Karaçamiv, Sedat2022-07-292022-07-292014Karaçamiv, S, (2014). Genel fizik laboratuvar uygulamalarında 5e öğrenme modeline göre geliştirilen materyallerin öğrencilerin bilimsel süreç becerilerine ve akademik başarılarına etkisinin incelenmesi. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi. 3382), 5627-5640.https://hdl.handle.net/11494/4026Araştırmada Genel Fizik Laboratuvarı I (Mekanik) uygulamalarında 5E öğrenme modeline uygun olarak geliştirilen materyallerin öğrenci kazanımlarına etkisinin incelenmesi amaçlanmıştır. Çalışmada, ön test- son test kontrol gruplu yarı deneysel desen kullanılmıştır. Çalışma 2012-2013 öğretim yılının birinci dönemi boyunca Genel Fizik Laboratuvarı I (Mekanik) dersini alan altmış fen bilgisi öğretmenliği birinci sınıf öğrencisi ile yürütülmüştür. Çalışmalar deney grubunda yapılandırmacı öğrenme kuramına dayalı 5E öğrenme modeli ile kontrol grubunda ise geleneksel doğrulama laboratuvar yaklaşımı ile yürütülmüştür. Uygulama öncesinde ve sonrasında, veri toplama aracı olarak mekanik konuları başarı testi ve bilimsel süreç beceri testi hem deney hem de kontrol grubu öğrencilerine dönemin başlangıcında ve sonunda ön test ve son test olarak uygulanmıştır. İki testten elde edilen ön test ve son test verileri SPSS paket programı ile analiz edilmiştir. Araştırmadan elde edilen verilerin değerlendirilmesiyle 5E öğrenme modeli uygulamalarının öğrencilerin akademik başarılarına ve bilimsel süreç becerilerinin gelişimine anlamlı bir katkı sağladığı görülmüştür.Since 1957 as a result of the studies related to determine individuals’ images about scientist, it is found that individuals percieve scientist as a wearing lab coat and glasses, elderly and middle age, work alone in a laboratuary with chemical materials, caucasians and male. In literature this image is defined as stereotype. And it is confirmed that this stereotype images is related to individuals’ genders, grades and cultures. Especially individuals who is at upper grade has more stereotypical images about scientist than youngers. On the other hand it is assured that males generally perceive scientist as man, conversally girls perceive as female. So indiviuals generally share this stereotypical images about scientist all over the world. This assertion is oriented to questioning the sources of this images. Researchers asserted that visual and printed media, textbooks, individuals’ parents, counterparts and teachers are sources of this image. But studies related to determine scientists presented at textbooks are very narrow. So the purpose of this study is to examine scientists’ images in the fifth, sixth, seventh and eighth grade secondary school science textbooks. For this purpose, four science textbooks which are approved and are used as a course material by Ministry of National Education (MoNE) were examined. These books are downloaded from the website of the MoNE. Since sixth, seventh and eighth grade textbooks were one for eachtype, they were not selected. But there were two examples of fifth grade textbooks. So, one of the fifth grade textbooks was selected on purpose. Document review method which is one of the qualitative research approaches was used in this research. According to the research results, scientists’ figures in the textbooks were inequable in number. And some of the scientists were found that more than one presented in the textbooks. Besides, the majority of scientists’ presented in the textbooks were found as European origin, man, dark ages and ancient Greek scientist figures. Therefore, generally the scientists’ images were drawn as stereotype. As a consequence of research, it was found that the biography of scientists presented in textbooks were very few. In this sense, the scientists’ biography should increase in the textbooks. And in this biography, there should be scientists as a woman and different cultures. In addition to these, it may be assumed to be made of different applications by the teachers. For example, science and technology teachers should support different biographies in terms of various cultures and women scientists in their lessons.trinfo:eu-repo/semantics/openAccessArticle33256275640