Implementing Differentiated Instruction on Pre-Service Physics Teachers: Agendas /Fizik Öğretmen Adaylarına Farklılaştırılmış Öğretimin Uygulanması: Ajandalar).... Doi: 10.14686/buefad.v4i2.5000136908

Year 2015, , 682 - 695, 11.08.2015

Rıza Salar , Ümit Turgut

https://doi.org/10.14686/buefad.v4i2.5000136908

Cited By: 4

Abstract

The purpose of this study is to determine missing knowledge of pre-service physics teachers related to the subjects of optics, energy, force and motion and try to overcome the imperfect knowledge problem using differentiated instruction. The study was conducted with 26 pre-service physics teachers. Before intervention three different multiple choice tests (pre-tests) was implemented to pre-service physics teachers for determine their missing knowledge. After this determination, one of the researchers lectured pre-service physics teachers during eight weeks using differentiated instruction. Two weeks after instruction multiple choice tests was implemented again as post-tests. Paired sample t-test was conducted to determine whether there is a significant difference between the tests. There were significant differences in all three units in favor of post-test results. This means that the lack of knowledge of the teachers have been largely resolved.

Keywords

-

Fizik Öğretmen Adaylarına Farklılaştırılmış Öğretimin Uygulanması: Ajandalar

Abstract

Bu araştırmanın amacı, fizik öğretmeni adaylarının, optik, enerji, kuvvet ve hareket
konularındaki eksik bilgilerini belirlemek ve ardından bu eksiklikleri farklılaştırılmış öğretim kullanarak
gidermeye çalışmaktır. Çalışma 26 öğretmen adayı ile gerçekleştirilmiştir. Uygulamadan önce, üç farklı
çoktan seçmeli test (ön-test) öğretmen adaylarının eksik bilgilerini belirlemek amacıyla uygulanmıştır.
Daha sonra, farklılaştırılmış öğretim kullanarak sekiz hafta süren uygulama yapılmıştır. Uygulamadan iki
hafta sonra, çoktan seçmeli testler son-test olarak tekrar uygulanmıştır. Ön testler ile son testler
arasında anlamlı farkın olup olmadığını anlamak amacıyla bağımlı gruplar t-testi yapılmıştır. Sonuç
olarak, son testler lehine anlamlı bir fark çıkmıştır. Bu sonuca bakılarak, öğretmen adaylarının eksik
bilgilerinin büyük ölçüde giderildiği söylenebilir.

Keywords

ajandalar, farklılaştırılmış öğretim, fizik eğitimi, öğretmen adayları

References

• Appleton, K., & Kindt, I. (1999). Why teach primary science? Influences on beginning teachers' practices. International Journal of Science Education, 21(2), 155-168. doi: Doi 10.1080/095006999290769
• Bayraktar, S. (2009). Misconceptions of Turkish Pre-Service Teachers About Force and Motion. International Journal of Science and Mathematics Education, 7(2), 273-291.
• Chamberlin, M., & Powers, R. (2010). The promise of differentiated instruction for enhancing the mathematical understandings of college students. Teaching Mathematics and its Applications, 29(3), 113-139.
• Dinescu, L., Miron, C., & Barna, E. S. (2011). New Trends: Promotion of Didactic Methods That Favour the Increase of Students' Interest and Motivation for Studying Physics. Romanian Reports in Physics, 63(2), 557-566.
• Field, A. (2009). Discovering statistics using SPSS (3rd ed). Thousand Oaks, CA: Sage publications.
• Goodnough, K. (2010). Investigating Pre-service Science Teachers' Developing Professional Knowledge Through the Lens of Differentiated Instruction. Research in Science Education, 40(2), 239-265. doi: DOI 10.1007/s11165-009-9120-6
• Green, S. B., & Salkind, N. J. (2005). Using SPSS for Windows and Macintosh : analyzing and understanding data (4th ed.). Upper Saddle River, NJ: Pearson/Prentice Hall.
• İngec, Ş. K. (2009). Analysing concept maps as an assessment tool in teaching physics and comparison with the achievement tests. International Journal of Science Education, 31(14), 1897-1915.
• Leech, N. L., Barrett, K. C., & Morgan, G. A. (2008). SPSS for intermediate statistics : use and interpretation (3rd ed.). New York, NY: Lawrence Erlbaum Associates.
• McKinnon, M. C. (2010). Influences on the science teaching self efficacy beliefs of Australian primary school teachers (Unpublished doctoral dissertation). The Australian National University, Canberra, Australia.
• Parsons, S. A., Dodman, S. L., & Burrowbridge, S. C. (2013). Broadening the view of differentiated instruction. Phi Delta Kappan, 95(1), 38-42.
• Rock, M. L., Gregg, M., Ellis, E., & Gable, R. A. (2008). REACH: A framework for differentiating classroom instruction. Preventing School Failure: Alternative Education for Children and Youth, 52(2), 31-47.
• Sahin, E., & Yagbasan, 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.
• Sarikaya, H. (2004). Preservice elementary teachers’science knowledge, attitude toward science teaching and their efficacy beliefs regarding science teaching (Unpublished doctoral dissertation). Middle East Technical University, Ankara, Turkey.
• Schumacher, S., & McMillan, J. (1993). Research in education: A conceptual approach (3rd ed.). New York, NY: HarperCollins.
• Tieso, C. L. (2003). Ability grouping is not just tracking anymore. Roeper Review, 26(1), 29-36.
• Tomlinson, C. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
• Tomlinson, C. A. (1999). Mapping a route toward differentiated instruction. Educational Leadership, 57(1), 12-16.
• Tomlinson, C. A. (2000). Reconcilable differences? Standards based teaching and differentiation. Educational Leadership, 58(1), 6-11.
• Tomlinson, C. A. (2014). Differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.
• Watters, J. J., & Ginns, I. S. (1994). Self-efficacy and science anxiety among preservice primary teachers: Origins and remedies. Research in Science Education, Vol 24, 1994, 24, 348-357. doi: Doi 10.1007/Bf02356362
• Westerback, M. E., Gonzalez, C., & Primavera, L. H. (1985). Comparison of Preservice Elementary Teachers Anxiety About Teaching Students to Identify Minerals and Rocks and Students in Geology Courses Anxiety About Identification of Minerals and Rocks. Journal of Research in Science Teaching, 22(1), 63-79. doi: DOI 10.1002/tea.3660220106
• Yalcin, M., Altun, S., Turgut, U., & Aggül, F. (2009). First year turkish science undergraduates’ understandings and misconceptions of light. Science & Education, 18(8), 1083-1093.