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Science and Technology Teacher Candidates’ Use of Integrated Process Skills Levels: A Simple Electrical Circuit Sample
Available online at www.sciencedirect.com
ScienceDirect Procedia - Social and Behavioral Sciences 116 (2014) 2660 – 2663
5th World Conference on Educational Sciences - WCES 2013
Science and Technology Teacher Candidates’ Use of Integrated Process Skills Levels: A Simple Electrical Circuit Sample Mualla BOLAT a, Cumhur TÜRK a, Özge TURNA a* , Arzu ALTINBAŞ a a
Ondokuz Mayıs University, Faculty of Education, Science Education, Samsun 55139, Türkiye
Abstract The aim of this research is to determine Science and Technology teacher candidates’ use of integrated process skills to find a solution to a problem they faced through an example of a simple electrical circuit. Qualitative approach was preferred in this research. The sample of this study is Science and Technology teacher candidates who were attending Ondokuz Mayıs University Faculty of Education’s first class in Turkey. The study was carried 78 students in the lesson General Physics II Laboratory as a group of two. The problem "What affects the brightness of the light bulb?" is given to students and they were asked to find solutions to this problem. They were asked to write hypothesis they established in the process of finding solution and variables they determined to the worksheet. The obtained data were analyzed by content analysis. As a result it is emerged that students have difficulty in the process of identifying variables (dependent, independent and controlled variable) which is one of experimental process skills. 4,8 % of dependent, 5,6 % of independent and 0,8 % of controlled variables are correct. The students are more successful on establishing and testing the hypothesis than identifying variables. Established hypotheses’ 46,4 % are correct, 23,2 % are deficient and 30,4 % are incorrect. 83,2 % of designed and conducted experiments are in accordance with the hypothesis. As a result of this research it is concluded that the students do not know the epistemological meanings of variables they used on the experiment process.
© 2013 The Authors. Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Academic World Education and Research Center. Keywords: Science Process Skills, Simple Electrical Circuit, Science Education, Science and Technology Teacher Candidates.
1. Introduction Science process skills allow individuals to solve the problems they face in daily life as scientists do. Science process skills in science education are skills that make students active, give them to learn research methods and the responsibility and provide a permanent learning. Science process skills are defined by different researchers. Bredderman (1983) and Padilla et al. (1984) divided science process skills into two groups as basic process skills and integrated process skills. Basic process skills include observing, classifying, measuring, using numbers, building the space-time relationship, predicting, making conclusion and communicating. Integrated process skills include identifying and controlling variables, hypothesizing and testing, operational identifying, planning and making experiment and interpreting data. Laboratory activities are important for students to build their experiences and science concepts, gain problemsolving skills, work in co-operation and develop science process skills. Laboratory activities in science education
*Corresponding author: Özge Turna. Tel.: +09-362-231-77-93 E-mail address: [email protected]
1877-0428 © 2013 The Authors. Published by Elsevier Ltd.
Selection and/or peer-review under responsibility of Academic World Education and Research Center. doi:10.1016/j.sbspro.2014.01.631
Mualla Bolat et al. / Procedia - Social and Behavioral Sciences 116 (2014) 2660 – 2663
2661
allow students to provide meaningful learning, use science process skills and also recognize the process how to build the knowledge they learn in science lessons (Tatar et al., 2007). Laboratories allow students to explain subjects, principles, process and experiments with samples by searching and inquiring (Tamir, 1977; Kyle et al., 1979; Kempa and Ward, 1988). In laboratory method learning takes place through senses. In the other hand by applying scientific methods in laboratories, students gain scientific knowledge and develop problem-solving skills. Students learn how to design and pursue an experiment and reach the results by themselves (Hesapçıoğlu, 1988). Students use science process skills when they research in laboratory. Previous researches present that laboratory method in science education is important to gain and develop science process skills (Tamir, 1977; Hodson, 1990; Hoffstein and Lunetta, 1982; Nakiboğlu, Benlikaya and Karakoç, 2001, Nakiboğlu and Meriç, 2000; Korkmaz, 1997). Science and Technology curriculum in Turkey is based on science process skills to gain scientific research methods (MEB, 2011). Figure 1. shows total attainments and science process skills attainments in 4, 5, 6, 7 and 8th class Science and Technology curriculum.
Figure 1. Total attainments and science process skills attainments in 4, 5, 6, 7 and 8th class Science and Technology curriculum In this research it is aimed to determine Science and Technology teacher candidates’ use of integrated process skills to find a solution to a problem they faced through an example of a simple electrical circuit. Also determining Science and Technology teacher candidates’ readiness levels when they apply integrated process skills is sub-goal of the research. 2. Methods Descriptive model is used in this research. Descriptive model is a type of research that determines natural phenomena’s explanations, structures, operating systems, changes over time and similarities with other phenomena (Gall, Borg and Gall, 1996). The sample of this study is Science and Technology teacher candidates who were attending Ondokuz Mayıs University Faculty of Education’s first class in Turkey. The study was carried 78 students in the lesson General Physics II Laboratory as a group of two. Materials like batteries, conducting wires, light bulbs are given to students. The problem "What affects the brightness of the light bulb?" is given to students and they were asked to find solutions to this problem. They were asked to write hypothesis they established in the process of finding solution and variables they determined to the worksheet. The obtained data were analyzed by content analysis. The worksheets were analyzed by four researchers consecutively to increase reliability. The obtained data were analyzed by content analysis under the following headings: Can students write hypothesis that is proper to the problem? Can students design an experiment that is proper to the problem? Can students pursue the experiment? Can students determine the dependent and independent variables?
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Mualla Bolat et al. / Procedia - Social and Behavioral Sciences 116 (2014) 2660 – 2663
3. Findings Established hypotheses’ 46,4 % are correct, 23,2 % are deficient and 30,4 % are incorrect. In general, hypothesis sentences’ 53.6 % are incorrect or deficient. The following sentences are examples of established hypotheses by students: Student 5, 19: If we connect the bulbs to the circuit in parallel, what happens to the brightness of the bulb? Student 22, 23: If we double the number of light bulb, is brightness decreased or increased? Student 13, 20: To change the number of light bulbs when the battery is fixed. Student 14, 21: Brightness of the lamp increases when the number of batteries connected in series increase. Student 4, 10: When we fix the number of power supply and increase the number of the bulbs, brightness of the bulbs decreases. Student 29, 30: If we connect the bulbs in parallel, brightness decreases. The planned experiments’ 80 % by students is proper to the hypotheses established. In general, students do not have difficulties to design and conduct an experiment according to hypothesis they established. The mistake of the students who have difficulties to design an experiment is to ignore the variable which has to be fixed. 4,8 % of dependent, 5,6 % of independent and 0,8 % of controlled variables are correct. It is emerged that dependent variables and independent variables are confused. For example student 14 and student 21 hypothesize like that: “Brightness of the lamp increases when the number of batteries connected in series increase.” In experiment they design “battery” is assigned as dependent variable and “brightness of the bulb” is assigned as control variable. Similarly, it is commonly thought by students that “brightness of the bulb” is control variable. 4. Conclusions As a result of this research it is emerged that students have difficulty in the process of identifying variables (dependent, independent and controlled variable) which is one of experimental process skills. Obtained data shows that students write why they do experiment, the aim of study or process steps instead of writing the hypothesis sentence when they are asked to write hypothesis. This result shows that university students do not know how to build a hypothesis, so it is a thought-provoking situation. Hoffstein and Lunetta (1982) express that students have difficulties to use the science process skills as this research shows. The following sentences are suggested: -Activities that develop science process skill should be applied. -Students’ science process skills development should be kept under observation. -This research does not inquire operational identifying and interpreting data which are integrated process skills. Subsequent researches should inquire these skills. References Bredderman, T. (1983). Effects of activity-based elementary science on student outcomes: A quantitative synthesis. Review of Educational Research, 53 (4), 499-518. Gall, M. D., Borg, W. R., & Gall, J. P. (1996). Educational research: An introduction (6th ed.). White Plains, New York: Longman. Hesapçıoğlu, M. (1988). Öğretim ilke ve yöntemleri, eğitim programları ve öğretim. İstanbul: Beta Yayın Dağıtım A.Ş. Hodson, D. (1990). A critical look at practical work in school science. School Science Review, 70 (256), 33-40. Hofstein, A. & Lunetta, V. N. (1982). The role of laboratory work in science teaching: Neglected aspects of research. Review of Educational Research, 52 (2), 201-217. Kempa, F. R. & Ward, J. E. (1988). Observational thresholds in school chemsitry. International Journal of Science Education, 10 (3), 275-284. Korkmaz, H. (1997). İlköğretim Fen Öğretiminde Araç-Gereç Kullanımı ve Laboratuvar Kullanımı Açısından Öğretmen Yeterlikleri. Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü (Yayınlanmamı Yüksek Lisans Tezi). Kyle, C. W., Penick, E. J. & Shymansky, A. J. (1979). Assessing and analyzing the performance of students in college science laboratories. Journal of Research in Science Teaching, 16 (6), 545-551. MEB. (2011). İlköğretim fen ve teknoloji dersi (4, 5, 6, 7 ve 8. sınıflar) öğretim programı. Ankara: T.C. Milli Eğitim Talim Terbiye Kurulu Başkanlığı, Devlet Kitaplar Müdürlüğü Basım Evi. Nakiboğlu, C. & Meriç, G. (2000). Genel kimya laboratuvarlarında v-diyagramı kullanımı ve uygulamaları. BAÜ Fen Bilimleri Enstitüsü Dergisi, 2 (1), 58-75. Nakiboğlu, C., Benlikaya, R. & Karakoç, Ö. (2001). Ortaöğretim kimya derslerinde v-diyagramı uygulamaları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 21, 97-104.
Mualla Bolat et al. / Procedia - Social and Behavioral Sciences 116 (2014) 2660 – 2663
2663
Padilla J. M., Okey J. R. & Garrard, K. (1984). The effects of instruction on integrated science process skill achievement. Journal of Research in Science Teaching, 21 (3), 277-287. Tamir, P. (1977). How are the laboratories used? Journal of Research in Science Teaching, 14 (4), 311-316. Tatar, N., Korkmaz, H. & Ören, F. Ş. (2007). Araştırmaya dayalı fen laboratuvarlarında bilimsel süreç becerilerini geliştirmede etkili araçlar: Vee ve I diyagramları. İlköğretim Online, 6 (1), 76-92.
ScienceDirect Procedia - Social and Behavioral Sciences 116 (2014) 2660 – 2663
5th World Conference on Educational Sciences - WCES 2013
Science and Technology Teacher Candidates’ Use of Integrated Process Skills Levels: A Simple Electrical Circuit Sample Mualla BOLAT a, Cumhur TÜRK a, Özge TURNA a* , Arzu ALTINBAŞ a a
Ondokuz Mayıs University, Faculty of Education, Science Education, Samsun 55139, Türkiye
Abstract The aim of this research is to determine Science and Technology teacher candidates’ use of integrated process skills to find a solution to a problem they faced through an example of a simple electrical circuit. Qualitative approach was preferred in this research. The sample of this study is Science and Technology teacher candidates who were attending Ondokuz Mayıs University Faculty of Education’s first class in Turkey. The study was carried 78 students in the lesson General Physics II Laboratory as a group of two. The problem "What affects the brightness of the light bulb?" is given to students and they were asked to find solutions to this problem. They were asked to write hypothesis they established in the process of finding solution and variables they determined to the worksheet. The obtained data were analyzed by content analysis. As a result it is emerged that students have difficulty in the process of identifying variables (dependent, independent and controlled variable) which is one of experimental process skills. 4,8 % of dependent, 5,6 % of independent and 0,8 % of controlled variables are correct. The students are more successful on establishing and testing the hypothesis than identifying variables. Established hypotheses’ 46,4 % are correct, 23,2 % are deficient and 30,4 % are incorrect. 83,2 % of designed and conducted experiments are in accordance with the hypothesis. As a result of this research it is concluded that the students do not know the epistemological meanings of variables they used on the experiment process.
© 2013 The Authors. Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Academic World Education and Research Center. Keywords: Science Process Skills, Simple Electrical Circuit, Science Education, Science and Technology Teacher Candidates.
1. Introduction Science process skills allow individuals to solve the problems they face in daily life as scientists do. Science process skills in science education are skills that make students active, give them to learn research methods and the responsibility and provide a permanent learning. Science process skills are defined by different researchers. Bredderman (1983) and Padilla et al. (1984) divided science process skills into two groups as basic process skills and integrated process skills. Basic process skills include observing, classifying, measuring, using numbers, building the space-time relationship, predicting, making conclusion and communicating. Integrated process skills include identifying and controlling variables, hypothesizing and testing, operational identifying, planning and making experiment and interpreting data. Laboratory activities are important for students to build their experiences and science concepts, gain problemsolving skills, work in co-operation and develop science process skills. Laboratory activities in science education
*Corresponding author: Özge Turna. Tel.: +09-362-231-77-93 E-mail address: [email protected]
1877-0428 © 2013 The Authors. Published by Elsevier Ltd.
Selection and/or peer-review under responsibility of Academic World Education and Research Center. doi:10.1016/j.sbspro.2014.01.631
Mualla Bolat et al. / Procedia - Social and Behavioral Sciences 116 (2014) 2660 – 2663
2661
allow students to provide meaningful learning, use science process skills and also recognize the process how to build the knowledge they learn in science lessons (Tatar et al., 2007). Laboratories allow students to explain subjects, principles, process and experiments with samples by searching and inquiring (Tamir, 1977; Kyle et al., 1979; Kempa and Ward, 1988). In laboratory method learning takes place through senses. In the other hand by applying scientific methods in laboratories, students gain scientific knowledge and develop problem-solving skills. Students learn how to design and pursue an experiment and reach the results by themselves (Hesapçıoğlu, 1988). Students use science process skills when they research in laboratory. Previous researches present that laboratory method in science education is important to gain and develop science process skills (Tamir, 1977; Hodson, 1990; Hoffstein and Lunetta, 1982; Nakiboğlu, Benlikaya and Karakoç, 2001, Nakiboğlu and Meriç, 2000; Korkmaz, 1997). Science and Technology curriculum in Turkey is based on science process skills to gain scientific research methods (MEB, 2011). Figure 1. shows total attainments and science process skills attainments in 4, 5, 6, 7 and 8th class Science and Technology curriculum.
Figure 1. Total attainments and science process skills attainments in 4, 5, 6, 7 and 8th class Science and Technology curriculum In this research it is aimed to determine Science and Technology teacher candidates’ use of integrated process skills to find a solution to a problem they faced through an example of a simple electrical circuit. Also determining Science and Technology teacher candidates’ readiness levels when they apply integrated process skills is sub-goal of the research. 2. Methods Descriptive model is used in this research. Descriptive model is a type of research that determines natural phenomena’s explanations, structures, operating systems, changes over time and similarities with other phenomena (Gall, Borg and Gall, 1996). The sample of this study is Science and Technology teacher candidates who were attending Ondokuz Mayıs University Faculty of Education’s first class in Turkey. The study was carried 78 students in the lesson General Physics II Laboratory as a group of two. Materials like batteries, conducting wires, light bulbs are given to students. The problem "What affects the brightness of the light bulb?" is given to students and they were asked to find solutions to this problem. They were asked to write hypothesis they established in the process of finding solution and variables they determined to the worksheet. The obtained data were analyzed by content analysis. The worksheets were analyzed by four researchers consecutively to increase reliability. The obtained data were analyzed by content analysis under the following headings: Can students write hypothesis that is proper to the problem? Can students design an experiment that is proper to the problem? Can students pursue the experiment? Can students determine the dependent and independent variables?
2662
Mualla Bolat et al. / Procedia - Social and Behavioral Sciences 116 (2014) 2660 – 2663
3. Findings Established hypotheses’ 46,4 % are correct, 23,2 % are deficient and 30,4 % are incorrect. In general, hypothesis sentences’ 53.6 % are incorrect or deficient. The following sentences are examples of established hypotheses by students: Student 5, 19: If we connect the bulbs to the circuit in parallel, what happens to the brightness of the bulb? Student 22, 23: If we double the number of light bulb, is brightness decreased or increased? Student 13, 20: To change the number of light bulbs when the battery is fixed. Student 14, 21: Brightness of the lamp increases when the number of batteries connected in series increase. Student 4, 10: When we fix the number of power supply and increase the number of the bulbs, brightness of the bulbs decreases. Student 29, 30: If we connect the bulbs in parallel, brightness decreases. The planned experiments’ 80 % by students is proper to the hypotheses established. In general, students do not have difficulties to design and conduct an experiment according to hypothesis they established. The mistake of the students who have difficulties to design an experiment is to ignore the variable which has to be fixed. 4,8 % of dependent, 5,6 % of independent and 0,8 % of controlled variables are correct. It is emerged that dependent variables and independent variables are confused. For example student 14 and student 21 hypothesize like that: “Brightness of the lamp increases when the number of batteries connected in series increase.” In experiment they design “battery” is assigned as dependent variable and “brightness of the bulb” is assigned as control variable. Similarly, it is commonly thought by students that “brightness of the bulb” is control variable. 4. Conclusions As a result of this research it is emerged that students have difficulty in the process of identifying variables (dependent, independent and controlled variable) which is one of experimental process skills. Obtained data shows that students write why they do experiment, the aim of study or process steps instead of writing the hypothesis sentence when they are asked to write hypothesis. This result shows that university students do not know how to build a hypothesis, so it is a thought-provoking situation. Hoffstein and Lunetta (1982) express that students have difficulties to use the science process skills as this research shows. The following sentences are suggested: -Activities that develop science process skill should be applied. -Students’ science process skills development should be kept under observation. -This research does not inquire operational identifying and interpreting data which are integrated process skills. Subsequent researches should inquire these skills. References Bredderman, T. (1983). Effects of activity-based elementary science on student outcomes: A quantitative synthesis. Review of Educational Research, 53 (4), 499-518. Gall, M. D., Borg, W. R., & Gall, J. P. (1996). Educational research: An introduction (6th ed.). White Plains, New York: Longman. Hesapçıoğlu, M. (1988). Öğretim ilke ve yöntemleri, eğitim programları ve öğretim. İstanbul: Beta Yayın Dağıtım A.Ş. Hodson, D. (1990). A critical look at practical work in school science. School Science Review, 70 (256), 33-40. Hofstein, A. & Lunetta, V. N. (1982). The role of laboratory work in science teaching: Neglected aspects of research. Review of Educational Research, 52 (2), 201-217. Kempa, F. R. & Ward, J. E. (1988). Observational thresholds in school chemsitry. International Journal of Science Education, 10 (3), 275-284. Korkmaz, H. (1997). İlköğretim Fen Öğretiminde Araç-Gereç Kullanımı ve Laboratuvar Kullanımı Açısından Öğretmen Yeterlikleri. Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü (Yayınlanmamı Yüksek Lisans Tezi). Kyle, C. W., Penick, E. J. & Shymansky, A. J. (1979). Assessing and analyzing the performance of students in college science laboratories. Journal of Research in Science Teaching, 16 (6), 545-551. MEB. (2011). İlköğretim fen ve teknoloji dersi (4, 5, 6, 7 ve 8. sınıflar) öğretim programı. Ankara: T.C. Milli Eğitim Talim Terbiye Kurulu Başkanlığı, Devlet Kitaplar Müdürlüğü Basım Evi. Nakiboğlu, C. & Meriç, G. (2000). Genel kimya laboratuvarlarında v-diyagramı kullanımı ve uygulamaları. BAÜ Fen Bilimleri Enstitüsü Dergisi, 2 (1), 58-75. Nakiboğlu, C., Benlikaya, R. & Karakoç, Ö. (2001). Ortaöğretim kimya derslerinde v-diyagramı uygulamaları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 21, 97-104.
Mualla Bolat et al. / Procedia - Social and Behavioral Sciences 116 (2014) 2660 – 2663
2663
Padilla J. M., Okey J. R. & Garrard, K. (1984). The effects of instruction on integrated science process skill achievement. Journal of Research in Science Teaching, 21 (3), 277-287. Tamir, P. (1977). How are the laboratories used? Journal of Research in Science Teaching, 14 (4), 311-316. Tatar, N., Korkmaz, H. & Ören, F. Ş. (2007). Araştırmaya dayalı fen laboratuvarlarında bilimsel süreç becerilerini geliştirmede etkili araçlar: Vee ve I diyagramları. İlköğretim Online, 6 (1), 76-92.