Güncel Sosyobilimsel Konulara Yönelik Sistem Dinamiği Temelli Kurulan Öğrenci Modellerinin Değerlendirilmesi

Abstract

AbstractThis study aims to 1) enable primary school students to develop models that will help them understand and analyze a system, through a learning process based on system dynamics approach, 2) examine and evaluate students' models related to socio-scientific issues using certain criteria. The research method used is a case study. The study sample consists of 10 primary school students, grades seven and eight. Students were first informed about the theoretical background of system dynamics approach, arid then some applications were conducted using sample scenarios to show how to model a system with the Stella program. This experimental study lasted one hour for 14 weeks. For the last 8 weeks, students chose one of the previously determined topics and worked on developing a model based on system dynamics using the Stella program. Recordings of the models students had developed arid interviews conducted with them were analyzed based on five criteria (using the correct concepts in the model, determining arid using the variables, determining the relationship between the variables, locating numerical parameters, and creating and interpreting graphs). In addition, semi-constructed interviews and records by the observing teacher were analyzed and evaluated in relation to the models students had developed. Analytical results revealed that students had difficulty in determining the stock and flow in a system, could not easily perceive the system as a whole, and were unable correctly to form a relationship among various aspects of the system. However, students' interest in the topics they were working on increased while developing the model.KeywordsSystem Dynamics, Model Development, Stella Program, Socio-scientific Issues.Children, who are curious and enthusiastic about research and discovery in the earlier stages of their lives, gradually lose these characteristics as they mature. This is a most crucial concern in education. The current educational system fails to properly foster children's imagination and eagerness to learn. In the new curriculum, the Ministry of Education (Milli Egitim Bakanligi [MEB], 2006) aims to solve this problem with the help of student-centered teaching methods, based on constructivist learning. Hence the Science and Technology Curriculum aims to transform students into inquisitive individuals who can solve problems, make the right decisions, understand, use, and develop new technology-all of this while preserving their eagerness to learn throughout their lives (MEB, 2006).To achieve these aims, socio-scientific topics should also be included in the curriculum, in addition to building the theoretical background related to science and technology subjects. This way, students can develop social awareness related to these subjects and use technology effectively (Ramsey, 1993; Sadler, 2011; Zoller, 1987).Socio-scientific topics help students develop responsibility about economic, political, social, and ethical issues related to science. They can also be used as tools to enhance students' critical thinking and decision-making skills (Lee, 2007; Pedretti, 1999). Socio-scientific topics are issues with social dimensions, debated among scientists. These topics involve moral beliefs and values' effectiveness in decision-making processes and risk-benefit analysis (Ratcliffe & Grace, 2003). Some examples of these topics are genetically modified foods, global warming, cloning, and nuclear energy (Sadler, 2011).Zeidler, Walker, Ackett, & Simmons (2002) have observed that incorporating such topics in science lessons increases students' scientific literacy and facilitates conceptual learning. These topics also develop critical thinking, inquiry, and argumentation skills (Sadler & Zeidler, 2004; Zohar & Nemet, 2002). With the help of this study, presumably, working on real socio-scientific issues while developing models based on system dynamics will enable students to understand the system thoroughly. …