Investigating Pre-service Physics Teachers’ Views on Argument-Based Inquiry

Year 2024, Issue: 62, 3503 - 3516, 30.12.2024

Serkan Ekinci , Ahmet İlhan Şen

https://doi.org/10.53444/deubefd.1518660

Abstract

The purpose of this study was to investigate pre-service physics teachers’ views of using argument-based inquiry in their future careers. A total of 12 pre-service physics teachers studying at a state university in Ankara participated in the study. Participants’ views were examined based on their experiences during the eight weeks of technology-supported modern physics teaching in an argument-based inquiry environment. Semi-structured interviews were carried out individually with the participants. The interview data were analyzed using the content analysis technique, and two categories emerged: (i) the rationales for using the argument-based inquiry and (ii) the barriers to using the argument-based inquiry. The results showed that the pre-service physics teachers focused more on the barriers to using the argument-based inquiry than on the rationales for using that approach. The barriers were time, the conditions of school/classroom environment, and secondary school physics curriculum. Based on the results drawn from this study, which explored the argument-based inquiry approach through the perspectives of pre-service physics teachers, an attempt was made to project their future careers regarding that approach.

Keywords

Argument-based inquiry, modern physics teaching, pre-service physics teachers, computer simulations

Supporting Institution

The Scientific and Technological Research Council of Turkey (TÜBİTAK)

Thanks

The authors are grateful to The Scientific and Technological Research Council of Turkey (TÜBİTAK) for providing partial financial support for this study.

Fizik Öğretmeni Adaylarının Argümantasyona Dayalı Sorgulama Yaklaşımına İlişkin Görüşlerinin İncelenmesi

Abstract

Bu çalışmanın amacı, fizik öğretmeni adaylarının gelecekteki öğretmenlik kariyerlerinde argümantasyona dayalı sorgulama yaklaşımını kullanmalarına yönelik görüşlerini incelemektir. Çalışmaya Ankara’da bir devlet üniversitesinde öğrenim gören toplam 12 fizik öğretmeni adayı katılmıştır. Fizik öğretmeni adaylarının görüşleri, argümantasyona dayalı sorgulama yaklaşımı temelinde gerçekleştirilen ve sekiz hafta boyunca süren teknoloji destekli modern fizik öğretimi sürecindeki deneyimleri çerçevesinde incelenmiştir. Öğretmen adaylarıyla bireysel olarak gerçekleştirilen yarı yapılandırılmış görüşmeler çalışma verilerini oluşturmaktadır. Görüşmelerden elde edilen veriler içerik analizi ile incelenmiş ve öğretmen adaylarının görüşleri iki kategori altında toplanmıştır: (i) argümantasyona dayalı sorgulama yaklaşımını kullanmanın gerekçeleri ve (ii) argümantasyona dayalı sorgulama yaklaşımını kullanmanın önündeki engeller. Çalışmanın bulguları, fizik öğretmeni adaylarının argümantasyona dayalı sorgulama yaklaşımını kullanmaları önündeki engeller üzerinde daha çok durduklarını göstermektedir. Bu engeller zaman, okulun/sınıfın sahip olduğu koşullar ile öğretim programı olarak belirlenmiştir. Argümantasyona dayalı sorgulama yaklaşımının fizik öğretmeni adaylarının perspektifinden incelendiği bu çalışmaya ait sonuçlar ışığında, öğretmen adaylarının gelecekteki mesleki kariyerlerine yönelik bir projeksiyon tutulmaya çalışılmıştır.

Keywords

Argümantasyona dayalı sorgulama yaklaşımı, modern fizik öğretimi, fizik öğretmeni adayları, bilgisayar simülasyonları

Supporting Institution

Türkiye Bilimsel ve Teknolojik Araştırma Kurumu (TÜBİTAK)

Thanks

Çalışmanın yazarları Türkiye Bilimsel ve Teknolojik Araştırma Kurumuna (TÜBİTAK) sağladığı kısmi maddi destek için teşekkür etmektedirler.

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