Implementing Context-Based Educational Interventions to Address Alternative Concepts of The Sun, Earth, and Moon Among Fifth-Grade Students
Özet
This study explores the efficacy of a context-based educational approach in elucidating and rectifying alternative conceptions among fifth-grade students concerning the astronomical subjects of the "Sun, Earth, and Moon." The research employed a mixed-methods approach, integrating structured and semi-structured interviews with pre-tests, post-tests, and retention tests to assess the students' conceptual understanding. The findings revealed that alternative conceptions were prevalent regarding the Earth's shape, the relative sizes of the Moon and Sun, the Earth's rotation and orbit, and the Moon's phases and structure. The study's context-based approach, aligned with contemporary educational theories, demonstrated significant effectiveness in addressing these alternative conceptions, enhancing students' conceptual understanding and retention. The research emphasizes the importance of context-based learning in scientific education and provides recommendations for curriculum development, teacher training, and future research directions.
Referanslar
Alkış, S. (2006). İlköğretim 8. Sınıf Öğrencilerinin Mevsimlerin Oluşumuyla İlgili Fikirlerinin İncelenmesi. Marmara Coğrafya Dergisi, 14, 108- 120.
Altun and Sari, (2023; September). Examination of Development of Context-Based Science Learning Activities’ Impacts [Paper presentation]. GLOBETS 2023: 7th International Conference on Education, Technology, and Science
Atwood, R. K. & Atwood, V. A. (1996). 'Preservice elementary teachers' conceptions of the causes of seasons,' Journal of Research in Science Teaching, 33, 5, 553–63.
Bailey, J. M., & Slater, T. F. (2003). "A review of astronomy education research Astronomy Education Review, 2(2), 20–45.
Banister, F. ve Ryan, C., 2001. We are developing Science Concepts through Story-Telling, School Science Review, 83, 302, 75–83.
Bell, J., (1987). Doing Your Research Project: A Guide for the First-Time Researchers in Education and Social Science, Open University Press, England.
Bennett, J., Lubben, F., & Hogarth, S. (2007). "Bringing science to life: A synthesis of the research evidence on the effects of context-based and S.T.S. approaches to science teaching." Science Education, 91(3), 347-370.
Buyukozturk, Ş., Kılıc-Cakmak, E., Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2008). Bilimsel Araştırma Yöntemleri, 2018, Pegem Akademi
Çalık, M. (2006). Bütünleştirici Öğrenme Kuramına Göre Lise 1 Çözeltiler Konusunda Materyal Geliştirilmesi ve Uygulanması. Doktora Tezi, Karadeniz Teknik Üniversitesi, Trabzon.
Çepni, S., 2005. Arastırma ve Proje Çalısmalarına Giris, Gelistirilmis 2. Baskı, Üçyol Kültür Merkezi, Trabzon.
Dewey, J. (1938). Experience and Education. Kappa Delta Pi.
Dove, J. E. Students' alternative conceptions in Earth science: A review of research and implications for teaching and learning. Research Papers in Education 13.2 (1998): 183–201.
Driver, R. And Easley, J. (1978). 'Pupils and paradigms: a review of literature related to concept development in adolescent science students', Studies in Science Education, 5, 61.
Fensham, P., (2001, June). Science as Story: Science Education by Story, Asia-Pacific Forum on Science Learning and Teaching, 2, 1, Foreword.
Fisher, K. & Lipson, J. (1986). 'Twenty questions about student errors,' Journal of Research in Science Teaching, 23, 783–8.
Gilbert, J. K., Osborne, R. J. & Fensham, P. J. (1982). 'Children's science and its consequences for teaching', Science Education, 66, 623–633.
Gilbert, J. K. (2006). "On the nature of 'context' in chemical education." International Journal of Science Education, 28(9), 957–976.
Karasar, N., 1999. Bilimsel Arastırma Yöntemi, 9. Basım, Nobel Yayın Dağıtım, Ankara.
Kuiper, J. (1994). 'Student ideas of science concepts: alternative frameworks,' International Journal of Science Education, 16, 3, 279.
National Research Council (2012). "A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas." National Academies Press.
Novak, J. D. (1988). 'Learning science and the science of learning,' Studies in Science Education, 15,77-101.
Nussbaum, J. and Novick, S. (1982). 'Alternative frameworks, conceptual conflict, and accommodation: Towards a principled teaching strategy,' Instructional Science, 11, 183-200.
Osborne, R. J., Bell, B. F. & Gilbert, J. K. (1983). 'Science teaching and children's view the world,' European Journal of Science Education, 5, 1—14
Osborne, R. J. & Freyberg, P. (1985). Learning in Science: The Implications of Children's Science.Auckland: Heinemann.
Plummer, J. D., & Krajcik, J. (2010). "Building a learning progression for celestial motion: Elementary levels from an Earth-based perspective." Journal of Research in Science Teaching, 47(7), 768-787.
Sanders, M. (1993). 'Erroneous ideas about respiration: the teacher factor,' Journal of Research in Science Teaching, 30, 8, 919-34.
Sharp, J.G. (1999). "Children’s astronomical beliefs: a preliminary study of Year 6 children in south-west England." International Journal of Science Education, 21(6), 685-712.
Sharp, J.G. (1999). Young Children's Ideas about the Earth in Space. International Journal of Early Years Education, 7(2), 159-172.
Stahly, L., Krockover, G. H., Shepardson, D. P. (1999). Third-Grade Students' Ideas about the Lunar Phases. Journal of Research in Science Teaching, 36(2), 159177.
Stahy, G. (1999). "Understanding the moon phases." Journal of Research in Science Teaching, 36(7), 731–743.
Trundle, K. C., 1999. Elementary Preservice Teachers’ Conceptual Understandings of the Cause of Moon Phases, PhD Thesis, The University of Tennessee, Knoxville.
Trundle, K.C., & Bell, R.L. (2003). "The use of a computer simulation to promote conceptual change: A quasi-experimental study." Computers & Education, 40(3), 217-234.
Uğurlu, B. N. (2005). İlköğretim 6. Sınıf Öğrencilerinin Dünya ve Evren Konusu İle İlgili Kavram Yanılgıları, Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 25 (1), 229- 246.
Ünsal, Y., Güneş, B. ve Ergin, İ. (2001). Yükseköğretim Öğrencilerinin Temel Astronomi Konularındaki Bilgi Düzeylerinin Tespitine Yönelik Bir Araştırma. G.Ü. Gazi Eğitim Fakültesi Dergisi, 21(3), 47–60.
Ünsal, Y., Metin, D., & Coştu, B. (2001). "An analysis of children’s conceptions of the Earth in space." Science Education International, 12(4), 4-11.
Vosniadou, S., & Brewer, W. F. (1992). "Mental models of the Earth: A study of conceptual change in childhood. Cognitive Psychology, 24(4), 535–585.
Vygotsky, L. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Referanslar
Alkış, S. (2006). İlköğretim 8. Sınıf Öğrencilerinin Mevsimlerin Oluşumuyla İlgili Fikirlerinin İncelenmesi. Marmara Coğrafya Dergisi, 14, 108- 120.
Altun and Sari, (2023; September). Examination of Development of Context-Based Science Learning Activities’ Impacts [Paper presentation]. GLOBETS 2023: 7th International Conference on Education, Technology, and Science
Atwood, R. K. & Atwood, V. A. (1996). 'Preservice elementary teachers' conceptions of the causes of seasons,' Journal of Research in Science Teaching, 33, 5, 553–63.
Bailey, J. M., & Slater, T. F. (2003). "A review of astronomy education research Astronomy Education Review, 2(2), 20–45.
Banister, F. ve Ryan, C., 2001. We are developing Science Concepts through Story-Telling, School Science Review, 83, 302, 75–83.
Bell, J., (1987). Doing Your Research Project: A Guide for the First-Time Researchers in Education and Social Science, Open University Press, England.
Bennett, J., Lubben, F., & Hogarth, S. (2007). "Bringing science to life: A synthesis of the research evidence on the effects of context-based and S.T.S. approaches to science teaching." Science Education, 91(3), 347-370.
Buyukozturk, Ş., Kılıc-Cakmak, E., Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2008). Bilimsel Araştırma Yöntemleri, 2018, Pegem Akademi
Çalık, M. (2006). Bütünleştirici Öğrenme Kuramına Göre Lise 1 Çözeltiler Konusunda Materyal Geliştirilmesi ve Uygulanması. Doktora Tezi, Karadeniz Teknik Üniversitesi, Trabzon.
Çepni, S., 2005. Arastırma ve Proje Çalısmalarına Giris, Gelistirilmis 2. Baskı, Üçyol Kültür Merkezi, Trabzon.
Dewey, J. (1938). Experience and Education. Kappa Delta Pi.
Dove, J. E. Students' alternative conceptions in Earth science: A review of research and implications for teaching and learning. Research Papers in Education 13.2 (1998): 183–201.
Driver, R. And Easley, J. (1978). 'Pupils and paradigms: a review of literature related to concept development in adolescent science students', Studies in Science Education, 5, 61.
Fensham, P., (2001, June). Science as Story: Science Education by Story, Asia-Pacific Forum on Science Learning and Teaching, 2, 1, Foreword.
Fisher, K. & Lipson, J. (1986). 'Twenty questions about student errors,' Journal of Research in Science Teaching, 23, 783–8.
Gilbert, J. K., Osborne, R. J. & Fensham, P. J. (1982). 'Children's science and its consequences for teaching', Science Education, 66, 623–633.
Gilbert, J. K. (2006). "On the nature of 'context' in chemical education." International Journal of Science Education, 28(9), 957–976.
Karasar, N., 1999. Bilimsel Arastırma Yöntemi, 9. Basım, Nobel Yayın Dağıtım, Ankara.
Kuiper, J. (1994). 'Student ideas of science concepts: alternative frameworks,' International Journal of Science Education, 16, 3, 279.
National Research Council (2012). "A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas." National Academies Press.
Novak, J. D. (1988). 'Learning science and the science of learning,' Studies in Science Education, 15,77-101.
Nussbaum, J. and Novick, S. (1982). 'Alternative frameworks, conceptual conflict, and accommodation: Towards a principled teaching strategy,' Instructional Science, 11, 183-200.
Osborne, R. J., Bell, B. F. & Gilbert, J. K. (1983). 'Science teaching and children's view the world,' European Journal of Science Education, 5, 1—14
Osborne, R. J. & Freyberg, P. (1985). Learning in Science: The Implications of Children's Science.Auckland: Heinemann.
Plummer, J. D., & Krajcik, J. (2010). "Building a learning progression for celestial motion: Elementary levels from an Earth-based perspective." Journal of Research in Science Teaching, 47(7), 768-787.
Sanders, M. (1993). 'Erroneous ideas about respiration: the teacher factor,' Journal of Research in Science Teaching, 30, 8, 919-34.
Sharp, J.G. (1999). "Children’s astronomical beliefs: a preliminary study of Year 6 children in south-west England." International Journal of Science Education, 21(6), 685-712.
Sharp, J.G. (1999). Young Children's Ideas about the Earth in Space. International Journal of Early Years Education, 7(2), 159-172.
Stahly, L., Krockover, G. H., Shepardson, D. P. (1999). Third-Grade Students' Ideas about the Lunar Phases. Journal of Research in Science Teaching, 36(2), 159177.
Stahy, G. (1999). "Understanding the moon phases." Journal of Research in Science Teaching, 36(7), 731–743.
Trundle, K. C., 1999. Elementary Preservice Teachers’ Conceptual Understandings of the Cause of Moon Phases, PhD Thesis, The University of Tennessee, Knoxville.
Trundle, K.C., & Bell, R.L. (2003). "The use of a computer simulation to promote conceptual change: A quasi-experimental study." Computers & Education, 40(3), 217-234.
Uğurlu, B. N. (2005). İlköğretim 6. Sınıf Öğrencilerinin Dünya ve Evren Konusu İle İlgili Kavram Yanılgıları, Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 25 (1), 229- 246.
Ünsal, Y., Güneş, B. ve Ergin, İ. (2001). Yükseköğretim Öğrencilerinin Temel Astronomi Konularındaki Bilgi Düzeylerinin Tespitine Yönelik Bir Araştırma. G.Ü. Gazi Eğitim Fakültesi Dergisi, 21(3), 47–60.
Ünsal, Y., Metin, D., & Coştu, B. (2001). "An analysis of children’s conceptions of the Earth in space." Science Education International, 12(4), 4-11.
Vosniadou, S., & Brewer, W. F. (1992). "Mental models of the Earth: A study of conceptual change in childhood. Cognitive Psychology, 24(4), 535–585.
Vygotsky, L. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
