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The Effects Of Science Learning Through Discovery On Students' Academic Achievements, Learning Approaches and Attitudes Towards Science
| Content Provider | Semantic Scholar |
|---|---|
| Author | Ünal, Gül Çelik Fen, Türk |
| Copyright Year | 2006 |
| Abstract | Science learning is defined as “individuals' self conceptions and understandings from their interactions with the physical world in the constructivist manner” (Scott, Asoko, Driver & Emberton in Fensham, Gunstone & White, 1994). It is believed that, in constructivist based educational settings, students construct knowledge in their mind and in this process generally, either problem based or discovery learning is used (Kilic, 2001). Discovery learning is an effective learning approach where learner is active and teacher is a guide for directing students to the concepts, principles, generalizations or theories to be gained (Ausubel, 1968; Kaptan, 1998). However, it is true that most of the successful students are the passive receptors of the schools in which knowledge is transmitted (Fensham et al., 1994). The cause for the failure of science teaching may be the result of presentation of science as a prepared and inexperienced knowledge to the students. As can be seen from here, generally rote learning is dominated at schools and as a result of this it causes students memorise rather than meaningfully understand what they learn at school. Besides, students can not relate what they learn as science at school with their daily lives. Pressure, especially pressure of liquids and gases, is an interesting subject to many students as they experience many related phenomena in their daily lives (i.e. pumping of blood from heart, special wearing of astronauts and divers, drinking juice via pipe, breathing with lungs and etc.). The conceptual changes related to pressure of liquids and gases are important to primary level students as they require basically the knowledge of particulate nature of matter and the physical processes describing the pressure such as the particles of water and air are in a constant motion and there exits pressure on the boundaries they are surrounded (She, 2002). However, it is one of the most difficult TURK FEN EĞITIMI DERGISI Yil 3, Sayi 1, Mayis 2006 Journal of TURKISH SCIENCE EDUCATION Volume 3, Issue 1, May 2006 |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | http://www.tused.org/internet/tused/archive/V3/i1/text/tusedv3i1s3.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
