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KONYA İLİ LİSE ÖĞRENCİLERİNDE OSMOZ VE DİFÜZYON KONUSUNDAKİ KAVRAM YANILGILARI

ABSTRACT ÖZET: Biyoloji canli bilimidir. Fakat Kimya ve Fizik gibi diğer bilimlerle iç içedir. Bu yüzden bu bilimlerdeki kavramlarin birbiriyle ilişkisinin çok iyi anlaşilmasi gerekmektedir. Bu araştirmada Konya ili merkez ilçelerdeki üç liseden (Cumhuriyet Lisesi, Konya Lisesi , Fen Lisesi), toplam 192 öğrenciye difüzyon ve osmoz konusu ile ile ilgili 15 adet çoktan seçmeli sorular içeren bir test uygulanmiştir. Osmoz ve difüzyon olaylarinin özellikle Kimya biliminde de incelenmesinden dolayi sorular hazirlanirken olayin kimyasal yönü de incelenmeye çalişilmiştir. Sonuçlarin istatistiksel analizinde t-testi ile varyans analizi uygulanmiş ve öğrencilerin incelenen konularda yanliş kavramalarinin bulunduğu gözlenmiştir. En fazla yanliş kavrama Konya Lisesinde daha sonra Cumhuriyet Lisesinde ve en az yanliş kavrama ise Fen Lisesi öğrencilerinde görülmüştür. 1.GİRİŞ : Saunders ve Shepardon (1987), Fen Eğitiminde kavramlar verilirken öğrencilerin düşünme yeteneğinin geliştirilmesinin çok önemli olduğunu belirmiştir. Westbrook (1992) ve Smith (1992) Fen Bilimlerinde öğrencilere soyut kavram gelişimini tamamlamadan öğretilmesinin, öğrenme üzerinde olumsuz etki yaptiğini belirtmiştir. Novak (1984), ders programinda konularin amaçlarinin belirgin olmasinin ve konularin ilgili başka konularla bağlantili olmasina kesinlikle dikkat edilmesinin gerektiğini vurgulamiştir. Öğrencilerin biyoloji kavramlarini anlamalari üzerine yapilan bir araştirmada, öğrencinin biyolojide herhangi bir konu ile ilgili kavramlarinin eksik veya bir kavrama alternatif düşüncelere sahip olduğu gösterilmiştir (Westbrook, 1992).

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