GROUP DAISY

Gamze BÖLÜKBAŞI2010101036

Science Education

Sena CECELİ2010106072

Teaching Chemistry

Burcu SOLAK2010101057

Science Education

ED 498.01Spring 2014-2015

INSTRUCTOR: DR. HAYAL KÖKSAL

Theory guides,Experiment decides.

Our motto:

Aim Introduction to problem Literature Review Brainstorming Fishbone Diagram Matrix Diagram Methodology Survey Results Evaluation of Survey Suggestions Village Institution Limitations Gantt Card References

Content

To concrete science topics in

students mind by doing and

experiencing method and to

make students more active in

learning process.

Our Aim

Why Are The Science

Lessons Abstract For Students?

https://openclipart.org/detail/196174/question-girl

• Why is a good science education so important for every child, not just for those who may be headed toward a scientific or technical career?

• Because science is everywhere, and understanding how it’s a part of our daily lives can give students a great foundation for success in life.

• But in our country science lessons consist of formulas or multiple choice question, so students generally cannot internalize science lessons.

Introduction to the Problem

• Effective educators regularly look for ways to improve educational programs, curriculum, and instruction to address middle-school student needs ( National Research Council,1996).

• Science classes incorporating inquiry- based instruction implement a shift from teacher-directed instructional practices to student-centered activities ( Hofstein & Lunetta,2004).

• Classroom practices like inquiry-based education create and promote a unique social-cultural climate and social- interactional process. (Covington, 2000)

Literature Review

• Today, in Turkish education system, generally, science topic are given in a knowledge level, also learning by practising and experiencing cannot be applied in some schools. (Noyanalpan,1996).

• Heuristic method H.E. Armstrong said that laboratory classes should be used in science lesson, by experiment and observations students can learn science topic by practising and experiencing. (Küçükahmet, 1995:149)

In Lewin’s experiential learning theory, learning occurs around four stages as a circle.

Concrete Experince

Observation and results

Formation of abstract concepts and generalization

In a new situation, testing meaning of concepts

Figure1. Lewin’s experiential learning theory (Kolb, 1984:21)

TeacherCurriculumMaterialSchool conditionsLaboratory conditonsExcessive informationPrivate schoolPublic schoolSchool administrationFamily perspectiveTechnological equipment

http://philmckinney.com/archives/2013/05/brainstorming-for-fun-and-profit-5-tips-for-teams.html

Brainstorming

Teachers

CurriculumSchool Conditions

Type Of School

Content of books

Excessive information

Limited time

Lab. conditionsLimited technologicalequipment

CreativityComunication skills

Teaching technics Education

Private school

Public school

FİSHBONE DİAGRAM

Why are the science

lessons abstruct for students?

Matrix Diagram

Gamze

Burcu

Sena

Total

%

Type of schools

4

5

4

13

19.7 %

Teachers

7

7

7

21

31.8%

School conditons

6

4

5

15

22.7%

Curriculum

5

6

6

17

25.8%

Our survey was applied on 16 students who were 8th graders

in Güneşli.

https://journalofhumannutritionanddieteticseditor.wordpress.com/2013/01/10/journal-of-human-nutrition-and-dietetics-what-do-you-think/

wcselementary.wikispaces.com/WCS+Elementary+Links

a. Teacher uses only book to teach. 1 2 3 4 5

b. Teacher uses laboratory for necessary subjects. 1 2 3 4 5

c. Teacher gives an example in daily life to teach. 1 2 3 4 5

d. Teacher uses smart board. 1 2 3 4 5

e. Teacher teaches science topics with drama methods. 1 2 3 4 5

f. Teacher explains subjects shortly and then, s/he is 1 2 3 4 5

solved multiple choice problems.

g. Teacher makes it enjoyable with music. 1 2 3 4 5

h. Teacher uses visual materials (animation, video etc.). 1 2 3 4 5

i. Teacher groups all of students and then, students 1 2 3 4 5

study with group friends.

j. Teacher is passive. Students explain others and discuss 1 2 3 4 5

about subjects.

1. How does your science teacher in the schoolteach/give a lecture ? Please, give a point from 1 to 5.

2. Which methods are effective for your science learning? Please, write 3 methods.

1. 2. 3.

http://ancient-science-webliography.webs.com/

a. Using only book

b. Using laboratory

c. Giving an example in

daily life

d. Using smart board

e. Drama method

f. Short ex-planation

and multiple choice ques-

tions

g. Making it enjoyable with music

h. Using visual ma-terials (an-

imation, video etc.)

i. Group working

j. Passive teacher

0

10

20

30

40

50

60

70

80

Results of first & second questions

Survey results show that;

• Teachers use daily life examples in their science lessons.

• Teachers use visiual materials (animation, video, etc.) in science lesson but they do not prefer to use smart board.

• Students thinks that they can understand science lesson by solving multiple choice questions and their teacher prefer to use this method.

-In students mind, solving multiple choice question equals understanding science lessons.

Evaluation of Survey

• Since, students have not faced other techniques (drama, music, laboratory), they did not prefer them to learn science topics.

• In our opinion, students prefer multiple choise questions to learn science topics, because they see science topic like a key of good high school instead of having critical science thinking skills.

• Students think that they learn science lesson but they cannot apply in their daily life situations.

• This result shows that, the meaning of learning science equals solving multiple choice question rather than learning by doing and experiencing.

• Teachers should provide students to obtain scientific perspective to understand their environment.

• Teachers should use more learning by doing and experiencing technique to make students more active in the lessons.

• Teachers should take into consideration students’ learning style when applying different teaching methods.

• Teachers should use materials that are related with the topic such as posters, figures, documentaries, films etc.

Suggestions

Village Institutions are the best solutions for education, especially science education. Students in Village Institutions learn new information about nature and environment and then, they apply them. They have nature and science, ironworking, constructiveness and cooperation lessons. Mostly, they work soil and they construct new buildings. They have superior knowledge for nature. Namely, science education is related to daily lives. (Aysal, 2005)

Village Institutions for Science Education

Limitations

• Restricted number of participants.• Restricted number of questions.• There is no private school students in our

survey.• Participants selected in only one area.

MAR.5/

APR.1. W.

APR.2.

WEEK

MAR.3.

WEEK.

MAR.4.

WEEK

APR.3.

WEEK

APR.4.

WEEK

APR.5/

MAY1.W

MAY.2.

WEEK

MAY.3.

WEEK

EXPECTED

OBSERVED

Gantt Card

• «© İmece Halkaları ve Bilişimci Martılar Eğitimi», Hayal Köksal, İstanbul, 2014

• Covington, M. V. (2000). Goal theory, motivation, and school achievement: Anintegrative review. Annual Review, 51,171-200.

• Hofstein, A., & Lunetta, V. (2004). The laboratory in science education: Foundations for the twenty-first century. Science Education, §8(1), 28-54.

• http://www.tryscience.org/parents/wsm_1.html

References

• National Research Council. (1996). National Science Education Standards. Washington,DC: National Academy Press.

• Noyanalpan, Ningur. (1996) İlköğretim Okullarında Fen Öğretimi Ve Sorunları.Ankara: Türk Eğitim Derneği Yayınları

• Küçükahmet, Leyla. (1995) Öğretim İlke ve Yöntemleri. Ankara: Gazi Büro Kitabevi

• Kolb, D. (1984) Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice Hall(1985) Learning Style Inventory: Self Scoring Inventory and Interpretation Booklet. Boston:Mc Ber and Company.

• Aysal, Dr Necdet. (2005) Ankara Üniversitesi Türk İnkılâp Tarihi Enstitüsü Atatürk Yolu Dergisi. Anadolu’da Aydınlanma Hareketinin Doğuşu: Köy Enstitüleri. http://dergiler.ankara.edu.tr/dergiler/45/788/10118.pdf

SPECIAL THANKS to DR. HAYAL KÖKSAL