Akademik Veri Yönetim Sistemi
Tezin Türü: Doktora
Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimi Bölümü, Türkiye
Tezin Onay Tarihi: 2005
Öğrenci: AYŞE YAVUZ
Danışman: ÖMER GEBAN
Özet:The main purpose of this study was to investigate the effectiveness of conceptual change instruction accompanied with demonstration and computer assisted concept mapping on seventh grade students understanding matter concepts. In addition, the effect of instruction on students̕ attitudes toward science as a school subject and the effect of gender difference on understanding matter concepts were investigated. Seventy five, seventh grade students from four classes of a General Science Course taught by the same teacher at Özel ENKA Middle School during fall semester of 2003ا2004 was enrolled in this study. The classes were randomly assigned as conrol group and experimental group. Students in the control group received traditional science instruction including traditional lecture method with discussions and traditionally designed labsheets. Students who were in the experimental group received conceptual change instruction accompanied with demonstration and computer assisted concept mapping. Both groups were administered Matter Concept Test as pre- and post-tests and Attitude Scale toward Science as a School Subject. In addition to these, Science Process Skill Test was used at the beginning of the study to determine students̕ science process skills. T-test, univariate analysis of variance (ANOVA) and analysis of covariance (ANCOVA) were used for testing the hypotheses of the study. The results indicated that conceptual change instruction accompanied with demonstration and computer assisted concept mapping caused a better acquisition of scientific conceptions related to matter concepts and produced more positive attitudes toward science as a school subject than traditionally designed sicence instruction. In addition, science process skill was a strong predictor in understanding matter concepts. On the other hand, no significant effect of gender difference on students̕