and 23: Bilişsel oluşturmacılar bilginin
Page 24 and 25: Öğrencilerin eğitim-öğretimind
Page 26 and 27: 4-Öğretim sürecinde öğretilen
Page 28 and 29: 2.2.1.2 Yapılandırılmış Grid T
Page 30 and 31: Örnekte belirtilen birinci soru i
Page 32 and 33: 2.2.2 Kelime İlişkilendirme Testl
Page 34 and 35: 2.2.2.3 Kelime İlişkilendirme Tes
Page 36 and 37: oldukları kavramlar ile ilişkilen
Page 38 and 39: • Kavram haritası gereğinden fa
Page 40 and 41: öğelerden oluştuğunu, hangi yak
Page 42 and 43: Bu yaklaşımlara ek olarak bütün
Page 44 and 45: KAVRAMSAL KISIM Teoriler {Olayları
Page 46 and 47: 2.2.4.2 V- Diyagramlarının Avanta
Page 48 and 49: motive olduğunda karışık matema
Page 50 and 51: 2.3.2 Tutum ve Biyoloji Tutum Ölç
Page 52 and 53: Sonuçlardan anlaşıldığı gibi
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3.1 Önem Eğitimin her düzeyinde
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3.2 Sayıltılılar 1- Belirlenen
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4. YÖNTEM: 4.1 Araştırmanın Mod
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verilmiştir. 4.2.2 Lise Düzeyi Ev
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4.3.2 Lise Öğrencileri İçin Ver
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Tablo 4.3: “Boşaltım Sistemi”
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tipi 5 ölçeğe sahiptir: Tamamen
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4.4 Uygulamada Yapılan İşlemler
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7- Öğrencilerden, konuda yeri gel
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4.5.2.2 11. Sınıf Öğrencileri
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4.5.2.3.2 Öğretim Esnasında Topl
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Puanlama: Önerme: 15 x 1= 15 Hiyer
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2. Öğrencilere “Boşaltım Madd
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Şekil 4.2’nin devamı KONU: Boş
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Şekil 4.2’nin devamı KONU: Böb
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KAVRAMSAL KISIM (2p) Teori ve İlke
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4.5.2.3.3 Öğretim Sonrasında Bil
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5. BULGULAR 5.1 Üniversite Öğren
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I İ J K L M N O Ö P R S Tablo 5.2
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Soru 3: Sizce bu konuyu öğrencile
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5) Ünite işlenirken bütün öğr
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5.2 Lise Öğrencilerinden Elde Edi
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5.2.3 Öğretim Öncesi, Esnası ve
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5.2.3.4 Deney Grubu Ön-BSBT Başar
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5.2.3.7 Deney ve Kontrol Grupları
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5.2.3.9 Deney grubunun Motivasyon S
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Tablo 5.17: Kontrol Grubu Öğrenci
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Şekil 5.1: Kontrol grubu Ön-KİT
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Şekil 5.1’ de gördüğümüz so
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NEFRON Prok.T. Nef.K BÖB. HAS. NEF
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Nef.K Şekil 5.3 Kontrol Grubu Ön-
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Şekil 5.4: Deney grubu Ön-KİT i
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Şekil 5.4’de gördüğümüz son
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Akciger Deri BOŞALTIM YAP. Malpigi
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Şekil 5.5’de gördüğümüz son
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5.2.4.5 Deney-Kontrol Grubu Ön-Kİ
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5.2.4.6 Deney-Kontrol Grubu Son-Kİ
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aralığında tüm anahtar kavramı
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19 Tablo 5.21’un devamı Konuyu a
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Tablo 5.22’ün devamı Pek değil
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Soru 1: e) Kavram haritalarını gr
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Soru 1: f) Boşaltım sisteminin bi
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Tablo 5.26’nın devamı 38 Bunlar
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Soru 4: Deney esnasında V-diyagram
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Tablo 5.29’un devamı 24 Çok kat
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29 30 35 36 39 Tablo 5.30’un deva
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6. SONUÇ, TARTIŞMA VE ÖNERİLER
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6.2 10.Sınıf Bulguları ile İlgi
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Özatlı, Bahar, Karakoç(2001), ö
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kullanabileceği, geleneksel metotl
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6.2.4 Motivasyon Stilleri Sonuçlar
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6.3 ÖNERİLER Araştırma sonuçla
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EK A: Motivasyon Stilleri Anketi 1
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EK C: Biyoloji Tutum Ölçeği 150
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EK D’nın devamı: Konu Zorluk Ö
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EK F: İlköğretim Fen Bilgisi Pro
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EK G’nin devamı KONULAR: BOŞALT
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EK H: Boşaltım Sistemleri Başar
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EK H’ın devamı 160
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EK I Boşaltım Sistemleri Başarı
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EK I’nın Devamı 20- Bir insanda
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EK İ Kelime İlişkilendirme Testi
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EK K Memeli Böbreğinin Yapısı D
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EK L’nin devamı KONU: Boşaltım
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EK L’nin devamı KONU: Böbrek Ç
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EK N Deney Grubu Ders Planları GÜ
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EK N’nin devamı GÜNLÜK DERS PL
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EK N’nin devamı BÖLÜM 1 Dersin
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EK O’ nun devamı 194
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EK O’nun devamı 196
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Page 214 and 215:
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EK O’nun devamı Diyaliz makinesi
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EK Ö’nün devamı 204
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EK P Deney Grubu Öğrencileri Yap
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EK P’nin devamı 212
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EK R Deney Grubu Öğrencileri V- D
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EK S Kontrol Grubu Ders Planları D
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EK S’nin devamı DERS PLANI 2 A-
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EK S’nin devamı Kapanış: Gelec
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EK S’nin devamı 4- Derse Geçiş
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EK S’nin devamı “Nefron”, b
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EK S’nin devamı Salgılama (Akti
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EK S’nin devamı C- GELİŞTİRME
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EK S’nin devamı E- DEĞERLENDİR
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EK S’nin devamı C- GELİŞTİRME
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Page 256 and 257:
EK Ş’nin devamı 242
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EK T’nin devamı KONU ZORLUK İND
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Page 262 and 263:
Page 264 and 265:
Page 266 and 267:
Page 268 and 269:
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BOŞALTIM SİSTEMİNE BAŞLANGIÇ B
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EK U’nun devamı KAVRAMLAR BİLG
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EK U’nun devamı BÖBREĞİN DÜZ
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Ek U’nun devamı OMURGASIZLARDA B
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EK U’nun devamı İNSANDA BOŞALT
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266 EK Ü “Boşaltım Sistemleri
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268 EK Ü’nün devamı Omurglı.
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270 EK Ü’nün devamı Böbreğin
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EK V’nin devamı Boşalt. Mad. Bo
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EK V’nin devamı Boşalt. Mad. Bo
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EK V’nin devamı İç Basınç- D
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EK V’nin devamı Solunumun Denges
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EK Y’nin devamı Bowman Kapsülü
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EK Y’nin devamı Boşalt. Mad. Bo
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EK Y’nin devamı Boşalt. Mad. Bo
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EK Z’nin devamı Böbrek Havuzu A
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EK Z’nin devamı Boşalt. Mad. Bo
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EK A1 Deney Grubu Son-KİT Cevap Ke
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EK A1’in devamı Boşalt. Mad. Bo
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[10] Novak, J.D., Gowin, B.D., Lear
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[28] Chen, I., “An Electronic Tex
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[49] Cavello, A.M.L. and Schafer L.
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[67] Shavelson, R. J., “Methods f
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[84] Okebukola, P. A., “Attaining
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[99] Novak, J. D., “ Clarify with
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[118] Novak, J.D., “Concept maps
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[129] Kempa, R.F. and Diaz, M.M.,
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[148] Craig, J.&Ayreis, D., “Does
Page 336 and 337:
[168] Sucu, A., Bayar, S., Küpeli,
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