Fen Bilimleri Öğretmen Adaylarının Duyuşsal Özellikleri ve Mekanik Başarılarındaki Cinsiyet Farkına Yaşam Temelli Problem Çözme Öğretimi Yaklaşımının Etkisi
Öz
Bu çalışmada, yaşam temelli problem çözme öğretim yaklaşımının fen bilimleri öğretmen adaylarının duyuşsal özelliklerinden fiziğe yönelik tutum ve motivasyonları ile mekanik başarıları arasındaki cinsiyet farkına etkisi araştırılmıştır. Fırat Üniversitesi Fen Bilgisi Öğretmenliği programında öğrenim gören 27 (9 erkek ve 18 kadın) son sınıf öğretmen adayı bu araştırmaya katılmıştır. Araştırma tek gruplu ön-test ve son-test deneysel desen olarak tasarlanmıştır. Fiziğe yönelik tutum ve motivasyonu ölçmek için kullanılan Duyuşsal Özellikler Anketi (DÖA) ile mekanik başarısını ölçmek için kullanılan ve araştırmacılar tarafından geliştirilen Mekanik Başarı Testi (MBT) hem ön test hem de son test olarak kullanılmıştır. Ayrıca, deneysel müdahale olarak bağlam temelli problem çözme öğretim yaklaşımını uygulamak için araştırmacılar tarafından 9 bağlam temelli soru geliştirilmiştir. Sonuç olarak, fen bilgisi öğretmen adaylarının fiziğe yönelik tutum ve motivasyonlarında istatistiksel olarak anlamlı bir gelişme gözlenmemesine rağmen, mekanik başarı testi puanlarında istatistiksel ve pratikte anlamlı bir ilerleme olduğu görülmüştür. Erkek ve kadın öğretmen adaylarının mekanik başarılarındaki ilerlemelerinin etkileşimine dayalı analizde, örneklem büyüklüğü sınırlılığına bağlı olarak istatistiksel anlamlı bir etkileşim gözlemlenememiştir. Buna karşın küçük-orta etki büyüklüğü ile kadın fen bilgisi öğretmen adaylarının uygulamadan erkeklere göre daha fazla yararlandıkları görülmüştür. Yani pratikte anlamlı bir etkileşim gözlenmiştir. Dolayısıyla, bağlam temelli problem çözme öğretim yaklaşımı, mekanik veya fizik başarısındaki cinsiyet farkını azaltma potansiyeline sahip görünmektedir.
Anahtar Kelimeler
Yaşam Temelli Problem Problem Çözme Öğretimi Yaklaşımı Fen Bilimleri Öğretmen Adayı
Destekleyen Kurum
Yok
Proje Numarası
Yok
Teşekkür
Yok
Kaynakça
- Ali, M., Talib, C. A., Ibrahim, N. H., Abdullah, A. H., Surif, J., Zaid, N. M., & Ismail, N. (2017). The differences in solutions to context rich physics problems between more and less successful students. Man In India, 97(17), 171-184.
- Ateş, S. (2008). Mekanik konularındaki kavramları anlama düzeyi ve problem çözme becerilerine cinsiyetin etkisi [The Effects of Gender on Conceptual Understandings and Problem Solving Skills in Mechanics]. Eğitim ve Bilim 33(148), 3-12.
- Ayvacı, H. Ş. (2010). Fizik öğretmenlerinin bağlam temelli yaklaşım hakkındaki görüşleri [Views of physics teachers about context based approach]. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, (15), 42-51.
- Beaton, A.E., Martin, M.O., Mullis, I.V.S., Gonzales, E.J., Smith, T.A., & Kelly, D.L. (1996). Science achievement in the middle school years: IEA’s Third International TIMSS. Chestnut Hill, MA: Boston College.
- Choi, H. J. & Johnson, S. D. (2005). “The Effect of Context-Based Video Instruction on Learning and Motivation in On-Line Courses”. The American Journal of Distance Education, 19(4), 215–227. https://doi.org/10.1207/s15389286ajde1904_3
- Çıbık, A.S., Aka, E.İ. & Kayacan, K. (2016). Genel fizik-II dersinde kullanılan proje tabanlı öğretim yönteminin öz-yeterlik, tutum ve başarıya etkisi [The effect of the project-based teaching method used in the course of general physics laboratory-II on the self-efficacy, attitude and success]. Kastamonu Eğiti Dergisi, 24(2), 511-534.
- Elmas, R., & Eryılmaz, A. (2015). How to write good quality contextual science questions: criteria and myths. Journal of Theoretical Educational Science, 8(4), 564-580.
- Farenga, S.J. & Joyce, B.A. (1997). What children bring to the classroom: Learning science from experience. School Science and Mathematics, 97,248‐252. https://doi.org/10.1111/j.1949-8594.1997.tb17270.x
- Fischer, S., Yogi, K., & White, E. J. (2015). Attentional demand, encoding, and affective payoff of context-rich physics problems. American Society for Engineering Education / Pacific South West Conference
- Fraenkel, J. R., & Wallen, N. E. (1996). How to design and evaluate research in education. McGraw-Hill.
- Güneş, T., & Taştan Akdağ, F. (2017). Lise öğrencilerinin fizik dersine yönelik umutsuzluk düzeyleri [High school students’ hopelessness levels towards physics lesson]. International Journal of Social Sciences and Education Research, 3(2), 499-507.
- Hırça, N. (2012). Bağlam temelli öğrenme yaklaşımına uygun etkinliklerin öğrencilerin fizik konularını anlamasına ve fizik dersine karşı tutumuna etkisi [The effects of hands on activities depend on context-based learning approach on understanding of physics and attitudes]. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9(17), 313-325.
- Güngör, A. A. (2010). Teaching practices enhancing students' affective characteristics related to physics, Unpublished PhD. Thesis, The Graduate School of Natural and Applied Sciences, METU
- Heller, K. (2002). Teaching Introductory Physics Through Problem Solving: University of Minnesota
- Heller, P., Keith, R., & Anderson, S. (1992). Teaching problem solving through cooperative grouping. Part 1: Group versus individual problem solving. American journal of physics, 60(7), 627-636.
- Heller, P. & Hollabaugh, M. (1992). Teaching problem solving through cooperative grouping. Part 2: Designing problems and structuring groups. American Journal of Physics, 60(7), 637-644.
- Jones, M.G., Hove, A., & Rua, M.J. (2000). Gender differences in students’ experiences, interest, and attitudes toward science and scientist. Science Education, 84, 180‐192. https://doi.org/10.1002/(SICI)1098-237X(200003)84:2%3C180::AID-SCE3%3E3.0.CO;2-X
- Kahle, J.B & Meece, J. (1994). Research on gender issue in the classroom. In D. L. Gabel (eds). Handbook of Research on Science Teaching and Learning (p. 542‐558). New York, NY, USA: Macmillan.
- Koca, S.A.Ö. & Şen, A.İ. (2006) Orta öğretim öğrencilerinin matematik ve fen derslerine yönelik olumsuz tutumlarının nedenleri [The reasons for the negative attitudes of secondary school students towards mathematics and science classes]. Eurasian Journal of Educational Research, 23,137-147.
- Ogilvie, C. A. (2008). Impact of context-rich, multifaceted problems on students' attitudes towards problem-solving.. https://doi.org/10.48550/arXiv.0809.1081
- Ogilvie, C. A. (2009). Changes in students’ problem-solving strategies in a course that includes context-rich, multifaceted problems. Physical Review Special Topics-Physics Education Research, 5(2), 020102. https://doi.org/10.1103/PhysRevSTPER.5.020102
- Özmen, H., & Karamustafaoğlu, O. (2019). Eğitimde araştırma yöntemleri. Ankara: Pegem Akademi, 2.
- Pallant, J. (2007). SPSS survival manual: A step-by-step guide to data analysis using SPSS for windows. New York, NY: Open University Press.
- Pehlivan, H. (2019). Fen lisesi öğrencilerinin fizik dersine yönelik tutumları ile akademik benlik tasarımlarının incelenmesi [Examination of science high school students’ attitudes and academic self-concepts towards the physics course]. Kastamonu Eğitim Dergisi, 27(1), 55-64. https://doi.org/10.24106/kefdergi.2257
- Phang, F. A. (2009). The pattern of physics problem-solving from the perspective of metacognition. (PhD Thesis), University of Cambridge.
- Ramsden, J. M. (1997). “How does a context-based approach influence understanding of key chemical ideas at 16+?”. International Journal of Science Education, 19(6), 697-710. https://doi.org/10.1080/0950069970190606
- Rosengrant, D., Van Heuvelen, A., & Etkina, E. (2009). Do students use and understand free-body diagrams?. Physical Review Special Topics-Physics Education Research, 5(1), 010108. https://doi.org/10.1103/PhysRevSTPER.5.010108
- Sencar, S. & Eryılmaz, A. (2004). Factors mediating the effect of gender on ninth‐grade Turkish students’ misconceptions concerning electric circuit. Journal of Research in Science Teaching, 41, 6, pp. 603‐616. https://doi.org/10.1002/tea.20016
- Tabachnick, B. G., & Fidell, L. S. (2007). Using a multivariate statistic. Boston, MA: Pearson Education, Inc.
The Effect of Context-Based Problem-Solving Instructional Approach on Gender Differences in Affective Characteristics and Mechanics Achievement of Pre-Service Science Teachers
Öz
This study investigated the effect of the context-based problem-solving instructional approach on the difference between female and male science teacher candidates in the attitudes and motivations toward physics and achievement in mechanics. 27 (9 males and 18 females) senior pre-service science teachers studying at the Science Teacher Education program at Fırat University participated in the study. The study was designed as a one-group pre-test and post-test design. In the study, the Affective Characteristics Questionnaire (ACQ), used for assessing attitude and motivation towards physics, and the Mechanics Achievement Test (MAT), used for assessing achievement in mechanics and developed by the researchers, were both used as pre-tests and post-tests as instruments. In addition, nine context-based questions were developed by the researchers in order to carry out the context-based problem-solving instructional approach as the experimental intervention. As a result, although no statistically significant improvement was observed in the preservice science teachers’ attitudes and motivations towards physics, it was observed that there was statistically and practically significant progress in the mechanical achievement test scores. In the analysis based on the interaction of males’ and females’ progress in mechanics achievement, statistically significant interaction could not be observed due to the limitation of the sample size. However, female preservice science teachers were observed to benefit more than the males from the intervention with a small-medium effect size. That is to say, a practically significant interaction was observed. Therefore, the context-based problem-solving instructional approach seems to minimize the gender gap in mechanics or physics achievement potentially.
Anahtar Kelimeler
Context-Based Problems Problem-Solving Instructional Approach Pre-Service Science Teachers
Proje Numarası
Yok
Kaynakça
- Ali, M., Talib, C. A., Ibrahim, N. H., Abdullah, A. H., Surif, J., Zaid, N. M., & Ismail, N. (2017). The differences in solutions to context rich physics problems between more and less successful students. Man In India, 97(17), 171-184.
- Ateş, S. (2008). Mekanik konularındaki kavramları anlama düzeyi ve problem çözme becerilerine cinsiyetin etkisi [The Effects of Gender on Conceptual Understandings and Problem Solving Skills in Mechanics]. Eğitim ve Bilim 33(148), 3-12.
- Ayvacı, H. Ş. (2010). Fizik öğretmenlerinin bağlam temelli yaklaşım hakkındaki görüşleri [Views of physics teachers about context based approach]. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, (15), 42-51.
- Beaton, A.E., Martin, M.O., Mullis, I.V.S., Gonzales, E.J., Smith, T.A., & Kelly, D.L. (1996). Science achievement in the middle school years: IEA’s Third International TIMSS. Chestnut Hill, MA: Boston College.
- Choi, H. J. & Johnson, S. D. (2005). “The Effect of Context-Based Video Instruction on Learning and Motivation in On-Line Courses”. The American Journal of Distance Education, 19(4), 215–227. https://doi.org/10.1207/s15389286ajde1904_3
- Çıbık, A.S., Aka, E.İ. & Kayacan, K. (2016). Genel fizik-II dersinde kullanılan proje tabanlı öğretim yönteminin öz-yeterlik, tutum ve başarıya etkisi [The effect of the project-based teaching method used in the course of general physics laboratory-II on the self-efficacy, attitude and success]. Kastamonu Eğiti Dergisi, 24(2), 511-534.
- Elmas, R., & Eryılmaz, A. (2015). How to write good quality contextual science questions: criteria and myths. Journal of Theoretical Educational Science, 8(4), 564-580.
- Farenga, S.J. & Joyce, B.A. (1997). What children bring to the classroom: Learning science from experience. School Science and Mathematics, 97,248‐252. https://doi.org/10.1111/j.1949-8594.1997.tb17270.x
- Fischer, S., Yogi, K., & White, E. J. (2015). Attentional demand, encoding, and affective payoff of context-rich physics problems. American Society for Engineering Education / Pacific South West Conference
- Fraenkel, J. R., & Wallen, N. E. (1996). How to design and evaluate research in education. McGraw-Hill.
- Güneş, T., & Taştan Akdağ, F. (2017). Lise öğrencilerinin fizik dersine yönelik umutsuzluk düzeyleri [High school students’ hopelessness levels towards physics lesson]. International Journal of Social Sciences and Education Research, 3(2), 499-507.
- Hırça, N. (2012). Bağlam temelli öğrenme yaklaşımına uygun etkinliklerin öğrencilerin fizik konularını anlamasına ve fizik dersine karşı tutumuna etkisi [The effects of hands on activities depend on context-based learning approach on understanding of physics and attitudes]. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9(17), 313-325.
- Güngör, A. A. (2010). Teaching practices enhancing students' affective characteristics related to physics, Unpublished PhD. Thesis, The Graduate School of Natural and Applied Sciences, METU
- Heller, K. (2002). Teaching Introductory Physics Through Problem Solving: University of Minnesota
- Heller, P., Keith, R., & Anderson, S. (1992). Teaching problem solving through cooperative grouping. Part 1: Group versus individual problem solving. American journal of physics, 60(7), 627-636.
- Heller, P. & Hollabaugh, M. (1992). Teaching problem solving through cooperative grouping. Part 2: Designing problems and structuring groups. American Journal of Physics, 60(7), 637-644.
- Jones, M.G., Hove, A., & Rua, M.J. (2000). Gender differences in students’ experiences, interest, and attitudes toward science and scientist. Science Education, 84, 180‐192. https://doi.org/10.1002/(SICI)1098-237X(200003)84:2%3C180::AID-SCE3%3E3.0.CO;2-X
- Kahle, J.B & Meece, J. (1994). Research on gender issue in the classroom. In D. L. Gabel (eds). Handbook of Research on Science Teaching and Learning (p. 542‐558). New York, NY, USA: Macmillan.
- Koca, S.A.Ö. & Şen, A.İ. (2006) Orta öğretim öğrencilerinin matematik ve fen derslerine yönelik olumsuz tutumlarının nedenleri [The reasons for the negative attitudes of secondary school students towards mathematics and science classes]. Eurasian Journal of Educational Research, 23,137-147.
- Ogilvie, C. A. (2008). Impact of context-rich, multifaceted problems on students' attitudes towards problem-solving.. https://doi.org/10.48550/arXiv.0809.1081
- Ogilvie, C. A. (2009). Changes in students’ problem-solving strategies in a course that includes context-rich, multifaceted problems. Physical Review Special Topics-Physics Education Research, 5(2), 020102. https://doi.org/10.1103/PhysRevSTPER.5.020102
- Özmen, H., & Karamustafaoğlu, O. (2019). Eğitimde araştırma yöntemleri. Ankara: Pegem Akademi, 2.
- Pallant, J. (2007). SPSS survival manual: A step-by-step guide to data analysis using SPSS for windows. New York, NY: Open University Press.
- Pehlivan, H. (2019). Fen lisesi öğrencilerinin fizik dersine yönelik tutumları ile akademik benlik tasarımlarının incelenmesi [Examination of science high school students’ attitudes and academic self-concepts towards the physics course]. Kastamonu Eğitim Dergisi, 27(1), 55-64. https://doi.org/10.24106/kefdergi.2257
- Phang, F. A. (2009). The pattern of physics problem-solving from the perspective of metacognition. (PhD Thesis), University of Cambridge.
- Ramsden, J. M. (1997). “How does a context-based approach influence understanding of key chemical ideas at 16+?”. International Journal of Science Education, 19(6), 697-710. https://doi.org/10.1080/0950069970190606
- Rosengrant, D., Van Heuvelen, A., & Etkina, E. (2009). Do students use and understand free-body diagrams?. Physical Review Special Topics-Physics Education Research, 5(1), 010108. https://doi.org/10.1103/PhysRevSTPER.5.010108
- Sencar, S. & Eryılmaz, A. (2004). Factors mediating the effect of gender on ninth‐grade Turkish students’ misconceptions concerning electric circuit. Journal of Research in Science Teaching, 41, 6, pp. 603‐616. https://doi.org/10.1002/tea.20016
- Tabachnick, B. G., & Fidell, L. S. (2007). Using a multivariate statistic. Boston, MA: Pearson Education, Inc.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Fen Bilgisi Eğitimi |
| Bölüm | Makaleler |
| Yazarlar | |
| Proje Numarası | Yok |
| Yayımlanma Tarihi | 31 Ekim 2023 |
| Gönderilme Tarihi | 9 Mayıs 2023 |
| Kabul Tarihi | 23 Haziran 2023 |
| Yayımlandığı Sayı | Yıl 2023 Cilt: 2023 Sayı: 21 |
