Investigation of the Effects of Student University Activities on Children's Opinions

Transcription

1 Investigation of the Effects of Student University Activities on Children's Opinions Cengiz Özyürek, Department of Primary Science Education, Ordu University, Turkey. Erol Taş, Department of Primary Science Education, Ordu University, Turkey. Hüseyin Kalkan, Department of Primary Science Education, Ondokuz Mayıs University, Turkey. Abstract The main purpose of this study is to identify the cognitive changes in secondary school students in a scientific medium. Natural environment research method was used in the study. The study sample included a total of 40 secondary school students. Data were obtained through an activity assessment form. Descriptive analysis was also used in the study. Data were analyzed using a SPSS package program and presented as percentage (%) and frequency (f). As a consequence of the study, it can be concluded that activities conducted lead to positive changes in students thoughts in terms of cognitive and affective aspects. Keywords: activities of children's university, student thoughts, concepts of space and astronomy. 1

2 1. Introduction Proceedings of the International Conference on Global Business, Economics, Finance and Any object outside the Earth has been an issue of concern for human beings since ancient times. People, with the sense of wonder that starts from their childhoods, have asked questions continuously to the competent people around them and tried to uncover the mystery about space and astronomy. Although many of them could not get satisfactory answers and abandoned seeking information, those who have their names written in gold acquired novel information about space and astronomy with their own techniques and illuminated whole humanity with these discoveries (Gülen ve Demirkuş, 2014a). Providing support to the people in answering the questions about space and astronomy which are especially thought-provoking in childhood may provide them with the opportunity of being at the forefront in the coming years. Scientist such as Galileo, Kepler and Copernicus are the good example of it (Gülen 2010). Although being such a scientist is highly unlike for most of us, we can do something for the next generation. In recent years, with the support of various organizations or individual studies, projects that may attract the children s interest to the concepts of space and astronomy have been conducted (Kalkan, 2014; Şener, 2014). The main purpose of such projects is to facilitate the instruction of abstract concepts which are difficult to understand (Ayas, 2012; Gülen and Demirkuş 2014b). Theoretically, according to the results of many studies, it was determined that concretization of science concepts with computers, telescopes or teaching materials increase the students achievement (Schunk, 2011). Again, these studies also suggested that using materials and conducting such activities make great contribution to the students understanding and improve their interests towards science (Çepni, Taş and Köse, 2006; Taş, Köse and Çepni, 2006; Taş, Çetinkaya, Karakaya and Apaydın, 2013). The main purpose of this study is to identify the cognitive changes occurring in secondary school students thoughts in a scientific medium by acquiring the scientific data under the guidance of scientists. 2. Methods The study was carried out in a state university within the framework of "Children's University Education Program" and "I m Discovering the Space" activity. Techniques such as excursions, observation and natural environment research were used. The students themselves entered data medium and experienced the scientific knowledge acquisition process. A total of 40 students from 5 th, 6 th, 7 th and 8 th grades were included in the study. Data were collected through an "Activity Assessment Form", a Likert-type 10-item questionnaire. This Likert scale includes three options as "Yes", "No" and "Partly". Additionally, students letters were also assessed. Data obtained from the study were analyzed using a SPSS program and 2

3 presented as percentage (%) and frequency (f). Descriptive analysis was also performed in the study. 3. Material In order to gain below-mentioned acquisitions, materials such as computer, projector, presentations related to space, galileoscope and telescope were used in I m Discovering the Space" activity which was conducted within the scope of "Children's University Education Program". Acquisitions of Children's University Education Program are as follows; At the end of the program the students, in general, will be able to; 1. Develop a positive attitude towards science and technology courses. 2. Show interest to astronomy. 3. Learn some concepts related to the solar system and space easily. 4. Use the acquired knowledge at home and school and in friend environments. 5. Explore the ways of preparing material to conduct research. 6. Learn how to do research using technological tools. 7. Be eager to discover the unknown. In order to gain above-mentioned acquisition, methods and techniques such as brainstorming, questions and answers, discussion, observation and application were used in teaching-learning environment. In addition, these acquisitions are in line with those included in Ministry of Education, Science Curriculum (MEB, 2013). Subjects and basic concepts were taught via presentations and concrete materials and technological tools to be used were introduced to the students for the attainment of the acquisitions included within the framework of the program and students got ready for the activities. Within the scope of the program, the materials to be used in making a simple telescope mamely, Galileoscope, were introduced to the students to allow them to learn the practicality of technological tools and how to make them. Materials used in making a Galileoscope; 1. A round opthalmic glass (35 mm in diameter) having 350 mm focal length (+3 hypermetrope). 2. A lens dismantled from an old camera with a focal length of 35 mm (ocular). 3. A paper or wooden tube (30 to 35 cm long) that can be used as an optical tube. 4. A plastic or wooden tube (10 to15 cm long) with a diameter equals to the inner diameter of optic tube 5. One or two black cartridges 6. Black spray paint. 3

4 7. Glue and tape. Proceedings of the International Conference on Global Business, Economics, Finance and Figure 1: Images from Galileoscope-making Within the scope of this program, students were allowed to make observations through a real telescope in natural environments after completing Galileoscope building so that they could learn the use of technological devices (See Figure 1). Figure 2: Images of the students observing the Sun through a telescope As seen in Figure 2, students used real telescope and they tried to reach scientific knowledge through their own efforts. 4. Results and Comments As a result of the applications, a Likert-type Activity Assessment Form was applied and the obtained data were presented in Table 1. Since great majority of the students (92 percent) marked Yes" option, "No" and "partly" options were not included in the table. Table 1: Distribution of Positive Opinions Related to Activities No ITEMS Frequency(f) Percentage Themes Category 1 1. Question 2. Question 3. Question Changes in students opinions induced by Children University Activities Affective changes in student thoughts during application Do you think that the training environment where the activities are carried out is appropriate for your learning? 39 97,5 Are the teachers (academicians) competent enough to transfer the knowledge that they have? Did the instruments (telescope, computer, projection etc.) use in instructing draw your attention? 39 97,5 4

5 4. Question 5. Question 6. Question Category 2 7. Question 8. Question 9. Question 10. Question Do you think that this activity would contribute to your interest towards Science and Technology course? Would you like to participate again if a similar activity will be held at the university? 36 Do you think that this activity encourage your desire to do research? Average 37,33 93,33 Cognitive changes in students thoughts during application Did you get different information about space thanks to this activity? 37 92,5 Do you think that your gains and experiences are permanent? 35 87,5 Do you think that the knowledge that you acquired through this activity can be used in daily life? Do you think that the knowledge that you acquired through this activity would make contribution to that in school? 37 92,5 Average 36,25 90,63 General Average 36,9 92,25 90 The data in Table 1 were analyzed descriptively in two different categories under the theme of "Changes in students opinions induced by Children University Activities". When the category 1, namely affective changes in students thoughts during activities was analyzed, it was observed that 97.5% and 95% of the students were pleased with the training environment and the teachers (academicians), respectively. As can be seen from the table, 97.5% of the students found the materials interesting while 90% stated that these activities increased the students interest towards Science and Technology course. In addition, 90% of the students stated that they would like to rejoin such activities. On the other hand, 90% expressed that these activities encouraged their desire to do research. When the category 2, namely cognitive changes in students thoughts during activities was analyzed, 92.5% of the students stated that they obtained novel information; 87.5% believed that this is permanent and 90% stated that they can use this knowledge in their daily lives and again 92.5% stated that this made contribution to the knowledge gained in school. 5. Conclusion and Discussion "I am Discovering the Space" activity which was conducted within the framework of "Children's University Education Program" of a state university has provided us with the opportunity of obtaining scientific data from secondary school students under the guidance of scientists in a scientific environment. Cognitive changes in students thoughts were also identified through an Activity Assessment Form and Table 1 was analyzed. As a result of the analyses, two different categories were determined under the theme of "Changes in students opinions induced by Children University Activities". When the 5

6 category 1, namely affective changes in students thoughts during activities was analyzed, it was observed that 97.5% and 95% of the students were pleased with the training environment and the teachers (academicians), respectively. According to the results, it can be concluded that these kinds of activities attract students attention. This idea was supported by the great number of students who marked yes option. In their study involving non-school activities with teachers, Karakuş, Aksoy and Gündüz (2012) determined that this type of training effects students' interests and attitudes positively. Güleç and Alkış (2003) suggested that nonschool trips improve students' communication skills. These results are consistent with our study findings. According to the table, 97.5% of the students found these materials interesting and 90% stated that these activities increased the students interest towards Science and Technology course. Again, it can be said that when the number of materials used in educational environment is increased, the interest towards the course will also increase. Gülen and Demirkuş (2014b) found that concepts can be taught better with course materials. It was determined in Teyfur's study (2010) that computers increase students interests towards course topics. The results of these studies show parallelism with those obtained in our study. As can be seen from the Table, 90% of the students stated that they would rejoin the activities if held again, and 90% expressed that these activities augment their desire to do research. Students active participation into the educational activities is of vital important for research spirit. In their study of active learning approach (2009), Aydede and Matyar concluded that students develop positive attitudes towards active learning. In Kalem and Fer s studies (2003), it was shown that learning environment created by an active learning has positive impact on students in terms of learning, teaching and communication processes. The results obtained in these studies also show parallelism with those in our study. On the other hand, Ünal and Ergin (2006) reported that active participation does not lead to any change in students attitudes. This result is not consistent with the result of our study. When the second category, namely cognitive changes in students thoughts during the application was analyzed, we observed that 92.5% of the students learnt different information; 87.5% reported that it is permanent and 90% stated that they can use this information in their daily lives. On the other hand, 92.5% stated that this information contribute to the knowledge gained in school. As the learning environment changes, the duration of learning, its permanence and usefulness can also change in the eyes of students. Students become more aggressive in learning and using the knowledge that they acquired in different environments. In their study, Aydede and Matyar (2009) determined that students have higher academic achievement when they are active in the process. In their experimental study, Ünal and Ergin (2006) showed that academic achievement was higher in groups where 6

7 learning is achieved through discovery. Again, in their experimental studies, Taşdemir and Tay (2007) indicated that different learning strategies improve students academic achievement. The results of these studies are consistent with the results of our study. It can be concluded that the activities conducted within the scope of children's university program lead to positive changes in students cognitive and affective characteristics. References Ayas, A. (2012). Kavram Öğrenimi (Ed.: Çepni, S.), Kuramdan Uygulamaya Fen ve Teknoloji Öğretimi (s ). Ankara: Pegem Akademi. Aydede, M. N., & Matyar, F. (2009). Fen Bilgisi Öğretiminde Aktif Öğrenme Yaklaşımının Bilişsel Düzeyde Öğrenci Başarısına Etkisi. Türk Fen Eğitimi Dergisi, 6(1), Çepni, S., Taş, E., & Köse, S. (2006). The effects of computer assisted materials on students cognitive levels, misconceptions and attitude towards science. Computers and Education, (46), Güleç, S., & Alkış, S. (2003). Sosyal Bilgiler Öğretiminde Müze Gezilerinin İletişimsel Boyutu. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 17(1), Gülen, S. (2010). Popüler Fizik Kavramları İçeren Görsel Ders Materyali Geliştirme Çalışması. Yayınlanmamış Yüksek Lisans Tezi, Yüzüncü Yıl Üniversitesi Fen Bilimleri Enstitüsü. Gülen, S., & Demirkuş, N. (2014a). Görsel Materyalin Öğrenci Başarısına Etkisi. Türkiye Alim Kitapları, Website: Gülen, S., & Demirkuş, N. (2014b). Güneş Sistemi ve Ötesi: Uzay Bilmecesi Ünitesinde, Görsel Materyalin Öğrenci Başarısına Etkisi. YYÜ Eğitim Fakültesi Dergisi, 11(1), Kalem, S., & Fer, S. (2003). Aktif Öğrenme Modeliyle Oluşturulan Öğrenme Ortamının Öğrenme, Öğretme ve İletişim Sürecine Etkisi. Kuram ve Uygulamada Eğitim Bilimleri, 3 (2), Kalkan, H. (2014). Yaşadığım Gezegeni Öğreniyorum (TÜBİTAK Projesi), Erişim tarihi Karakuş, U., Aksoy, B., & Gündüz, İ. (2012). Dokuzuncu Sınıf Coğrafya Derslerinde Ders Dışı Etkinliklerin Öğretmen Görüşlerine Göre Değerlendirilmesi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 32(2), MEB (Milli Eğitim Bakanlığı Talim Terbiye Kurulu Başkanlığı) (2013). İlköğretim kurumları fen bilimleri dersi (3,4,5,6,7 ve 8. sınıflar) öğretim programı. Ankara: Devlet Kitapları Basım Evi. Schunk, D. H. (2011). Eğitimsel Bir Bakışla Öğrenme Teorileri (Çev. Edr: Muzaffer Şahin). Ankara: Nobel yayıncılık (Çalışmanın orijinal basım tarihi, 2009). 7

8 Şener, N. (2014). Gezici Bilim Okulu: Küçük Bilim İnsanı Yetiştirme Projesi (TÜBİTAK Projesi). Erişim tarihi Taş, E., Köse, S., & Çepni, S. (2006). Bilgisayar Destekli Öğretim Materyalinin Fotosentez Konusunu Anlamaya Etkisi. Internatinal Journal of Environmental and Science Education, 1(2), Taş, E., Çetinkaya, M., Karakaya, Ç., & Apaydın, Z. (2013). An Investigation on Web Designed Alternative Measurement and Assessment Approach. Egitim ve Bilim, 38(167), Taşdemir, A., & Tay, B. (2007). Fen Bilgisi Öğretiminde Öğrencilerin Öğrenme Stratejilerini Kullanmalarının Akademik Başarıya Etkileri. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 20(1), Teyfur, E. (2010). Yapılandırmacı Teoriye Göre Hazırlanmış Bilgisayar Destekli Öğretimin 9. Sınıf Coğrafya Dersinde Öğrenci Başarısı ve Tutumuna Etkisi. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 11(3), Ünal, G., & Ergin, Ö. (2006). Buluş Yoluyla Fen Öğretiminin Öğrencilerin Akademik Başarılarına, Öğrenme Yaklaşımlarına ve Tutumlarına Etkisi. Türk Fen Eğitimi Dergisi, 3(1),