BibTex RIS Kaynak Göster

Identification of The Physics Subjects That Are Liked/Disliked and Why These Subjects Are Liked/Disliked By Student Teachers / Öğretmen Adaylari Tarafindan Sevilen Ya Da Sevilmeyen Fizik Konularinin Ve Bu Konularinin Neden Sevildiğinin Ya Da Sevilmediğini

Yıl 2016, Cilt: 12 Sayı: 4, 827 - 843, 06.08.2016

Öz

In this study, the physics subjects that student teachers liked or disliked and the reasons of why they liked or disliked these subjects were determined. A total of 322 student teachers from different departments participated in the study. As a main data collection tool, an open-ended questionnaire was delivered to the student teachers. Then interviews were conducted with some student teachers to confirm the results obtained from an open-ended questionnaire. The results revealed that student teachers who liked the physics subjects indicated the subjects such as ‘vectors’, ‘torque’ and ‘optics I’ more. On the other hand, student teachers who disliked the physics subjects indicated the subjects such as ‘projectile motion’, and ‘magnetism II’ more. It was found that some of the reasons of why student teachers liked or disliked the physics subjects were closely related to their successfulness in solving some physics problems about the physics subjects, their past learning experiences, and difficulty level of some physics subjects.

Kaynakça

  • Angell, C., Guttersrud, Ø., Henriksen, E. K., & Isnes A. (2004). Physics: Frightful, but fun pupils’ and teachers’ views of physics and physics teaching. Science Education, 88(5), 683-706.
  • Barmby, P., & Defty, N. (2006). Secondary school pupils’ perceptions of physics. Research in Science & Technological Education, 24(2), 199-215.
  • Bogdan, R. C., & Biklen, S. K. (1998). Qualitative research in education: An introduction to theory and methods (3rd ed.). Needham Heights, MA: Allyn & Bacon.
  • Gill, P. (1999). The physics/maths problem again. Physics Education, 34(2), 83-87.
  • Hannover, B., & Kessels, U. (2004). Self-to-prototype matching as a strategy for making academic choices. Why high school students do not like math and science. Learning and Instruction, 14(1), 51-67.
  • Kapucu, S. (2014). Salient beliefs of pre-service primary school teachers underlying an attitude “liking or disliking physics”. Science Education International, 25(4), 437-458.
  • Martin, M. O., Mullis, I. V. S., & Foy, P. (2015). TIMMS 2015 assesment design (Chapter 4). International Association for the Evaluation of Educational Achievement, Retrieved from http://timssandpirls.bc.edu/timss2015/downloads/T15_FW_Chap4.pdf
  • Merriam, S. B. (1998). Qualitative research and case study applications in education. California: Jossey-Bass Inc.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. (2nd ed.) California: Sage Publications.
  • Oliveira, P. C., & Oliveira, C. G. (2013). Using conceptual questions to promote motivation and learning in physics lectures. European Journal of Engineering Education, 38(4), 417-424.
  • Oon, P.-T., Subramaniam, R. (2011). On the declining interest in physics among students-from the perspective of teachers. International Journal of Science Education, 33(5), 727-746.
  • Ornek, F., Robinson, W. R., & Haugan, M. R. (2007). What makes physics difficult? Science Education International, 18(3), 165-172.
  • Redish, E. F., & Steinberg, R. N. (1999). Teaching physics: figuring out what works. Physics Today, 52(1), 24-30.
  • Reid, N., & Skryabina, E. A. (2002). Attitudes towards physics. Research in Science & Technological Education, 20(1), 67-81.
  • Silverman, D., & Marvasti, A. (2008). Doing qualitative research: A comprehensive guide. Los Angeles, CA: Sage Publications.
  • Şahin, E., & Yağbasan, R. (2012). Determining which introductory physics topics pre-service physics teachers have difficulty understanding and what accounts for these difficulties. European Journal of Physics, 33(2), 315-325.
  • Williams, C., Stanisstreet, M., Spall, K., Boyes, E., & Dickson, D. (2003). Why aren’t secondary students interested in physics? Physics Education, 38(4), 324-329.
  • Willson, V. L., Ackerman, C., & Malave, C. (2000). Cross-time attitudes, concept formation, and achievement in college freshman physics. Journal of Research in Science Teaching, 37(10), 1112-1120.

(ÖĞRETMEN ADAYLARI TARAFINDAN SEVİLEN YA DA SEVİLMEYEN FİZİK KONULARININ VE BU KONULARININ NEDEN SEVİLDİĞİNİN YA DA SEVİLMEDİĞİNİN BELİRLENMESİ)

Yıl 2016, Cilt: 12 Sayı: 4, 827 - 843, 06.08.2016

Öz

Bu çalışmada öğretmen adaylarının sevdiği ya da sevmediği fizik konuları ve onların bu konuları neden sevip ya da sevmediğinin sebepleri belirlenmiştir. Çalışmaya farklı bölümlerden toplamda 322 öğretmen adayı katılmıştır. Veriler kesitsel tarama araştırması ile toplanmıştır. Ana veri toplama aracı olarak açık uçlu anket öğretmen adaylarına dağıtılmıştır. Sonrasında açık uçlu anketten elde edilen verilerin doğrulanması amacı ile bazı öğretmen adayları ile mülakatlar yapılmıştır. Elde edilen sonuçlar fizik konularını seven öğretmen adaylarının ‘vektörler’, ‘moment’ ve ‘optik I’ gibi konuları daha çok belirttiklerini göstermiştir. Diğer taraftan fizik konularını sevmeyen öğretmen adayları ‘atışlar’ ve ‘manyetizma II’ gibi konuları daha fazla belirtmişlerdir. Öğretmen adaylarının fizik konularını neden sevip ya da sevmediğinin bazı sebepleri, onların fizik konuları hakkındaki problemleri çözerken ki başarıları, onların geçmiş öğrenme deneyimleri ve bazı fizik konuların zorluk seviyesi ile yakından ilişkili olduğu bulunmuştur

Kaynakça

  • Angell, C., Guttersrud, Ø., Henriksen, E. K., & Isnes A. (2004). Physics: Frightful, but fun pupils’ and teachers’ views of physics and physics teaching. Science Education, 88(5), 683-706.
  • Barmby, P., & Defty, N. (2006). Secondary school pupils’ perceptions of physics. Research in Science & Technological Education, 24(2), 199-215.
  • Bogdan, R. C., & Biklen, S. K. (1998). Qualitative research in education: An introduction to theory and methods (3rd ed.). Needham Heights, MA: Allyn & Bacon.
  • Gill, P. (1999). The physics/maths problem again. Physics Education, 34(2), 83-87.
  • Hannover, B., & Kessels, U. (2004). Self-to-prototype matching as a strategy for making academic choices. Why high school students do not like math and science. Learning and Instruction, 14(1), 51-67.
  • Kapucu, S. (2014). Salient beliefs of pre-service primary school teachers underlying an attitude “liking or disliking physics”. Science Education International, 25(4), 437-458.
  • Martin, M. O., Mullis, I. V. S., & Foy, P. (2015). TIMMS 2015 assesment design (Chapter 4). International Association for the Evaluation of Educational Achievement, Retrieved from http://timssandpirls.bc.edu/timss2015/downloads/T15_FW_Chap4.pdf
  • Merriam, S. B. (1998). Qualitative research and case study applications in education. California: Jossey-Bass Inc.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. (2nd ed.) California: Sage Publications.
  • Oliveira, P. C., & Oliveira, C. G. (2013). Using conceptual questions to promote motivation and learning in physics lectures. European Journal of Engineering Education, 38(4), 417-424.
  • Oon, P.-T., Subramaniam, R. (2011). On the declining interest in physics among students-from the perspective of teachers. International Journal of Science Education, 33(5), 727-746.
  • Ornek, F., Robinson, W. R., & Haugan, M. R. (2007). What makes physics difficult? Science Education International, 18(3), 165-172.
  • Redish, E. F., & Steinberg, R. N. (1999). Teaching physics: figuring out what works. Physics Today, 52(1), 24-30.
  • Reid, N., & Skryabina, E. A. (2002). Attitudes towards physics. Research in Science & Technological Education, 20(1), 67-81.
  • Silverman, D., & Marvasti, A. (2008). Doing qualitative research: A comprehensive guide. Los Angeles, CA: Sage Publications.
  • Şahin, E., & Yağbasan, R. (2012). Determining which introductory physics topics pre-service physics teachers have difficulty understanding and what accounts for these difficulties. European Journal of Physics, 33(2), 315-325.
  • Williams, C., Stanisstreet, M., Spall, K., Boyes, E., & Dickson, D. (2003). Why aren’t secondary students interested in physics? Physics Education, 38(4), 324-329.
  • Willson, V. L., Ackerman, C., & Malave, C. (2000). Cross-time attitudes, concept formation, and achievement in college freshman physics. Journal of Research in Science Teaching, 37(10), 1112-1120.
Toplam 18 adet kaynakça vardır.

Ayrıntılar

Bölüm Tanıtmalar
Yazarlar

Serkan Kapucu

Yayımlanma Tarihi 6 Ağustos 2016
Gönderilme Tarihi 3 Aralık 2015
Yayımlandığı Sayı Yıl 2016 Cilt: 12 Sayı: 4

Kaynak Göster

APA Kapucu, S. (2016). (ÖĞRETMEN ADAYLARI TARAFINDAN SEVİLEN YA DA SEVİLMEYEN FİZİK KONULARININ VE BU KONULARININ NEDEN SEVİLDİĞİNİN YA DA SEVİLMEDİĞİNİN BELİRLENMESİ). Eğitimde Kuram Ve Uygulama, 12(4), 827-843.