firstname.lastname@example.org, DOKUZ EYLUL UNIVERSITY
email@example.com, DOKUZ EYLUL UNIVERSITY
firstname.lastname@example.org, DOKUZ EYLUL UNIVERSITY
In this study, it was aimed to investigate the scientific process skills of students in establishing experiment materials in Reaction Rate experiment from Chemistry Concepts. A total of 102 university students who attended Dokuz Eylül University Science Teacher Training and took general chemistry laboratory course participated in the research during the spring semester of 2010-2011 academic year. In the general chemistry laboratory course, which has 2 hours of credit, video observation was made for 14 weeks. The students recorded the experiments in the chemistry laboratory class for 10 weeks with mobile phones and arranged them and shared them on social networks. In this study, the effect of temperature on the reaction rate and the effect of concentration on the reaction rate were systematically investigated. It is planned to examine the changes in the scientific process skills of the students for a period of 5 weeks between the two experiments mentioned. 102 students were divided into 6 groups and five groups were formed in each group. Each group recorded approximately 45 minutes of video footage and then produced a 5 minute short video presentation from these records. The original experiment video duration average for the reaction rate experiment of the temperature was calculated as "359.68 min", and the average duration of the regular short experiment video session for Facebook was "131.66 min". Likewise, the duration of the original video recording "268.02 min" of the Effect of the Effect of the Reaction on the Rate of Reaction was determined, and the regular short experiment video duration recording for Facebook was "131.66 min". Overall, total original video duration recording was found to be "627.70 min" and total regular short video duration recording for "Facebook" was recorded as "286.76 min". A student from each group took video images of their experiments with their visual media tools. It was also noted that the researcher had to work with a group of randomly selected groups with a fixed camera. At the end of the lesson, the groups were asked to submit the video images they recorded during the experiment, then to share them on social sharing networks on the internet and to present edited video images. The studies of the groups were recorded in the observation form developed by the research. In addition, images obtained from mobile phones are transformed and interpreted in the form of appropriate observation and evaluation form for the purpose of the subject. The validity and reliability of the study were made by correlating the formatted data obtained from the observation-evaluation form of the fixed video images, the formatted data obtained from the observation-evaluation form of the video images of the students, and the data recorded by the researcher observation during the course. As a result, prospective teachers are not considered sufficient in the scientific process such as "Regular recording of the table of measurements at the end of each measurement", "Recording the observations outside the experiment variables together with the experiment variables in the experiment", "The ability to compare and correlate measurement data", "To associate the measurement data with the related concepts in the tables on which they prepare and to divide them into groups", "Performing mathematical operations on data, drawing graphs of data and establishing relationships between variables, comparing processed data and producing a result of its own". The reasons for the inadequacy of these skills may be that "the content of the curriculum is lacking in these skills" and "the textbooks used do not address these skills". As a general comparison result; these inadequacies are also seen in other countries, and the problem of these skills is a global problem.
SCIENTIFIC PROCESS SKILLS , VIDEO, SMARTPHONE