Öğrencilerin Özel Görelilik Konularında Zorlanma Nedenlerinin Araştırılması

Year 2017, , 399 - 426, 15.10.2017

Hasan Şahin Kızılcık , Pervin Ünlü Yavaş

https://doi.org/10.14812/cuefd.297883

Cited By: 2

Abstract

Özel görelilik, son yıllarda üniversite seviyesine
ek olarak lisede de öğretilmeye başlanan bir konudur. Ayrıca fen okur-yazarı
bireyler tarafından da ilgi görmektedir. Bu araştırmanın amacı lise ve üniversite
öğrencilerinin özel görelilik konusunda daha önceden belirlenmiş olan zorlanma
nedenlerine katılma derecelerini belirlemektir. Ayrıca zorlanma nedenlerine
katılımın eğitim düzeyi ve cinsiyete göre farklılık oluşturup oluşturmadığı
araştırılmıştır. Bu araştırmaya temel oluşturan önceki çalışmada, öğrenciler
ile görüşmeler yoluyla, özel görelilikte zorlanma sebepleri hakkında görüşleri
belirlenmişti. Önceki araştırmadan elde edilen görüşler derlenerek 5 dereceli
Likert bir ölçek hazırlanmıştır. Bu ölçek, özel görelilik konularını içeren
ders almış olan 446 fen bilgisi öğretmen adayına ve 245 lise öğrencisine olmak
üzere, toplam 691 kişiye uygulanmıştır. Uygulanan 23 maddelik ölçeğin verileri
analiz edildiğinde üç faktörden oluştuğu belirlenmiştir. Bunlar, konuya yönelik
algı, matematiksel nedenlerden kaynaklanan zorluklar ve öğretim yönteminden
kaynaklanan zorluklardır. Araştırmanın genel sonuçlarına göre, öğrenciler bu
konuyu zor olduğu kadar kolay olduğunu da düşünmektedir. Ölçek maddelerinin faktörlere
göre ayrıntılı incelenmesi zorluklara katılım hakkında daha ayrıntılı bilgiler
vermektedir. Her bir maddede yer alan ifadenin zor veya kolay olarak öğrenciler
tarafından nitelendirilmesi; cinsiyete, öğrenim düzeyine bağlı olabileceği
gibi, bunlardan bağımsız olarak da değişebilmektedir. Lise öğrencileri,
üniversite öğrencilerine göre, kadınlar ise erkeklere göre bazı açılardan daha
çok zorlandıklarını belirtmişlerdir.

Keywords

Özel görelilik, Likert ölçek, Anlama zorlukları

Investigating the Reasons of Difficulty Understanding of Students in Special Relativity Topics

Abstract

Special relativity has been started to be taught in
high schools in addition to universities. Moreover, it attracts the attention
of scientifically literate individuals. The purpose of this study is to
determine high school and university students’ levels of difficulty
understanding of special relativity. Furthermore, if it made a difference
according to gender or educational level was also searched. In our previous
study, which formed a basis for this research, the students’ opinions about
difficulty understanding were determined by the interviews. The opinions
obtained from the previous research were compiled and a Likert test with 5
option was prepared. This scale was applied to 691 student (446 science teacher
candidates and 245 high school students). When the data obtained from the scale
with 23 items applied was analyzed, it consisted of three factors. These
factors are the perception of the topic, mathematical difficulties and the
teaching methods difficulties. According to the general results, the students
think that this topic is easy as much as they think it is difficult. High
school students remarked that they had more difficulties than the university
students and women remarked that they had more difficulties than men from some
points of view.

Keywords

Special relativity, Likert test, Difficulty understanding

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