Biyoloji Öğretmen Adaylarının Bağımsız Kelime İlişkilendirme Testi Ve Çizme-Yazma Tekniğiyle "Osmoz
ÖZET Öğrenme, öğrenciye öğretilenlerle öğrencinin zihninde var olan mevcut kavramlar arasındaki etkileşim sonucunda gerçekleşmektedir. Bu nedenle, öğrencilerin bilişsel yapılarında yer alan mevcut kavramların tespit edilmesi ve ortaya çıkarılması öğrenmede önemli bir yer tutmaktadır. Bireylerin öğrenme sonucunda oluşan bilişsel yapılarını açıklamak oldukça zor olup, ancak anahtar kavramlar hakkında düşüncelerini ortaya çıkararak bu yönde oldukça önemli veriler sağlanabilir ve bireylerin
... yapıları ortaya konulabilir. Bu çalışmanın amacı, biyoloji öğretmen adaylarının osmoz kavramıyla ilgili bilişsel yapılarını ve alternatif kavramlarını tespit etmektir. Hakan KURT -Gülay EKİCİ Turkish Studies ABSTRACT Learning occurs as a result of an interaction between what the student learns and the concepts already existing in her mind. For this reason, determining and revealing the existing concepts in students' cognitive structures is of importance for learning. It is highly difficult to account for students' cognitive structures that are formed as a result of learning, however; significant data can be obtained by unveiling their opinions through key concepts, and thus individuals' cognitive structures can be revealed. The aim of the current study is to investigate student biology teachers' cognitive structures related to "osmosis". Average reliability between coders was found to be 96% for the free word association test and 93% for the draw-write technique. On the other hand, NVivo9.3 software was used in forming the model on students' cognitive structures. As the research design of the study, the qualitative research method was applied. The data were collected from 44 student biology teachers. The free word-association test and the drawing-writing technique were used as data collection instruments. The data were subject to content analysis and divided into categories through coding. In the analysis, the categories were formed and determined through the results of word-association test and drawing-writing test which were completed by the student biology teachers. With the help of these categories, the cognitive structures of student biology teachers were explained. The data collected through the study were divided into 5 categories (defining osmosis, osmosis locations and structures, osmosis environments, the importance of osmosis in plants, the substance transport forms in osmosis and properties of the substance). On the other hand, it was determined that student biology teachers had alternative concepts related to osmosis. It is suggested that to determine cognitive structures, further research could be conducted selecting different research participants and using different data collection instruments.