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Year 2013, , 242 - 263, 01.06.2013

Yelda Mert Eser Ültay Hakan Şevki Ayvacı

https://doi.org/10.12973/nefmed161

Abstract

– The purpose of the study is to determine the effectiveness and the representation levels of daily life of contexts appeared in 9th grade physics textbook. The study is carried out in the form of a case study. Semiconstructed interviews are used to collect data. The sample group consists of 12 physics teachers in MNE (Ministry of National Education) who teach in 9th grades. It is found that almost half of the teachers do not have enough information about context-based approach. One-third of the teachers does not ustextbooks, but the majorityty of the teachers shows sufficient information about the contexts in the textbook and also they think that contexts represent daily life events. Because it is observed that teachers are insufficient at creating contexts, inservice education courses based on practical work are suggested

Keywords

Context context-based approach teacher views 9th grade physics textbook

References

  • Ayas A., Coştu B., Çalık M., Ünal S. & Karataş F. O. (2005). Fen öğretmen adaylarının çözelti hazırlama ve laboratuar malzemelerini kullanma yeterliliklerinin belirlenmesi.., Akdeniz, A. R., Yiğit, N., Özmen, H. ve Ayvacı, H. Ş. (2011).
  • Ayas, A., Çepni, S., Akdeniz, A. R., Yiğit, N., Özmen, H. ve Ayvacı, H. Ş. (2011). Kuramdan Uygulamaya Fen ve Teknoloji Öğretimi, ed. Salih Çepni (Dokuzuncu Baskı). Trabzon: PegemA Yayıncılık.
  • Ayvacı, H. Ş. (2010). Fizik öğretmenlerinin bağlam temelli yaklaşım hakkındaki görüşleri. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 15, 42-51.
  • Barker, V. & Millar, R. (1999). Students’ reasoning about chemical reactions: What changes occur during a context-based post-16 chemistry course? International Journal of Science Education, 21(6), 645-665.
  • Barker, V. & Millar, R. (2000). Students’ reasoning about basic chemical thermodynamics and chemical bonding: What changes occur during a context-based post-16 chemistry course? International Journal of Science Education, 22(11), 1171-1200.
  • Belt, S. T., Leisvik, M. J., Hyde, A. J. & Overton, T. L. (2005). Using a context-based approach to undergraduate chemistry teaching – a case study for introductory physical chemistry. Chemistry Education Research and Practice, 6(3), 166-179.
  • Bennett, J., Gräsel, C., Parchmann, I. & Waddington, D. (2005). Context-based and conventional approaches to teaching chemistry: Comparing teachers’ views. International Journal of Science Education, 27(13), 1521-1547.
  • Bennett, J. & Lubben, F. (2006). Context-based chemistry: The Salters approach. International Journal of Science Education, 28(9), 999-1015.
  • Boström, A. (2008). Narratives as tools in designing the school chemistry curriculum. Interchange, 39(4), 391-413.
  • Çepni, S. (2007). Araştırma ve Proje Çalışmalarına Giriş (Gözden geçirilmiş baskı). Trabzon: Celepler Matbaacılık.
  • Demircioğlu, H., Demircioğlu, G. & Çalık, M. (2009). Investigating effectiveness of storylines embedded within context based approach: A case for the periodic table. Chemistry Education Research and Practice, 10(3), 241-249.
  • Driver, R., Guesne, E. & Tiberghien, A. (1985). Children’s ideas in science. Open University Press. Atıfta bulunan: Çalık, M. (2006). Bütünleştirici Öğrenme Kuramına Göre Lise 1 Çözeltiler Konusunda Materyal Geliştirilmesi ve Uygulanması, Doktora Tezi. Karadeniz Teknik Üniversitesi Fen Bilimleri Enstitüsü, Trabzon.
  • Gilbert, J. K. (2006). On the nature of “context” in chemical education. International Journal of Science Education, 28(9), 957-976.
  • Hırça, N. (2012). Bağlam temelli öğrenme yaklaşımına uygun etkinliklerin öğrencilerin fizik konularını anlamasına ve fizik dersine karşı tutumuna etkisi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9(17), 313-325.
  • Hennessy, S. (1993). Situated cognition and cognitive apprenticeship: implications for classroom learning. Studies in Science Education, 22(1), 1-41.
  • Hoffmann, L., Hausler, P. & Lehrke, M. (1998). Die IPN-Interessenstudie Physik. Kiel: IPN. Hofstein, A. & Kesner, M. (2006). Industrial chemistry and school chemistry: Making chemistry studies more relevant. International Journal of Science Education, 28(9), 1017-1039.
  • King, D. (2012). New perspectives on context-based chemistry education: using a dialectical sociocultural approach to view teaching and learning. Studies in Science Education, 48(1), 51-87.
  • Kortland, J. (2002). Physics in personal, social and scientific contexts: A retrospective view on the Dutch Physics Curriculum Development Project PLON. 2nd International IPN – YSEG Symposium. Kiel, Germany.
  • Kortland, J. (2010). Scientific literacy and context-based science curricula: Exploring the didactical friction between context and science knowledge. GDCP Conference, Potsdam, Germany, September 13-16, 2010.
  • Lye, H., Fry, M. & Hart, C. (2001). What does it mean to teach physics ‘in context’? A first case study. Australian Science Teachers Journal, 48(1), 16-22.
  • MEB (2007). Ortaöğretim fizik dersi 9.sınıf öğretim programı. Talim Terbiye Kurulu, Ankara.
  • Murphy, P. (1994). Gender differences in pupils’ reactions to practical work. Teaching Science, ed R Levinson (London: Routledge).
  • Park, J. & Lee, L. (2004). Analyzing cognitive and non-cognitive factors involved in the process of physics problem-solving in an everyday context. International Journal of Science Education, 26(13), 1577-1595.
  • Pilot, A. & Bulte, A. M. W. (2006). Why do you “need to know”? Context-based education. International Journal of Science Education, 28(9), 953-956.
  • Potter, N. M. & Overton, T. L. (2006). Chemistry in sport: Context-based e-learning in chemistry. Chemistry Education Research and Practice, 7(3), 195-202.
  • Shiu-sing, T. (2005). Some reflections on the design of contextual learning and teaching materials. Retrieved from Contextual Physics in Ocean Park http://resources.emb.gov.hk/cphysics
  • Souders, J. (1999). Contextually based learning: Fad or proven practice. American Youth Policy Forum, July 9, Capitol Hill.
  • Sözbilir, M., Sadi, S., Kutu, H. & Yıldırım, A. (2007). Kimya eğitiminde içeriğe/bağlama dayalı (context-based) öğretim yaklaşımı ve dünyadaki uygulamaları. I. Ulusal Kimya Eğitimi Kongresi, 20-22 Haziran, 108.
  • Stolk, M. J., Bulte, A. M. W., de Jong, O. & Pilot, A. (2009a). Strategies for a professional development programme: Empowering teachers for context-based chemistry education. Chemistry Education Research and Practice, 10(2), 154-163.
  • Stolk, M. J., Bulte, A. M. W., de Jong, O. & Pilot, A. (2009b). Towards a framework for a Professional development programme: empowering teachers for context-based chemistry education. Chemistry Education Research and Practice, 10(2), 164-175.
  • Taasoobshirazi, G & Carr, M. (2008). A review and critique of context-based physics instruction and assessment. Educational Research Review, 3(2), 155-167.
  • Tekbıyık, A. & Akdeniz, A. R. (2010). Bağlam temelli ve geleneksel fizik problemlerinin karşılaştırılması üzerine bir inceleme. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, (4)1, 123-140.
  • Turgut, F., Baker, D., Cunningham, R. & Piburn, M. (1997). İlköğretim Fen Öğretimi, Ankara: YÖK/Dünya Bankası.
  • Ültay, E. & Ültay, N. (2012). Designing, implementing and evaluating a context-based instructional materials on buoyancy force. Energy Education Science and Technology Part B: Social and Educational Studies, Special Issue-1, 201-205.
  • Vignouli, V., Hart, C. & Fry, M. (2002). What does it mean to teach physics ‘in context’? A second case study. Australian Science Teachers Journal, 48(3), 6-13.
  • Wellington, J. (2000). Educational Research, Contemporary Issues and Practical Approaches. London: Continuum.
  • Whitelegg, E. & Edwards, C. (2001). Beyond the laboratory: Learning physics in real life contexts. In R. Duit (ed.), Research in science education: Past, present and future (pp. 337-342). Dordrect, Netherlands: Kluwer Academic Publishers.
  • Whitelegg, E. & Parry, M. (1999). Real-life contexts for learning physics: meanings, issues and practice. Physics Education, 34, 68-72.
  • Wilkinson, J. W. (1999). Teachers' perceptions of the contextual approach to teaching VCE physics. Australian Science Teachers Journal, 45(2).
  • Wierstra, R. F. A. (1984). A study on classroom environment and on cognitive and affective outcomes of the PLON-curriculum. Studies in Educational Evaluation, 10, 273-282.
  • Wierstra, R. F. A. & Wubbels, T. (1994). Student perception and appraisal of the learning environment: core concepts in the evaluation of the PLON physics curriculum. Studies in Educational Evaluation, 20, 437-455.
  • Yıldırım, A. & Şimşek, H. (2003). Sosyal bilimlerde nitel araştırma yöntemleri (3.Baskı). Ankara: Seçkin Yayıncılık.

9.Sınıf Fizik Kitabında Yer Alan Bağlamların Değerlendirilmesi

Year 2013, , 242 - 263, 01.06.2013

Yelda Mert Eser Ültay Hakan Şevki Ayvacı

https://doi.org/10.12973/nefmed161

Abstract

Bu çalışmanın amacı Milli Eğitim Bakanlığı (MEB) 9.sınıf fizik kitabında yer alan bağlamların günlük hayatı temsil edebilme düzeylerinin ve etkililiklerinin belirlenmesidir. Çalışmada özel durum metodolojisi kullanılmıştır. Veri toplama aracı olarak araştırmacılar tarafından geliştirilen yarı yapılandırılmış mülakatlardan yararlanılmıştır. Çalışmanın örneklemini MEB’de görevli olup 9.sınıflarda derse giren ve gönüllü 12 fizik öğretmeni oluşturmaktadır. Çalışmaya katılan öğretmenlerin yaklaşık yarısının bağlam temelli yaklaşım hakkında yeterli bilgiye sahip olmadıkları görülmektedir. Öğretmenlerin üçte birlik kısmının ders kitabını aktif bir şekilde kullanmadıkları ancak çoğunluğunun ders kitabında kullanılan bağlamlarla ilgili bilgiye sahip oldukları ve kullanılan bağlamların günlük hayattaki durumları temsil etme gücünün yüksek olduğunu düşündükleri tespit edilmiştir. Öğretmenlerin bağlam oluşturma noktasında eksik oldukları gözlemlenmiş olup, bu sebeple öğretmenler için pratiğe yönelik hizmet içi eğitim kursları önerilmiştir.

Keywords

Bağlam bağlam temelli yaklaşım öğretmen görüşleri 9.sınıf fizik kitabı.

References

  • Ayas A., Coştu B., Çalık M., Ünal S. & Karataş F. O. (2005). Fen öğretmen adaylarının çözelti hazırlama ve laboratuar malzemelerini kullanma yeterliliklerinin belirlenmesi.., Akdeniz, A. R., Yiğit, N., Özmen, H. ve Ayvacı, H. Ş. (2011).
  • Ayas, A., Çepni, S., Akdeniz, A. R., Yiğit, N., Özmen, H. ve Ayvacı, H. Ş. (2011). Kuramdan Uygulamaya Fen ve Teknoloji Öğretimi, ed. Salih Çepni (Dokuzuncu Baskı). Trabzon: PegemA Yayıncılık.
  • Ayvacı, H. Ş. (2010). Fizik öğretmenlerinin bağlam temelli yaklaşım hakkındaki görüşleri. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 15, 42-51.
  • Barker, V. & Millar, R. (1999). Students’ reasoning about chemical reactions: What changes occur during a context-based post-16 chemistry course? International Journal of Science Education, 21(6), 645-665.
  • Barker, V. & Millar, R. (2000). Students’ reasoning about basic chemical thermodynamics and chemical bonding: What changes occur during a context-based post-16 chemistry course? International Journal of Science Education, 22(11), 1171-1200.
  • Belt, S. T., Leisvik, M. J., Hyde, A. J. & Overton, T. L. (2005). Using a context-based approach to undergraduate chemistry teaching – a case study for introductory physical chemistry. Chemistry Education Research and Practice, 6(3), 166-179.
  • Bennett, J., Gräsel, C., Parchmann, I. & Waddington, D. (2005). Context-based and conventional approaches to teaching chemistry: Comparing teachers’ views. International Journal of Science Education, 27(13), 1521-1547.
  • Bennett, J. & Lubben, F. (2006). Context-based chemistry: The Salters approach. International Journal of Science Education, 28(9), 999-1015.
  • Boström, A. (2008). Narratives as tools in designing the school chemistry curriculum. Interchange, 39(4), 391-413.
  • Çepni, S. (2007). Araştırma ve Proje Çalışmalarına Giriş (Gözden geçirilmiş baskı). Trabzon: Celepler Matbaacılık.
  • Demircioğlu, H., Demircioğlu, G. & Çalık, M. (2009). Investigating effectiveness of storylines embedded within context based approach: A case for the periodic table. Chemistry Education Research and Practice, 10(3), 241-249.
  • Driver, R., Guesne, E. & Tiberghien, A. (1985). Children’s ideas in science. Open University Press. Atıfta bulunan: Çalık, M. (2006). Bütünleştirici Öğrenme Kuramına Göre Lise 1 Çözeltiler Konusunda Materyal Geliştirilmesi ve Uygulanması, Doktora Tezi. Karadeniz Teknik Üniversitesi Fen Bilimleri Enstitüsü, Trabzon.
  • Gilbert, J. K. (2006). On the nature of “context” in chemical education. International Journal of Science Education, 28(9), 957-976.
  • Hırça, N. (2012). Bağlam temelli öğrenme yaklaşımına uygun etkinliklerin öğrencilerin fizik konularını anlamasına ve fizik dersine karşı tutumuna etkisi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9(17), 313-325.
  • Hennessy, S. (1993). Situated cognition and cognitive apprenticeship: implications for classroom learning. Studies in Science Education, 22(1), 1-41.
  • Hoffmann, L., Hausler, P. & Lehrke, M. (1998). Die IPN-Interessenstudie Physik. Kiel: IPN. Hofstein, A. & Kesner, M. (2006). Industrial chemistry and school chemistry: Making chemistry studies more relevant. International Journal of Science Education, 28(9), 1017-1039.
  • King, D. (2012). New perspectives on context-based chemistry education: using a dialectical sociocultural approach to view teaching and learning. Studies in Science Education, 48(1), 51-87.
  • Kortland, J. (2002). Physics in personal, social and scientific contexts: A retrospective view on the Dutch Physics Curriculum Development Project PLON. 2nd International IPN – YSEG Symposium. Kiel, Germany.
  • Kortland, J. (2010). Scientific literacy and context-based science curricula: Exploring the didactical friction between context and science knowledge. GDCP Conference, Potsdam, Germany, September 13-16, 2010.
  • Lye, H., Fry, M. & Hart, C. (2001). What does it mean to teach physics ‘in context’? A first case study. Australian Science Teachers Journal, 48(1), 16-22.
  • MEB (2007). Ortaöğretim fizik dersi 9.sınıf öğretim programı. Talim Terbiye Kurulu, Ankara.
  • Murphy, P. (1994). Gender differences in pupils’ reactions to practical work. Teaching Science, ed R Levinson (London: Routledge).
  • Park, J. & Lee, L. (2004). Analyzing cognitive and non-cognitive factors involved in the process of physics problem-solving in an everyday context. International Journal of Science Education, 26(13), 1577-1595.
  • Pilot, A. & Bulte, A. M. W. (2006). Why do you “need to know”? Context-based education. International Journal of Science Education, 28(9), 953-956.
  • Potter, N. M. & Overton, T. L. (2006). Chemistry in sport: Context-based e-learning in chemistry. Chemistry Education Research and Practice, 7(3), 195-202.
  • Shiu-sing, T. (2005). Some reflections on the design of contextual learning and teaching materials. Retrieved from Contextual Physics in Ocean Park http://resources.emb.gov.hk/cphysics
  • Souders, J. (1999). Contextually based learning: Fad or proven practice. American Youth Policy Forum, July 9, Capitol Hill.
  • Sözbilir, M., Sadi, S., Kutu, H. & Yıldırım, A. (2007). Kimya eğitiminde içeriğe/bağlama dayalı (context-based) öğretim yaklaşımı ve dünyadaki uygulamaları. I. Ulusal Kimya Eğitimi Kongresi, 20-22 Haziran, 108.
  • Stolk, M. J., Bulte, A. M. W., de Jong, O. & Pilot, A. (2009a). Strategies for a professional development programme: Empowering teachers for context-based chemistry education. Chemistry Education Research and Practice, 10(2), 154-163.
  • Stolk, M. J., Bulte, A. M. W., de Jong, O. & Pilot, A. (2009b). Towards a framework for a Professional development programme: empowering teachers for context-based chemistry education. Chemistry Education Research and Practice, 10(2), 164-175.
  • Taasoobshirazi, G & Carr, M. (2008). A review and critique of context-based physics instruction and assessment. Educational Research Review, 3(2), 155-167.
  • Tekbıyık, A. & Akdeniz, A. R. (2010). Bağlam temelli ve geleneksel fizik problemlerinin karşılaştırılması üzerine bir inceleme. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, (4)1, 123-140.
  • Turgut, F., Baker, D., Cunningham, R. & Piburn, M. (1997). İlköğretim Fen Öğretimi, Ankara: YÖK/Dünya Bankası.
  • Ültay, E. & Ültay, N. (2012). Designing, implementing and evaluating a context-based instructional materials on buoyancy force. Energy Education Science and Technology Part B: Social and Educational Studies, Special Issue-1, 201-205.
  • Vignouli, V., Hart, C. & Fry, M. (2002). What does it mean to teach physics ‘in context’? A second case study. Australian Science Teachers Journal, 48(3), 6-13.
  • Wellington, J. (2000). Educational Research, Contemporary Issues and Practical Approaches. London: Continuum.
  • Whitelegg, E. & Edwards, C. (2001). Beyond the laboratory: Learning physics in real life contexts. In R. Duit (ed.), Research in science education: Past, present and future (pp. 337-342). Dordrect, Netherlands: Kluwer Academic Publishers.
  • Whitelegg, E. & Parry, M. (1999). Real-life contexts for learning physics: meanings, issues and practice. Physics Education, 34, 68-72.
  • Wilkinson, J. W. (1999). Teachers' perceptions of the contextual approach to teaching VCE physics. Australian Science Teachers Journal, 45(2).
  • Wierstra, R. F. A. (1984). A study on classroom environment and on cognitive and affective outcomes of the PLON-curriculum. Studies in Educational Evaluation, 10, 273-282.
  • Wierstra, R. F. A. & Wubbels, T. (1994). Student perception and appraisal of the learning environment: core concepts in the evaluation of the PLON physics curriculum. Studies in Educational Evaluation, 20, 437-455.
  • Yıldırım, A. & Şimşek, H. (2003). Sosyal bilimlerde nitel araştırma yöntemleri (3.Baskı). Ankara: Seçkin Yayıncılık.
There are 42 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Yelda Mert This is me

Eser Ültay This is me

Hakan Şevki Ayvacı This is me

Publication Date June 1, 2013
Submission Date January 2, 2015
Published in Issue Year 2013

Cite

APA Mert, Y., Ültay, E., & Ayvacı, H. Ş. (2013). 9.Sınıf Fizik Kitabında Yer Alan Bağlamların Değerlendirilmesi. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 7(1), 242-263. https://doi.org/10.12973/nefmed161