The Effect of Teaching Activities Related to Atom Models on Pre-Service Science Teachers' Images of Atom Model

Volkan Bilir; Yezdan Boz; Nejla Yürük; Ahmet İlhan Şen

Makale detayları

The Effect of Teaching Activities Related to Atom Models on Pre-Service Science Teachers' Images of Atom Model

Yazarlar:

Volkan Bilir | Yezdan Boz | Nejla Yürük | Ahmet İlhan Şen

Yayıncı:

Bursa Uludağ University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Uludağ Üniversitesi Eğitim Fakültesi Dergisi Vol.36 Issue 3, pp.954-983

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001303487

pISSN:

2667-6788

Anahtar kelimeler:

Özet:

 This study aimed to examine the effects of activities prepared with different teaching methods, techniques and teaching materials, considering the history of the scientific development of the structure of the atom, on the images of preservice science teachers concerning atomic models. Activities for atomic models include teaching with simple tools, modeling, cooperative learning jigsaw, guess-observe-explain, STEM, 5E learning model, flipped learning, virtual experiments, concept cartoons and nature of science applications. 20 preservice science teachers, who were studying in the third year of science teaching program of 13 state universities in the 2021-2022 academic year, participated in the research. Program effects case study, which is one of the qualitative research methods and case study types, was used. The data were collected before and after the teaching activities were implemented by asking the preservice science teachers to draw the picture that came to their mind concerning the atomic models on a blank paper, and to explain the content of their drawings in writing. Data were analyzed by content analysis method. Research results show that before the teaching activities, Preservice science teachers had a partially scientific image with respect to the atom models of Dalton, Thomson, Rutherford, and Bohr. However, it has been seen that they do not have a scientific image of the quantum atom model, and the image that they have is not related to the subject. After the teaching activities were transformed into fully scientific images regarding the Dalton, Thomson, Rutherford, Bohr and Quantum models. Based on this result, it was determined that the teaching activities positively affected on preservice science teachers images of atomic models.

 This study aimed to examine the effects of activities prepared with different teaching methods, techniques and teaching materials, considering the history of the scientific development of the structure of the atom, on the images of preservice science teachers concerning atomic models. Activities for atomic models include teaching with simple tools, modeling, cooperative learning jigsaw, guess-observe-explain, STEM, 5E learning model, flipped learning, virtual experiments, concept cartoons and nature of science applications. 20 preservice science teachers, who were studying in the third year of science teaching program of 13 state universities in the 2021-2022 academic year, participated in the research. Program effects case study, which is one of the qualitative research methods and case study types, was used. The data were collected before and after the teaching activities were implemented by asking the preservice science teachers to draw the picture that came to their mind concerning the atomic models on a blank paper, and to explain the content of their drawings in writing. Data were analyzed by content analysis method. Research results show that before the teaching activities, Preservice science teachers had a partially scientific image with respect to the atom models of Dalton, Thomson, Rutherford, and Bohr. However, it has been seen that they do not have a scientific image of the quantum atom model, and the image that they have is not related to the subject. After the teaching activities were transformed into fully scientific images regarding the Dalton, Thomson, Rutherford, Bohr and Quantum models. Based on this result, it was determined that the teaching activities positively affected on preservice science teachers images of atomic models.

 This study aimed to examine the effects of activities prepared with different teaching methods, techniques and teaching materials, considering the history of the scientific development of the structure of the atom, on the images of preservice science teachers concerning atomic models. Activities for atomic models include teaching with simple tools, modeling, cooperative learning jigsaw, guess-observe-explain, STEM, 5E learning model, flipped learning, virtual experiments, concept cartoons and nature of science applications. 20 preservice science teachers, who were studying in the third year of science teaching program of 13 state universities in the 2021-2022 academic year, participated in the research. Program effects case study, which is one of the qualitative research methods and case study types, was used. The data were collected before and after the teaching activities were implemented by asking the preservice science teachers to draw the picture that came to their mind concerning the atomic models on a blank paper, and to explain the content of their drawings in writing. Data were analyzed by content analysis method. Research results show that before the teaching activities, Preservice science teachers had a partially scientific image with respect to the atom models of Dalton, Thomson, Rutherford, and Bohr. However, it has been seen that they do not have a scientific image of the quantum atom model, and the image that they have is not related to the subject. After the teaching activities were transformed into fully scientific images regarding the Dalton, Thomson, Rutherford, Bohr and Quantum models. Based on this result, it was determined that the teaching activities positively affected on preservice science teachers images of atomic models.

 Bu araştırmanın amacı, atomla ilgili bilimsel bilginin tarihsel gelişimi dikkate alınarak farklı yöntem- teknik ve öğretim materyallerinin kullanımına dayalı öğretim etkinliklerinin fen bilgisi öğretmen adaylarının atom modellerine ilişkin imajlarına etkisini incelemektir. Atom modellerine yönelik, basit araç gereçlerle öğretim, modelleme, iş birlikli öğrenme jigsaw, tahmin et-gözle-açıkla, STEM, 5E öğrenme modeli, ters-yüz öğrenme, sanal deneyler, kavram karikatürleri ve bilimin doğası uygulamalarını içeren etkinlikler yer almaktadır. Araştırmaya, 2021-2022 akademik yılında, 13 farklı devlet üniversitesi eğitim fakültesinden, fen bilgisi öğretmenliği üçüncü sınıfta öğrenim gören 20 fen bilgisi öğretmen adayı katılmıştır. Bu araştırmada nitel araştırma tekniklerinden olan durum çalışması türlerinden program etkileri durum çalışması kullanılmıştır. Veriler, araştırmaya katılan fen bilgisi öğretmen adaylarından, atom modelleri ile ilgili zihinlerinde canlanan resmi dağıtılan boş bir kâğıda çizmeleri, atom modeli ile ilgili çizimi tamamlandıktan sonra çizimlerini ayrıntılı bir şekilde yazılı olarak anlatmaları istenerek öğretim etkinlikleri öncesinde ve sonrasında toplanmıştır. Elde edilen veriler içerik analizi yöntemiyle analiz edilmiştir. Araştırma sonucunda, araştırmaya katılan fen bilgisi öğretmen adaylarının öğretim etkinlikleri öncesi atom modellerine dair kısmen bilimsel imaja sahip oldukları, imajlarının, Dalton, Thomson, Rutherford ve Bohr atom modellerini içerdiği, bilimsel olmayan ve ilgisiz imaja sahip oldukları atom modelinin ise Kuantum Atom Modeline olduğu görülmüştür. Öğretim etkinlikleri sonrasında ise araştırmaya katılan fen bilgisi öğretmen adaylarının atom modellerine dair imajlarının Dalton, Thomson, Rutherford, Bohr ve Kuantum modellerini içerdiğini ve imajlarının büyük çoğunluğunun tam bilimsel imajlara dönüştüğü sonucuna ulaşılmıştır. Bu sonuçtan yola çıkarak araştırma etkinliklerinin araştırmaya katılan fen bilgisi öğretmen adaylarının atom modelleri imajları üzerine olumlu etkisi olduğu belirlenmiştir.

Makale detayları

The Effect of Teaching Activities Related to Atom Models on Pre-Service Science Teachers' Images of Atom Model

Yazarlar:

Volkan Bilir | Yezdan Boz | Nejla Yürük | Ahmet İlhan Şen

Yayıncı:

Bursa Uludağ University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Uludağ Üniversitesi Eğitim Fakültesi Dergisi Vol.36 Issue 3, pp.954-983

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001303487

pISSN:

2667-6788

Atom

Atom models

Image of atomic model

ImageAtom

Atom modelleri

Atom modeli imajı

İmaj

Sayı

Makale detayları

Yazarlar: Volkan Bilir | Yezdan Boz | Nejla Yürük | Ahmet İlhan Şen

Yayıncı: Bursa Uludağ University

Ana Başlıklar: Alan Eğitimleri

Dergi: Uludağ Üniversitesi Eğitim Fakültesi Dergisi Vol.36 Issue 3, pp.954-983

Belge Tipi: Makale

Yayın Tarihi: 12/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001303487

pISSN: 2667-6788

Sayı

Yazarlar:

Volkan Bilir | Yezdan Boz | Nejla Yürük | Ahmet İlhan Şen

Yayıncı:

Bursa Uludağ University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Uludağ Üniversitesi Eğitim Fakültesi Dergisi Vol.36 Issue 3, pp.954-983

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001303487

pISSN:

2667-6788