ÖZET
Bu çal›flmada enzimler konusunun temel kavram ve olaylar› ile ilgili üniversite ö¤rencilerinin oluflturduklar› analojiler ve
kavram yan›lg›lar› belirlenmeye çal›fl›lm›fl ve analoji yönteminin anlaml› ö¤renmede etkili olup olmad›¤› araflt›r›lm›flt›r. Ö¤rencilerin
enzimler konusunu anlama düzeylerini ve konu ile ilgili analojileri belirlemek amac›yla 10 sorudan oluflan yaz›l› yoklama türü bilgi
testi gelifltirilmifltir. Uygulamaya H.Ü. E¤itim Fakültesinde okuyan 50 Biyoloji ö¤retmenli¤i ö¤rencisi kat›lm›flt›r. Kontrol ve deney
olarak rastgele iki gruba ayr›lan ö¤rencilere konu düz anlat›m ve analoji yöntemi ile anlat›ld›ktan sonra bilgi testi, ön test ve son test
olarak uygulanm›flt›r. Kontrol grubundaki ö¤rencilerin enzimler konusunu anlama düzeyleri her iki testte de düflüktür (Xön=8,00;
Xson=8,05). Deney grubu ö¤rencileri ise son testte ön test sonuçlar›na göre daha yüksek bir baflar› sa¤lam›fllard›r (Xön=4,87;
Xson=10,81). Analoji yönteminin kullan›ld›¤› deney grubunda ö¤renci baflar›s›nda anlaml› bir art›fl gözlenmifltir (t=3,481; p<0,05).
Her iki gruptaki ö¤rencide kavram yan›lg›s›ndan çok, k›smen ö¤renme tespit edilmifltir. Özellikle enzim kineti¤i ve enzim ihhibisyonu
ö¤rencilerin anlamada zorland›klar› konular olmufltur. Ö¤rencilerin büyük ço¤unlu¤u analoji oluflturmada zorlanm›flt›r. Gelifltirilen
analojiler ise daha çok zenginlefltirilmifl ve geniflletilmifl analoji düzeyindedir.
ABSTRACT
In this study, the analogies and misconceptions that the university students developed about the basic concepts and
events of the subject of enzymes were tried to be determined and it was searched that whether the method of using analogies is effective
on meaningful learning process or not. In order to determine the students’ levels of learning the subject of enzyme and the analogies
regarding the subject, an essay test covering ten questions was developed. 50 biology education students attending Department
of Biology Education / Hacettepe University Faculty of Education participated in the study. The students were randomly divided into
two, as experiment and control, groups. After explaining the subject to the students with plain teaching and the analogy methods, the
achievement test was applied to them as pre-post tests. Concerning the subject of enzyme, the understanding level of the students in
the control group was low in both tests. (Xpre=8,00; Xpost=8,05). On the other hand, the students in the experiment group achieved
greater success in the post-test than the pre-test (Xpre=4,87; Xpost=10,81). There was observed a meaningful increase in achievements
of the students in the experiment group where the analogy method was applied (t=3,481; p<0,05). Rather than misconceptions,
partial learning was observed among the students of both groups. Especially the subjects of “enzyme kinetics” and “ enzyme
inhibitions” were the subjects that the students had difficulties to understand. Most of the students had difficulties in developing
analogies. The analogies developed by the students were at the enriched or extended analogy level.
ANAHTAR KELİMELER: analoji, enzim, anlamlı öğrenme, fen öğretimi
KEYWORDS: analogy, enzyme, meaningful learning, science education
efdergi@hacettepe.edu.tr http://www.efdergi.hacettepe.edu.tr Hacettepe University, Faculty of Education 06800 Beytepe / Ankara
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