177
IV. Uluslararası Türk Kültür Coğrafyasında Eğitim ve
Sosyal Bilimler Sempozyumu
27-30 Haziran 2018/Bakü-Azerbaycan
IV. International Symposium on Educational and
Social Sciences in Turkish Cultural Geography
27-30 June 2018/Baku-Azerbaijan
"Kod adı 2023" Projesinin 12-15 Yaş Aralığındaki Gençlerin Yaratıcı Düşünme
Becerilerine Etkisi
Uğur BAŞARMAK
Ahi Evran Üniversitesi Eğitim Fakültesi, ugurbasarmak@gmail.com
ÖZET
Bu projede, 12-15 yaş aralığındaki gençlerin "Kod Adı 2023" projesi başlığı altında aldıkları eğitimin
yaratıcı düşünme becerilerine etkisinin incelenmesi amaçlanmaktadır. Gençlik ve Spor Bakanlığı tarafından
düzenlenen ve Türkiye'nin 81 şehrindeki gençlik merkezlerinde yaz ve sonbahar döneminde uygulanmakta olan
“Kod Adı 2023” projesi kapsamında öğrencilere farklı konularda eğitim ve seminerler verilmektedir.
Çalışmamızın örneklemini Kırşehir Gençlik Merkezinde eğitim almakta olan 12-15 yaş aralığındaki gençler
oluşturmaktadır. Süreç aşamasında öğrencilere elektronik ve robotik eğitimler verilmiştir. Eğitimin süreci her
öğrenciye bir bilgisayar düşecek şekilde gerçekleştirilmiştir. Çalışmanın başlangıç ve son aşamasında Whetton
ve Cameron (2002) tarafından geliştirilen ve Aksoy (2004) tarafından Türkçe’ye uyarlanan “Yaratıcı Düşünme
Becerisi Ölçeği” uygulanmış ve erken yaşta elektronik ve robotik eğitimi alan öğrencilerden eğitim sürecine
yönelik görüşler alınmıştır. Eğitim aşamasında öğrencilerin gelişimleri araştırmacı tarafından geliştirilen gözlem
formu ile takip edilmiştir. Elde edilen veriler ışığında bilimsel raporlaştırma işlemi gerçekleştirilmiştir.
Anahtar Kelimeler: Kod adı 2023, yaratıcı düşünme becerisi, elektronik ve robotik
178
IV. Uluslararası Türk Kültür Coğrafyasında Eğitim ve
Sosyal Bilimler Sempozyumu
27-30 Haziran 2018/Bakü-Azerbaycan
IV. International Symposium on Educational and
Social Sciences in Turkish Cultural Geography
27-30 June 2018/Baku-Azerbaijan
Examining Pre-Service Science Teachers’ Proportional Reasoning On The Problems
Related To Chemical Reactions
Tezcan KARTAL
Ahi Evran University, Faculty of Education
tkartal@ahievran.edu.tr
Büşra KARTAL
Ahi Evran University, Faculty of Education,
busra.kartal@ahievran.edu.tr
SUMMARY
Students have difficulties in solving mathematical problems in chemistry because they may have a lack of
mathematical knowledge and they may not apply, interpret or transfer this knowledge into chemistry. Proportional
reasoning is a mathematical process that includes covariation and multiple comparisons and also requires keeping
some pieces of knowledge in mind and use when it is necessary. Proportional reasoning is closely associated with
interpreting and predicting and consists of both quantitative and qualitative thinking. Proportional reasoning
helps students to solve problem including rate in mathematics, chemistry, and other disciplines. There are lots of
researches that reveal the positive relationship between students’ proportional reasoning and achievement in
problem-solving and it is well known that proportional reasoning is crucial in chemistry education. However, the
community of science still needs further researches that demonstrate how proportional reasoning occurs in
problem-solving.
Within the context of the need of researches that examine proportional reasoning in chemistry education,
this study aims to investigate pre-service science teachers’ proportional reasoning levels and solution strategies
when they are engaging with stoichiometry problems that include chemical reactions. 81 pre-service science
teachers who enroll in a science laboratory course will be administered a questionnaire that includes open-ended
questions in the subject of stoichiometry. Ramfol and Narod (2014) examined a great number of stoichiometry
problems and grouped them into five levels based on the complexities that problems have. The questionnaire was
developed to contain problems that belong to all of the complexity levels. These levels are given below in the table.
L
evel
Definition
1
Proportional relation is used directly without converting units.
2
Quantities are given in different units and these units are needed to be converted into mole
to use proportional relation.
3
Proportional relations consist of quantities given in intensive units (density, molar volume
for example)
4
There are two or more proportional relationships (they can be expressed by two or more
different chemical equations). It may involve intensive units or unit converting.
5
Proportional relationship between two quantities where one of the quantities is unknown or
includes an unknown element. It may involve intensive units or unit converting.
Data will be analyzed using both quantitative and qualitative methods. The descriptive and content
analysis will be employed to identify what kind of solution strategies pre-service teachers use to solve problems
in a specific complexity level and how many pre-service teachers use a specific solution strategy in a specific
problem. However, pre-service teachers’ proportional reasoning levels will be intended to be examined via a
rubric. It is expected the more problems get complicated the less pre-service teachers use different solution
strategies.
Keywords: Pre-service teachers, proportional reasoning, chemical reaction problems, solution strategies
Acknowledgement: This paper refers to data from the research project “Examining Preservice Science
Teachers’ Proportional Reasoning in the Subject of Chemical Reactions” (EGT.A4.18.027), funded by the Ahi
Evran University Scientific Research Projects Coordination Unit.
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