The Influence of Hands on Physics Experiments on Scientific Process Skills According to Prospective Teachers’ Experiences1
Abstract
In this study, relationship between prospective science and technology teachers’ experiences in conducting Hands on physics experiments and their physics lab I achievement was investigated. Survey model was utilized and the study was carried out in the 2012 spring semester. Seven Hands on physics experiments were conducted with 28 prospective science and technology teachers (18 female and 10 male) enrolled in physics I laboratory course. The results showed that although there was no significant correlation among the observation, providing explanations, prediction, making an
inquiry, forming logic skills and academic achievement, it was found a significant relationship between the producing according to a plan skill regarding their physics I lab achievement (Pearson r = .385 and p = .04 < .05). This study points out that physics instructors, whenever they need, may prepare syllabuses for physics laboratory courses that include low cost materials instead of laboratory equipment to enhance their students’ scientific process skills.
References
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Aydin, S. and Çakıroğlu, J. (2010). İlköğretim fen ve teknoloji dersi öğretim programına ilişkin öğretmen görüşleri: Ankara örneği. İlköğretim Online, 9 (1), 301-315.
Azizoğlu, N. and Dönmez, F. (2010). Meslek liselerindeki öğrencilerin bilimsel süreç beceri düzeylerinin incelenmesi: Balıkesir örneği. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 4(2), 79-109.
Bilgin, İ., (2006) The effects of Hands-on activities incorporating a cooperative learning approach on eight grade students’ science process skills and attitudes toward science”, Journal of Baltic Science Education, 1(9), 27-37.
Böyük, U., Demir, S., and Erol, M. (2010). Fen ve teknoloji dersi öğretmenlerinin laboratuvar çalışmalarına yönelik yeterlik görüşlerinin farklı değişkenlere göre incelenmesi, TÜBAV Bilim Dergisi, 3(4), 342-349.
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Gagné, R. M. (1965). The conditions of learning and theory of instruction ( 1st ed.). New York, NY: Holt, Rinehart & Winston.
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Holstermann, N., Grube, D. and Bögeholz, S. (2010). Hands-on activities and their influence on students’ interest. Research in Science Education 40, 743–757.
Jaus, H. H. (1975). The effects of integrated science process skill instruction on changing teacher achievement and planning practices. Journal of Research in Science Teaching, 12, 439-447.
Karamustafaoğlu, S. (2011). Improving the science process skills ability of science teachers using I diagrams, Eurasian Journal of Physics and Chemistry Education, 3(1), 26-38.
Klopfer, L. E. (1990). Learning scientific inquiry in the school laboratory. In Hegarty-Hazel, E. (Ed.), The Student Laboratory and the Science Curriculum, Rutledge, London, pp. 95–118.
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Staver, J. R., and Small, L. (1990). Toward a clearer representation of the crisis in science education. Journal of Research in Science Teaching, 27(1), 79-89.
Turpin, T. J. (2000). A study of the effects of an integrated, activity-based science curriculum on student achievement, science process skills, and science attitudes. Ed.D. dissertation,University of Louisiana at Monroe, United States. Pro Quest Digital Dissertations Database, (Publication No. AAT 9993727), Retrieved October, 15, 2011.
Uzal, G., Erdem, A., Önen, F. and Gürdal, A. (2010). Basit araç gereçlerle yapılan fen deneyleri konusunda öğretmen görüşleri ve gerçekleştirilen hizmetiçi eğitimin değerlendirilmesi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 4(1), 64-84.
Walters, Y. B. and Soyibo, K. (2001). “An analysis of high school students’ performance on five integrated science process skills”, Research in Science and Technological Education, 19, 133-145.
Ateş, Ö., and Eryılmaz, A. (2011). Effectiveness of Hands-on and minds-on activities on students' achievement and attitudes towards physics. Asia-Pacific Forum on Science. Learning and Teaching, 12(1), Article 6.
Ausubel, D.P. (1968). Educational Psychology: A Cognitive View. New York: Holt, Rinehart & Winston.
Ayas, A., Çepni, S. and Akdeniz, A. R. (1994). Fen bilimlerinde laboratuvarın yeri ve önemi I, Çağdaş Eğitim Dergisi, 19, 21-25.
Aydin, S. and Çakıroğlu, J. (2010). İlköğretim fen ve teknoloji dersi öğretim programına ilişkin öğretmen görüşleri: Ankara örneği. İlköğretim Online, 9 (1), 301-315.
Azizoğlu, N. and Dönmez, F. (2010). Meslek liselerindeki öğrencilerin bilimsel süreç beceri düzeylerinin incelenmesi: Balıkesir örneği. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 4(2), 79-109.
Bilgin, İ., (2006) The effects of Hands-on activities incorporating a cooperative learning approach on eight grade students’ science process skills and attitudes toward science”, Journal of Baltic Science Education, 1(9), 27-37.
Böyük, U., Demir, S., and Erol, M. (2010). Fen ve teknoloji dersi öğretmenlerinin laboratuvar çalışmalarına yönelik yeterlik görüşlerinin farklı değişkenlere göre incelenmesi, TÜBAV Bilim Dergisi, 3(4), 342-349.
Ergül, R., Şimşekli, Y., Çalış, S., Özdilek, Z., Göçmençelebi, Ş., and Şanlı, M. (2011). The effects of inquiry-based science teaching on elementary school students’ science process skills and science attitudes. Bulgarian Journal of Science and Education Policy (BJSEP), 5, (1) 48-68.
Gagné, R. M. (1965). The conditions of learning and theory of instruction ( 1st ed.). New York, NY: Holt, Rinehart & Winston.
Haury, D. L., and Rillero, P. (1994). Perspectives on Hands-on science teaching. Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education. (ERIC Document Reproduction Service No. ED372926). Retrieved October 24, 2012, from http://www.ncrel.org/sdrs/areas/issues/content/cntareas/science/eric/eric-toc.htm.
Holstermann, N., Grube, D. and Bögeholz, S. (2010). Hands-on activities and their influence on students’ interest. Research in Science Education 40, 743–757.
Jaus, H. H. (1975). The effects of integrated science process skill instruction on changing teacher achievement and planning practices. Journal of Research in Science Teaching, 12, 439-447.
Karamustafaoğlu, S. (2011). Improving the science process skills ability of science teachers using I diagrams, Eurasian Journal of Physics and Chemistry Education, 3(1), 26-38.
Klopfer, L. E. (1990). Learning scientific inquiry in the school laboratory. In Hegarty-Hazel, E. (Ed.), The Student Laboratory and the Science Curriculum, Rutledge, London, pp. 95–118.
Ministry of National Education of Turkey (2005). Science and technology curriculum of elementary schools (6th–8th grades).
National Research Council (1999). Transforming undergraduate education in science, mathematics, engineering, and technology, Washington, DC, National Academy Press.
National Science Foundation. (1996). Shaping the Future: New Expectations for Undergraduate Education in Science, Mathematics, Engineering and Technology. Washington, DC: Directorate for Education and Human Resources, NSF96-139.
Önen, F. and Çömek, A. (2011). Öğretmen adaylarının gözüyle basit araç-gereçlerle yapılan fen deneyleri. Batı Anadolu Eğitim Bilimleri Dergisi. 3(1), 45-72
Özkal, K., Tekkaya, C., Sungur, S., Çakıroğlu, J., and Çakıroğlu, E., (2010). Elementary students’ scientific epistemological beliefs in relation to socio-economic status and gender. Journal of Science Teacher Education, 21, 873-885.
Ruby, A. M. (2001). Hands-on science and student achievement. Retrieved October 24, 2012 from http://www.rand.org/pubs/rgs_dissertations/RGSD159.html
Sinan, O. and Uşak, M. (2011). Biyoloji Öğretmen adaylarının bilimsel süreç becerilerinin değerlendirilmesi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(15), 333-348.
Staver, J. R., and Small, L. (1990). Toward a clearer representation of the crisis in science education. Journal of Research in Science Teaching, 27(1), 79-89.
Turpin, T. J. (2000). A study of the effects of an integrated, activity-based science curriculum on student achievement, science process skills, and science attitudes. Ed.D. dissertation,University of Louisiana at Monroe, United States. Pro Quest Digital Dissertations Database, (Publication No. AAT 9993727), Retrieved October, 15, 2011.
Uzal, G., Erdem, A., Önen, F. and Gürdal, A. (2010). Basit araç gereçlerle yapılan fen deneyleri konusunda öğretmen görüşleri ve gerçekleştirilen hizmetiçi eğitimin değerlendirilmesi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 4(1), 64-84.
Walters, Y. B. and Soyibo, K. (2001). “An analysis of high school students’ performance on five integrated science process skills”, Research in Science and Technological Education, 19, 133-145.
Published
2017-02-28
How to Cite
HIRÇA, Necati.
The Influence of Hands on Physics Experiments on Scientific Process Skills According to Prospective Teachers’ Experiences1.
European Journal of Physics Education, [S.l.], v. 4, n. 1, p. 6-14, feb. 2017.
ISSN 1309-7202.
Available at: <https://eu-journal.org/index.php/EJPE/article/view/77>. Date accessed: 19 apr. 2024.
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