Identifying the Subjects in Which Sixth-Grade Students Have Difficulty Learning in Science Lessons, as well as the Causes of the Problems and Possible Solutions
Yıl: 2022 Cilt: 2022 Sayı: 32 Sayfa Aralığı: 33 - 70 Metin Dili: İngilizce DOI: 10.14689/enad.32.805 İndeks Tarihi: 02-11-2022
Identifying the Subjects in Which Sixth-Grade Students Have Difficulty Learning in Science Lessons, as well as the Causes of the Problems and Possible Solutions
Öz: This research aimed to determine the subjects that sixth-grade students have learning problems, the reasons for the problems, and the suggestions for the solution to the problems. The convergent parallel design was adopted in the study. In the 2016-2017 academic year, 1959 sixth-grade students in Erzurum and 141 science teachers who teach at this grade level were studied. The data were collected through the "Identifying Learning Problems" and "Teacher Determining Learning Problems Opinion" questionnaires. Descriptive statistics were used in the analysis of quantitative data, and content analysis was used in the analysis of qualitative data. It was determined that the students experienced the problems in Curriculum System and Force and Motion subjects, learning difficulties, low motivation, increased anxiety, and non-persistent knowledge. It was concluded that this is because the subject is difficult, memorization, confusing concepts, the class/topic is boring, they are stressed, they are not allowed to learn on their own, the teachers themselves explain the subject, and there are not enough activities. It can be suggested that the lessons aimed at solving the learning problems experienced by students are taught with games, creating fun learning environments, simplifying the subject, and having more communication between students and teachers.
Anahtar Kelime: Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
- Akcay, O., N., Akcay, A., & Kurt, M. (2016). Ortaokul ögretmenlerinin ögretim yontem ve tekniklerine yonelik gorus ve yeterliklerinin incelenmesi. Journal of Research in Education and Teaching, 5(1), 333-342.
- Akinci, B., Uzun, N., & Kisoglu, M. (2015). Fen bilimleri ögretmenlerinin meslekte karsilastiklari problemler ve fen ögretiminde yasadiklari zorluklar. International Journal of Human Sciences, 12(1), 1189- 1215.
- Atasoy, S., & Akdeniz, A. R. (2007). Newton’un Hareket Kanunları konusunda kavram yanilgilarini belirlemeye yonelik bir testin gelistirilmesi ve uygulanması. Journal of Turkish Science Education, 4(1), 45-59.
- Aydede, M.N., Caglayan, Ç., Matyar, F., & Gulnaz, O. (2006). Fen ve teknoloji ogretmenlerinin kullandiklari ögretim yontem ve tekniklerine iliskin goruslerinin degerlendirilmesi. Cukurova University Faculty of Education Journal, 3(32), 24-33.
- Aydogan, S., Gunes, B., & Gulcicek, C. (2003). Isi ve sicaklik konusunda kavram yanilgiları. Journal of Gazi Education Faculty, 23 (2), 111–124.
- Bacanak, A., Kucuk, M., & Cepni, S. (2004). Ilkogretim ogrencilerinin fotosentez ve solunum konularindaki kavram yanilgilarinin belirlenmesi: Trabzon orneklemi. Ondokuz Mayis University Journal of Education Faculty, 17, 67-80.
- Baki, A. (1999). Cebirle ilgili islem yanilgilarinin degerlendirilmesi. III. Science Education Symposium in Proceedings (ss. 46-55). Trabzon: Karadeniz Technic University
- Balbag, Z., Leblebicier, K., Karaer, G., Sarikahya, E., & Erkan, O. (2016). Türkiye’de fen egitimi ve ogretimi sorunlari. Journal of Research in Education and Teaching, 5(3), 14-20
- Beeth, M. E. (1998). Teaching for conceptual change: Using status as a metacognitive tool. Science Education, 82, 343-356.
- Bulus- Kirikkaya, E., & Gullu, D. (2008). Ilkogretim besinci sinif ogrencilerinin isi - sicaklik ve buharlasma - kaynama konularindaki kavram yanilgilari. Elementary Education Online, 7(1), 15-27.
- Buyukozturk, S., K. Cakmak, E., Akgun, O. Erkan, Karadeniz, S., & Demirel, F. (2015). Bilimsel arastirma yontemleri. Pegem A.
- Candan, A., Turkmen, L., & Cardak, O. (2006). Kavram haritalamanin ilkogretim ogrencilerinin hareket ve kuvvet kavramlarini anlamalarina etkileri. Journal of Turkish Science Education, 3(1), 66-75.
- Christensen, L. B., Johnson, R. B. & Turner, L. A. (2015). Arastirma yontemleri desen ve analiz (A. Aypay, cev. ed.). Ani. (Calismanin orijinali 2014`te yayimlanmistir.)
- Creswell, J., & Plano Clark, V. L. (2015). Karma yontem arastirmalari (Y. Dede, S. B. Demir, cev. ed.). Ani. (Calismanin orijinali 2011`de yayimlanmistir.)
- Cavus, R., Kulak, B., Berk, H. & Oztuna-Kaplan, A. (2011). Fen ve teknoloji ogretiminde oyun etkinlikleri ve gunluk hayattaki oyunlarin derse uyarlanmasi. Paper presented at the IGEDER Science and Technology Teachers' Summit, Istanbul, Turkey.
- Cetinkaya, M., & Erol, T. (2016). “Vucudumuzda sistemler” unitesine yonelik uc asamali kavram tani testi gelistirilmesi. ODU Journal of Social Sciences Research, 6(15), 317-330.
- Demirkan, O., & Saracoglu G. (2016). Anadolu lisesi ogretmenlerinin derslerde kullandiklari ogretim yontem ve tekniklerine iliskin gorusleri. The Journal of International Lingual, Social and Educational Sciences, 2(1), 1-11.
- Dogru, M., ve Aydogdu, M. (2003). Fen bilgisi ogretiminde kullanilan yontemlerde karsilasilan sorunlar ile ilgili ogrenci gorusleri. Pamukkale University Journal of Education, (1) 13.
- Ecevit, T., & Simsek, P. O. (2017). Ogretmenlerin fen kavram ogretimleri, kavram yanilgilarini saptama ve giderme calismalarinin degerlendirilmesi. Elementary Education Online, 16(1), 129-150.
- Ericson, G. & Tiberghien, A. (1985). Heat and Temperature. In R. Driver, E. Guesne, & A Tiberghien(Eds.), Children' s ideas in science. Philadelphia, PA: Open University Press.
- Eryilmaz, T., & Tatli, A. (2000). ODTU ogrencilerinin mekanik konusundaki kavram yanilgilari. Hacettepe University Journal of Education, 18, 93-98.
- Fancovicova, J., & Prokop, P. (2019). Examınıng secondary school students’ mısconceptıons about the human body: correlatıons between the methods of drawıng and open-ended questıons. Journal of Baltic Science Education, 18(4), 549-557. https://doi.org/10.33225/jbse/19.18.549
- Gonzalez-Gomez, D., Jeong, J. S., Canada-Canada, F., & Pico, A. G. (2019). Active-learning strategies to ıncrease the students' engagement to an environmental science course in a distance-learning program. New perspectıves ın scıence educatıon (8 th ed.). Florence: Pixel.
- Gonen, S., & Akgun, A. (2005). Isi ve sicaklik kavramlari arasındaki iliski ile ilgili olarak gelistirilen calisma yapraginin uygulanabilirliginin incelenmesi. Electronic Journal of Social Sciences, 3(11), 92-106.
- Hise, Y. A. V. (1988). Student misconceptions in mechanics: an ınternational problem?. The Physics Teacher, 498-502.
- Karamustafaoglu, O., & Kaya, M. (2013). Egitsel oyunlarla “yansima ve aynalar” konusunun ogretimi: yansimali kosu örnegi. Journal of Inquiry Based Activities, 3(2), 41-49.
- Kaya, S., & Elgun, A. (2015). Egitsel oyunlar ile desteklenmis fen ogretiminin ilkokul ogrencilerinin akademik basarisina etkisi. Journal of Kastamonu Education, 23(1), 329-342.
- Kesidou, S. & Duit, R. (1993). Students' conceptions of the second law of thermodynamics- an interpretive study. Journal of Research in Science Teaching, 30(1), 85-106.
- Kirilmazkaya, G., & Kirbag-Zengin, F. (2016). Ogretmen adaylarinin fotosentez konusu hakkinda kavram yanilgılarinin Vee diyagrami araciligiyla belirlenmesi ve bu araca yonelik goruslerinin tespiti. Erzincan University Journal of Education Faculty, 18(2), 1537-1563.
- Koray, O., Ozdemir, M. & Tatar, N. (2005). Ilkogretim ogrencilerinin "birimler" hakkinda sahip olduklari kavram yanilgilari: kutle ve agirlik ornegi. Elementary Education Online, 4(2), 24-31.
- Kuru, I., & Gunes, B. (2005). Lise 2. sinif ogrencilerinin kuvvet konusundaki kavram yanilgilari. Journal of Gazi Education Faculty, 25(2), 1-17.
- Mcmillan, J. H., & Schumacher, S. (2006). Research in education: Evidence-Based inquiry. (6th ed.). Boston, MA: Allyn and Bacon.
- Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: an expande sourcebook (2nd edition). Thousand Oaks, CA: Sage.
- Ormanci, U., & Ozcan, S. (2012). Fen ve teknoloji dersi vucudumuzda sistemler ünitesinde drama yonteminin etkililigi: iki asamali teshis testi kullanimi. Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education, 6(2), 153-182.
- Otara, A., Uworwabayeho, A., Nzabalirwa, W., & Kayisenga, B. (2019). From ambition to practice: An analysis of teachers’ attitude toward learner-centered pedagogy in public primary schools in Rwanda. SAGE Open. https://doi.org/10.1177/2158244018823467
- Ouyang, L., Zhang, H., Zhang, X., & Wu, H. (2019). Genomics course design and combinedteaching strategy to enhance learning ınitiatives in classroom. Biochemistry and Molecular Biology Education, 47(6), 632-637.
- Oqvist, A., & Malmstrom, M. (2017). What motivates students? A study on the effects of teacher leadership and students’ self-efficacy. International Journal of Leadership in Education, 21, 155–175. https://doi.org/10.1080/13603124.2017.1355480.
- Onen, F., Saka, M., Erdem, A., Uzala, G. & Gurdal, A. (2008). “HIE seminerine katilan fen bilgisi ogretmenlerinin ogretim tekniklerine iliskin bilgilerindeki degisimin tespiti: Tekirdag ornegi”. Ahi Evran University Journal of Kırsehir Education Faculty (KEFAD), 9(1), 45–57.
- Ozgur, S. (2013). The persistence of misconceptions about the human blood circulatory system among students in different grade levels. International Journal of Environmental and Science Education, 8(2), 255-268.
- Sadanand, N. & Kess J. (1990). Concepts in Force and Motion. The Physics Teacher, 530-533. San Fransisco: Jossey Bass.
- Sahin, D., & Guven S. (2016). Sinif ogretmenlerinin fen bilimleri hayat bilgisi ve sosyal bilgiler derslerindeki yontem ve teknik kullanimina iliskin gorusleri. Online Science Education Journal, 1(1): 42-59.
- Sensoy, O., Aydogdu, M., Yildirim, H.I., Usak, M., & Hancer, A. H. (2005). Ilkogretim ogrencilerinin (6., 7. ve 8. siniflar) fotosentez konusundaki yanlis kavramlarin tespiti uzerine bir arastirma. Journal of Ministry Education, 33(166), 213-223.
- Simsek, H., Hirca, N., Coskun, S., & Coskun, S. (2012). Ilkogretim fen ve teknoloji ogretmenlerinin ogretim yontem ve tekniklerini tercih ve uygulama düzeyleri: Sanlıurfa ili ornegi. Journal of Mustafa Kemal University Institute of Social Sciences, 9(18), 249-268.
- Tasdemir, A., & Demirbas, M. (2010). Ilkogretim ogrencilerinin fen ve teknoloji dersinde gordukleri konulardaki kavramlari gunluk yasamla iliskilendirebilme duzeyleri. International Journal of Human Sciences, 7(1).
- Taskaya, S., M., & Surmeli, H. (2014). Sinif ogretmenlerinin fen ve teknoloji dersinde kullandiklari ogretim yontemlerin degerlendirilmesi. Gaziantep University Journal of Social Sciences, 13(1), 169-181.
- Tekkaya, C., & Balci, S. (2003). Ogrencilerin fotosentez ve bitkilerde solunum konularindaki kavram yanilgılarinin saptanmasi. Hacettepe University Journal of Education, 24, 101-107.
- Wilkie, K. J., & Tan, H (2019). Exploring mathematics teacher leaders' attributions and actions in influencing senior secondary students' mathematics subject enrolments. Mathematıcs Educatıon Research Journal, 31(4), 441-464.
- Yesilyurt, S., & Gul, S. (2012). Ortaogretim ogrencilerinin tasima ve dolasim sistemleri unitesi ile ilgili kavram yanilgilari. Journal of Theoretical Educational Science, 5(1), 17-48.
- Yildirim, K. (2011). Uluslararasi arastirma verilerine gore Turkiye’de ilkogretim fen ve teknoloji derslerindeki ogretim uygulamalari. Journal of Turkish Science Education, 8(1), 159-174.
- Yildiz, E., & Simsek, U. (2020). Egitsel oyun, okuma-yazma-oyun ve okuma-yazma-uygulama yontemlerinin ogrenme problemlerini gidermedeki etkisi. Journal of Uludag University Faculty of Education, 33(3), 715-748.
APA | yıldız e, Şimşek Ü (2022). Identifying the Subjects in Which Sixth-Grade Students Have Difficulty Learning in Science Lessons, as well as the Causes of the Problems and Possible Solutions. , 33 - 70. 10.14689/enad.32.805 |
Chicago | yıldız emre,Şimşek Ümit Identifying the Subjects in Which Sixth-Grade Students Have Difficulty Learning in Science Lessons, as well as the Causes of the Problems and Possible Solutions. (2022): 33 - 70. 10.14689/enad.32.805 |
MLA | yıldız emre,Şimşek Ümit Identifying the Subjects in Which Sixth-Grade Students Have Difficulty Learning in Science Lessons, as well as the Causes of the Problems and Possible Solutions. , 2022, ss.33 - 70. 10.14689/enad.32.805 |
AMA | yıldız e,Şimşek Ü Identifying the Subjects in Which Sixth-Grade Students Have Difficulty Learning in Science Lessons, as well as the Causes of the Problems and Possible Solutions. . 2022; 33 - 70. 10.14689/enad.32.805 |
Vancouver | yıldız e,Şimşek Ü Identifying the Subjects in Which Sixth-Grade Students Have Difficulty Learning in Science Lessons, as well as the Causes of the Problems and Possible Solutions. . 2022; 33 - 70. 10.14689/enad.32.805 |
IEEE | yıldız e,Şimşek Ü "Identifying the Subjects in Which Sixth-Grade Students Have Difficulty Learning in Science Lessons, as well as the Causes of the Problems and Possible Solutions." , ss.33 - 70, 2022. 10.14689/enad.32.805 |
ISNAD | yıldız, emre - Şimşek, Ümit. "Identifying the Subjects in Which Sixth-Grade Students Have Difficulty Learning in Science Lessons, as well as the Causes of the Problems and Possible Solutions". (2022), 33-70. https://doi.org/10.14689/enad.32.805 |
APA | yıldız e, Şimşek Ü (2022). Identifying the Subjects in Which Sixth-Grade Students Have Difficulty Learning in Science Lessons, as well as the Causes of the Problems and Possible Solutions. Eğitimde Nitel Araştırmalar Dergisi, 2022(32), 33 - 70. 10.14689/enad.32.805 |
Chicago | yıldız emre,Şimşek Ümit Identifying the Subjects in Which Sixth-Grade Students Have Difficulty Learning in Science Lessons, as well as the Causes of the Problems and Possible Solutions. Eğitimde Nitel Araştırmalar Dergisi 2022, no.32 (2022): 33 - 70. 10.14689/enad.32.805 |
MLA | yıldız emre,Şimşek Ümit Identifying the Subjects in Which Sixth-Grade Students Have Difficulty Learning in Science Lessons, as well as the Causes of the Problems and Possible Solutions. Eğitimde Nitel Araştırmalar Dergisi, vol.2022, no.32, 2022, ss.33 - 70. 10.14689/enad.32.805 |
AMA | yıldız e,Şimşek Ü Identifying the Subjects in Which Sixth-Grade Students Have Difficulty Learning in Science Lessons, as well as the Causes of the Problems and Possible Solutions. Eğitimde Nitel Araştırmalar Dergisi. 2022; 2022(32): 33 - 70. 10.14689/enad.32.805 |
Vancouver | yıldız e,Şimşek Ü Identifying the Subjects in Which Sixth-Grade Students Have Difficulty Learning in Science Lessons, as well as the Causes of the Problems and Possible Solutions. Eğitimde Nitel Araştırmalar Dergisi. 2022; 2022(32): 33 - 70. 10.14689/enad.32.805 |
IEEE | yıldız e,Şimşek Ü "Identifying the Subjects in Which Sixth-Grade Students Have Difficulty Learning in Science Lessons, as well as the Causes of the Problems and Possible Solutions." Eğitimde Nitel Araştırmalar Dergisi, 2022, ss.33 - 70, 2022. 10.14689/enad.32.805 |
ISNAD | yıldız, emre - Şimşek, Ümit. "Identifying the Subjects in Which Sixth-Grade Students Have Difficulty Learning in Science Lessons, as well as the Causes of the Problems and Possible Solutions". Eğitimde Nitel Araştırmalar Dergisi 2022/32 (2022), 33-70. https://doi.org/10.14689/enad.32.805 |