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Investigating the effects of multiple representations on learning in photosynthesis instruction through transitions between representation

Year 2025, Issue: 64, 1342 - 1366, 30.06.2025

Harun Gökçe , Işık Saliha Karal Eyüboğlu

https://doi.org/10.53444/deubefd.1458350

Abstract

As learning science requires comprehending different representations of science concepts, being able to translate them to each other, and understanding their coordinated use in demonstrating scientific knowledge, multiple representations are efficient tools for conceptual understanding. The purpose of this research is to examine the effects of learning activities enriched with multiple representations on students' learning about the subject of photosynthesis. A total of 21 8th-grade students, 12 in the experimental group and 9 in the control group, participated in the study, which was carried out with the pre and post-test control group design of the quasi-experimental research method. Following the control groups' lesson plan prepared with the current textbook and its content and the experiment group's lesson plan enriched with multiple representations, teaching have been executed by the researcher. The transition test between representations on photosynthesis (TTRP) was used as a data collection tool. While there was a significant difference in favor of the post-test in the pre-post test scores of the experimental group, there was no statistically significant difference between the mean rank of the pre-post test scores of the control group and the scores of the experimental group and the control group in the post test.
The study showed that the students in the experimental and control groups were most successful in the transition type from graphic to the table, least visual to other representations types, and vice versa. While there was not much change in the transition levels of the control group students after the instruction, it was apparent that the teaching activities affected the transition levels between the representations of the experimental group students. Post-test analyses have shown that both groups learning about photosynthesis are not on the desired level.

Keywords

multiple representation photosynthesis learning transitions between representation

References

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Fotosentez öğretiminde çoklu gösterimlerin öğrenmeye etkilerinin gösterimler arası geçişler aracılığıyla incelenmesi

Year 2025, Issue: 64, 1342 - 1366, 30.06.2025

Harun Gökçe , Işık Saliha Karal Eyüboğlu

https://doi.org/10.53444/deubefd.1458350

Abstract

Fen bilimlerini öğrenme, fen kavramlarının farklı gösterimlerini anlamayı, bunları birbirine çevirebilmeyi ve bunların bilimsel bilgiyi göstermede koordineli kullanımlarını anlamayı gerektirdiğinden çoklu gösterimler kavramsal anlamada güçlü araçlar olarak görülmektedir. Bu çalışma ile çoklu gösterimlerle zenginleştirilmiş öğretim etkinliklerinin öğrencilerin fotosentez konusunu öğrenmeleri üzerindeki etkilerinin incelenmesi amaçlanmıştır. Yarı deneysel araştırma yönteminin ön test-son test kontrol gruplu deseni ile yürütülen çalışmaya deney grubu 12, kontrol grubu 9 olmak üzere ortaokul 8.sınıf seviyesinden toplam 21 öğrenci katılmıştır. Kontrol grubunda güncel ders kitabı ve içeriği dikkate alınarak hazırlanan, deney grubunda ise çoklu gösterimlerle zenginleştirilerek geliştirilen ders planlarına göre öğretim yapılmıştır. Veri toplama aracı olarak fotosentez ile ilgili gösterimler arası geçiş testi (FGAGT) kullanılmıştır. Deney grubu ön-son test puanlarında son test lehine anlamlı farklılık varken, kontrol grubuna ait ön-son test puanlarında ve deney grubu ile kontrol grubu son test puanlarının sıra ortalamaları arasında istatistiksel olarak anlamlı bir farklılık olmadığı görülmüştür. Çalışma her iki grubun en başarılı oldukları geçiş türünün grafikten tabloya, en az görselden diğer gösterim türlerine ve diğer gösterim türlerinden görsele geçişte olduğunu göstermiştir. Kontrol grubu öğrencilerinin öğretim sonrası gösterimler arası geçiş düzeylerinde fazla bir değişim olmazken, öğretim etkinliklerinin deney grubu öğrencilerinin gösterimler arası geçiş düzeylerini etkilediği görülmüştür. Son test analizleri her iki grubun da fotosentez konusundaki öğrenmelerinin hedeflenen düzeyde olmadığını göstermiştir.

Keywords

çoklu gösterim öğrenme fotosentez gösterimler arası geçiş

Ethical Statement

Çalışmanın etik kurul izinleri, çalışmanın yapıldığı üniversitenin etik kurulundan alınmıştır.

Thanks

Araştırma süreci boyunca destek ve geri bildirimlerini esirgemeyen Prof.Dr. Ayşegül SAĞLAM ARSLAN’a teşekkür ederiz.

References

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  • Adu-Gyamfi, K., Bossé, M. J., & Chandler, K. (2017). Student connections between algebraic and graphical polynomial representations in the context of a polynomial relation. International Journal of Science and Mathematics Education, 15(5), 915-938. https://doi.org/10.1007/s10763-016-9730-1
  • Ainsworth, S. (1999). The functions of multiple representations. Computers & Education, 33(2-3), 131-152. https://doi.org/10.1016/S0360-1315(99)00029-9
  • Ainsworth, S. (2008). The educational value of multiple-representations when learning complex scientific concepts. In Visualization: Theory and practice in Science Education (pp. 191-208). Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-5267-5_9
  • Avunç, F. (2018). Maddenin halleri ve ısı konusuyla ilgili fen bilgisi öğretmen adaylarının gösterim türleri arasında geçiş yapabilme durumlarının incelenmesi.[Yayınlanmamış Yüksek Lisans Tezi]. Kastamonu Üniversitesi.
  • Bacanak, A., Küçük, M., & Çepni, S. (2004). İlköğretim öğrencilerinin fotosentez ve solunum konularındaki kavram yanılgılarının belirlenmesi: Trabzon örneklemi. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 17(1), 75-88.
  • Balcı, A. (2010). Sosyal bilimlerde araştırma. Yöntem, teknik ve ilkeler. Ankara: Pegem Akademi.
  • Bayri, N. G. (2014). Sekizinci sınıf öğrencilerinin basınç konusuyla ilgili gösterim türleri arasında geçiş yapabilme durumlarının incelenmesi. [Yayınlanmamış yüksek lisans tezi], Kastamonu Üniversitesi.
  • Benedetič, N. (2018). David F. Treagust, Reinders Duit and Hans E. Fischer (Eds), Multiple Representations in Physics Education, Models and Modelling in Science Education (Volume 10), Cham: Springer, 2017; 322 pp.: ISBN 978-3-319-58912-1. Center for Educational Policy Studies Journal, 8(1), 205-209. https://doi.org/10.1007/978-3-319-58914-5
  • Chang, C. S., Sheu, J. P., & Lin, Y. J. (2021). On the theoretical gap of channel hopping sequences with maximum rendezvous diversity in the multichannel rendezvous problem. IEEE/ACM Transactions on Networking, 29(4), 1620-1633. https://doi.org/10.1109/TNET.2021.3067643
  • Chang, J. Y., Cheng, M. F., Lin, S. Y., & Lin, J. L. (2021). Exploring students’ translation performance and use of intermediary representations among multiple representations: Example from torque and rotation. Teaching and Teacher Education, 97, 103-209.
  • Chi, M.T.H., Glaser, R., & Rees, E. (1982). Expertise in problem solving. In R.J. Sternberg (Ed.), Advances in The Psychology of Human Intelligence (Vol. 1, 7-76). Hillsdale, NJ: Erlbaum. https://doi.org/10.1016/j.tate.2020.103209
  • Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20(1), 37-46. https://doi.org/10.1177/001316446002000104
  • Çelik, D., & Sağlam-Arslan, A. (2012). Öğretmen adaylarının çoklu gösterimleri kullanma becerilerinin analizi. İlköğretim Online, 11(1), 239-250.
  • Dimas, A., Suparmi, A., Sarwanto, & Nugraha, D. A. (2018). Analysis multiple representation skills of high school students on simple harmonic motion. In AIP Conference Proceedings (Vol. 2014, No. 1, p. 1-9). AIP Publishing LLC. https://doi.org/10.1063/1.5054535
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  • Dreher, A., & Kuntze, S. (2015). Teachers’ professional knowledge and noticing: The case of multiple representations in the mathematics classroom. Educational Studies in Mathematics, 88, 89-114. https://doi.org/10.1007/s10649-014-9577-8
  • Duschl, R. A. (2007). Quality argumentation and epistemic criteria. In Argumentation in science education: Perspectives from classroom-based research (pp. 159-175). Dordrecht: Springer Netherlands. https://doi.org/10.1007/978-1-4020-6670-2
  • Duval R. (1993). Registres de Répresentations sémiotiques et Fonctionnement cognitif de la Pensée. Annales de didactique et de sciences cognitives, 5, 37-65. https://doi.org/10.5007/1981-1322.2012v7n2p266
  • Duval, R. (2002). The cognitive analysis of problems of comprehension in the learning of mathematics. Mediterranean Journal for Research in Mathematics Education, 1(2), 1–16. https://doi.org/10.1007/s10649-006-0400-z
  • Even, R. (1998). Factors involved in linking representations of functions. The Journal of Mathematical Behavior, 17(1), 105-121. https://doi.org/10.1016/S0732-3123(99)80063-7
  • Günay K. (2022). Fen bilimleri 5, 6, 7 ve 8. sınıf ders kitaplarının gösterim türleri ve gösterimler arası geçişler açısından incelenmesi. [Yayınlanmamış Yüksek Lisans Tezi]. Giresun Üniversitesi.
  • Gürbüz, R., & Şahin, S. (2015). 8. sınıf öğrencilerinin çoklu temsiller arasındaki geçiş becerileri. Kastamonu Eğitim Dergisi, 23(4), 1869-1888.
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There are 65 citations in total.

Details

Primary Language Turkish
Subjects Science and Mathematics Education (Other)
Journal Section Articles
Authors

Harun Gökçe 0000-0003-0681-4403

Işık Saliha Karal Eyüboğlu 0000-0002-6966-9947

Publication Date June 30, 2025
Submission Date March 26, 2024
Acceptance Date May 16, 2025
Published in Issue Year 2025 Issue: 64

Cite

APA Gökçe, H., & Karal Eyüboğlu, I. S. (2025). Fotosentez öğretiminde çoklu gösterimlerin öğrenmeye etkilerinin gösterimler arası geçişler aracılığıyla incelenmesi. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi(64), 1342-1366. https://doi.org/10.53444/deubefd.1458350
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