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Physics Teachers’ Views on Teaching the Concept of Energy

Year 2016, Volume: 16 Issue: 64, 0 - 0, 15.07.2016

Abstract

Problem Statement: With the advancement of technology, energy as a concept has become part of the every aspects of life, and it becomes more and more important day by day. Since 2013, the concept of energy has become part of the updated physics education program in Turkey. Teaching the concept of energy is a significant undertaking; most students do not properly comprehend it because it is an abstract concept. In this respect, physics teachers play an important role in teaching this topic, and their views would contribute greatly to the field. Purpose of the Study: The aim of the research is to determine teachers’ views on teaching the concept of energy; on the new physics program, which also includes the teaching of energy; on constructivist learning theory; and on the appropriateness of energy for this theory. Method: This research is designed as a case study, which is among the qualitative research methods, and there are three physics teachers in the study group. In the research, semi-constructed interview questions were used as a data gathering tool, and a researcher log for observing the participants was kept in order to support the obtained data. Data were analyzed using a descriptive analysis method, and the data were summarized under themes within the frame of the answers given to research questions. Findings: As a result of the research, we determined that the teaching of energy could not be done in accordance with the constructivist approach due to the teachers’ lack of knowledge; however, we also determined that the teachers think that energy as a topic is applicable to the constructivist approach. Conclusion and Recommendations: We determined that when energy is taught, students can become more conscious of the concept of energy and can relate it to daily life. Moreover, our study revealed that if energy is taught by giving examples from daily life, by showing videos and simulations, and if it is supported with experiments in labs and with field trips, students can have a more effective learning experience. Furthermore, if the university entrance exam is made compatible with the curriculum, students can be more successful in learning the concept of energy. Keywords: Energy, physics education, physics education program, teachers opinions.

References

  • Bayrak, C., & Bezen, S. (2013). 9. sinif fizik ogretim programinda yer alan konularin
  • ogretiminde karsilasilan sorunlara ve yeni ogretim programina yonelik
  • ogretmen gorusleri [Teacher opinions on the new teaching syllabus and the
  • issues encountered when teaching the subjects of the 9th grade physics
  • syllabus]. Hacettepe University Journal of Education, Special Volume(1), 27-38.
  • Benzer, E., Bayrak, K. B., Eren, D. C., & Gurdal, A. (2014). Ogretmen adaylarinin
  • enerji ve enerji kaynaklariyla ilgili bilgi ve gorusleri [Knowledge and opinions
  • of teacher candidates about energy and energy resources]. International Online
  • Journal of Educational Sciences, 6(1), 243-257.
  • Bodner, M. C. (1986). Constructivism: A theory of knowledge. Journal of Chemical
  • Education, 63(10), 873-878.
  • Boyes, E., & Stanisstreet, M. (1990). Pupils’ ideas concerning energy sources.
  • International Science Education, 12(5), 513-529.
  • Brna, P., & Burton, M. (1997). Modelling students collaborating while learning about
  • energy. Journal of Computer Assisted Learning, 133, 193-204.
  • Burgess, R. G. (ed.) (1984). The research process in educational settings: Ten case studies.
  • London & New York: The Falmer Press.
  • Crawley, F. E., & Salyer, B. (1995). Origins of life science teachers’ beliefs underlying
  • curriculum reform in Texas. Science Education, 79, 611-635.
  • Creswell, J. W. (2013). Qualitative inquiry and research design. Choosing among five
  • approaches (3rd edition.). Thousand Oaks, CA: Sage.
  • Donaldson, N. L. (2004). The effectiveness of the constructing physics understanding (cpu)
  • pedagogy on the middle school students’ learning of force and motion concepts.
  • Unpublished doctoral dissertation, Missouri University, USA.
  • Duit, R. (1992). Vorstellung und physiklernen [Conceivability and physics learning].
  • Physik in der schule, 30, 282-285.
  • Ellse, M. (1988). Transferring not Transforming Energy. School Science Review, 69, 427-
  • Gecer, A., & Ozel, R. (2012). Ilkogretim fen ve teknoloji dersi ogretmenlerinin
  • ogrenme-ogretme surecinde yasadiklari sorunlar [Elementary science and
  • technology teachers’ views on problems encountered in the instructional
  • process]. Educational Sciences: Theory & Practice, 12(3), 2237-2261.
  • Geelan, D. R. (1995). Matrix technique: A constructivist approach to curriculum
  • development in science. Australian Science Teachers Journal, 41(3), 32-37.
  • Gomleksiz, M. N. (2007). Yeni ilkogretim programina iliskin ogretmen goruslerinin
  • cesitli degiskenler acisindan degerlendirilmesi [An evaluation of teachers’
  • perceptions of the new primary school curriculum in terms of some
  • variables]. Eurasian Journal of Educational Research, 27, 69-82.
  • Hancer, H. A. (2006). Yapilandirmaci fen egitimi yaklasiminin ogrencilerin
  • ogrenmelerini gelistirmesi [Enhancing learning though constructivist
  • approach in science education]. International Journal of Environmental and
  • Science Education, 1(2), 181-188.
  • Hitchcock, G., & Hughes, D. (1995). Research and teacher: A qualitative ıntroduction to
  • school-based research. (Second Edition). London & New York: Routledge.
  • Karacaoglu, C. O., & Acar E. (2010). Yenilenen programlarin uygulanmasinda
  • ogretmenlerin karsilastigi sorunlar [The issues that teachers encounter during
  • application of new curricula]. Yuzuncu Yil Universitesi Egitim Fakultesi Dergisi,
  • (1), 45-58.
  • Kruger, C. (1990). Some primary teachers‟ ideas about energy. Physics Education,
  • (2), 86-91.
  • Kurnaz, A. M., & Arslan, S. A. (2014). Effectiveness of multiple representations for
  • learning energy concepts: Case of Turkey. Procedia - Social and Behavioral
  • Sciences, 116, 627-632.
  • Kutluca, T., & Aydın, M. (2010). Ortaogretim matematik ogretmenlerinin yeni
  • matematik ogretim programini uygulama asamasinda yasadigi zorluklar
  • [Difficulties secondary school mathematics teachers encountered during
  • application of the new mathematics curriculum]. Dicle Universitesi Sosyal
  • Bilimler Enstitusu Dergisi, 2(1), 11-20.
  • Liarakou, G., Gavrilakis, C., & Flouri, E. (2009). Secondary school teachers’
  • knowledge and attitudes Towards renewable energy sources. Journal of Science
  • Education and Technology, 18(2), 120-129.
  • Madanoglu, N. (2015). Examination of the 9th grade students’ conceptual understanding
  • about work and energy. Unpublished master’s thesis, Balikesir University,
  • Balikesir.
  • Martin, D. J. (1997). Elementary science methods: a constructivist approach. Kennesaw
  • State Collage: Delmar Publishers.
  • McMillan, J. H. (2004). Educational research: Fundematals for the consumer. (Fourth
  • Edition). USA: Pearson Education, Inc.
  • Mercan, C. F. (2013). Ogretmenlerin 2007 ortaogretim fizik dersi ogretim programinin
  • yapim ve degisim sureciyle ilgili gorusleri [Teachers who in 2007 secondary
  • school physics course teaching program, and interviews related to the construction process of change]. I. Ulusal Fizik Egitimi Kongresi, Hacettepe
  • Universitesi. Ankara, 12-14 Eylul.
  • Milli Egitim Bakanligi. (2013). Ortaogretim Fizik dersi ogretim programi [Secondary
  • school Physics teaching program]. Ankara: Talim ve Terbiye Kurulu
  • Baskanligi.
  • Nartgun, S. S., Altundag, U., & Ozen, R. (2011). Ogrencilerin sosyal ve ekonomik
  • yasamlarina dershanelerin etkisi [The impact of social and economic life of the
  • students to classrooms]. 2nd International Conference on New Trends in
  • Education and Their Implications. Antalya, 27-29 April.
  • Ogborn, J. (1990). Energy, change, difference and danger. School Science Review,
  • (259), 81-85.
  • Papadouris, N., Constantinou, C.P., & Kyratsi, T. (2008). Students’ use of the energy
  • model to account for changes in physical systems. Journal of Research in science
  • teaching, 45(4), 444-469.
  • Peers, C. E., Diezmann, C. M., & Watters, J. J. (2003). Supports and concerns for
  • teacher professional growth during the implementation of a science
  • curriculum innovation. Research in Science Education, 33, 89-110.
  • Shiland, T. W. (1999). Constructivism: The implications for laboratory work. Journal of
  • Chemical Education, 76(1), 107-109.
  • Shiland, T.W. (1999) Constructivism: The Implications For Laboratory Work. Journal
  • of Chemical Education, 76(1), 107-109.
  • Solomon, J. (1982). How children learn about energy or does the first law come first?.
  • School Science Review, 63(224), 415-422.
  • Stylianidou, F., Ormerod, F., & Ogborn, J. (2002). Analysis of science textbook
  • pictures about energy and pupils’ readings of them. International Journal of
  • Science Education, 24(3), 257-283.
  • Toman, U., Karatas, O. F., & Cimer, O. S. (2016). Development and implementation of
  • a standard test to diagnose misconceptions about energy and related
  • concepts: The beginning. Bayburt Egitim Fakultesi Dergisi, 8(1), 116-134.
  • Trumper, R. A. (1998). Longitudinal study of physics students’ conceptions on
  • energy in pre-service training for high school teachers. Journal of Science
  • Education Technology, 7(4), 311-318.
  • Tuysuz, C., & Aydın, H. (2009). Ilkogretim fen ve teknoloji dersi ogretmenlerinin
  • yeni fen ve teknoloji programina yonelik gorusleri [The elementary school
  • science and technology teachers’ perceptions toward to new science and
  • technology curriculum]. Gazi Universitesi Gazi Egitim Fakultesi Dergisi, 29(1),
  • -54.
  • Yapici, M., & Leblebiciler, N.H. (2007). Ogretmenlerin yeni ilkogretim programina
  • iliskin gorusleri [Teachers’ views with regards to new primary school
  • curriculum]. Ilkogretim Online, 6(3), 480–490.
  • Yildirim, A., & Simsek, H. (2013). Sosyal bilimlerde nitel arastirma yontemleri
  • [Qualitative research methods in social sciences]. Ankara: Seckin Yayincilik.
  • Yigit, N. (2004). Fizik ogretim programi uygulamalarinin ogretmen-ogrenci gorusleri
  • acisindan degerlendirilmesi [Evaluation of high school physics curriculum
  • and its implementations in terms of teacher-student views]. OMU Egitim
  • Fakultesi Dergisi, 17, 88-96.
  • Yigit, N. (2013). Ortaogretim fizik dersi ogretim programi uygulamada ne getirebilir?
  • [What can bring secondary school physics course teaching program practice?].
  • Fen ve Fizik Egitimi Sempozyumu, KTU. Trabzon, 26-27 Nisan.
  • Yin, R. Y. (2009). Case study research: Design and methods. (Fourth Edition). Thousand
  • Oaks: Sage Publication.
  • Yuenyong, C., & Yuenyong, J. (2007). Grade 1 to 6 Thai Students’ existing ideas about
  • energy. Science Education International, 18(4), 289-298.
  • Zahorik, J. A. (1995). Constructivist teaching. Phi Delta Kappa Educational
  • Foundations: Bloomington.
Year 2016, Volume: 16 Issue: 64, 0 - 0, 15.07.2016

Abstract

References

  • Bayrak, C., & Bezen, S. (2013). 9. sinif fizik ogretim programinda yer alan konularin
  • ogretiminde karsilasilan sorunlara ve yeni ogretim programina yonelik
  • ogretmen gorusleri [Teacher opinions on the new teaching syllabus and the
  • issues encountered when teaching the subjects of the 9th grade physics
  • syllabus]. Hacettepe University Journal of Education, Special Volume(1), 27-38.
  • Benzer, E., Bayrak, K. B., Eren, D. C., & Gurdal, A. (2014). Ogretmen adaylarinin
  • enerji ve enerji kaynaklariyla ilgili bilgi ve gorusleri [Knowledge and opinions
  • of teacher candidates about energy and energy resources]. International Online
  • Journal of Educational Sciences, 6(1), 243-257.
  • Bodner, M. C. (1986). Constructivism: A theory of knowledge. Journal of Chemical
  • Education, 63(10), 873-878.
  • Boyes, E., & Stanisstreet, M. (1990). Pupils’ ideas concerning energy sources.
  • International Science Education, 12(5), 513-529.
  • Brna, P., & Burton, M. (1997). Modelling students collaborating while learning about
  • energy. Journal of Computer Assisted Learning, 133, 193-204.
  • Burgess, R. G. (ed.) (1984). The research process in educational settings: Ten case studies.
  • London & New York: The Falmer Press.
  • Crawley, F. E., & Salyer, B. (1995). Origins of life science teachers’ beliefs underlying
  • curriculum reform in Texas. Science Education, 79, 611-635.
  • Creswell, J. W. (2013). Qualitative inquiry and research design. Choosing among five
  • approaches (3rd edition.). Thousand Oaks, CA: Sage.
  • Donaldson, N. L. (2004). The effectiveness of the constructing physics understanding (cpu)
  • pedagogy on the middle school students’ learning of force and motion concepts.
  • Unpublished doctoral dissertation, Missouri University, USA.
  • Duit, R. (1992). Vorstellung und physiklernen [Conceivability and physics learning].
  • Physik in der schule, 30, 282-285.
  • Ellse, M. (1988). Transferring not Transforming Energy. School Science Review, 69, 427-
  • Gecer, A., & Ozel, R. (2012). Ilkogretim fen ve teknoloji dersi ogretmenlerinin
  • ogrenme-ogretme surecinde yasadiklari sorunlar [Elementary science and
  • technology teachers’ views on problems encountered in the instructional
  • process]. Educational Sciences: Theory & Practice, 12(3), 2237-2261.
  • Geelan, D. R. (1995). Matrix technique: A constructivist approach to curriculum
  • development in science. Australian Science Teachers Journal, 41(3), 32-37.
  • Gomleksiz, M. N. (2007). Yeni ilkogretim programina iliskin ogretmen goruslerinin
  • cesitli degiskenler acisindan degerlendirilmesi [An evaluation of teachers’
  • perceptions of the new primary school curriculum in terms of some
  • variables]. Eurasian Journal of Educational Research, 27, 69-82.
  • Hancer, H. A. (2006). Yapilandirmaci fen egitimi yaklasiminin ogrencilerin
  • ogrenmelerini gelistirmesi [Enhancing learning though constructivist
  • approach in science education]. International Journal of Environmental and
  • Science Education, 1(2), 181-188.
  • Hitchcock, G., & Hughes, D. (1995). Research and teacher: A qualitative ıntroduction to
  • school-based research. (Second Edition). London & New York: Routledge.
  • Karacaoglu, C. O., & Acar E. (2010). Yenilenen programlarin uygulanmasinda
  • ogretmenlerin karsilastigi sorunlar [The issues that teachers encounter during
  • application of new curricula]. Yuzuncu Yil Universitesi Egitim Fakultesi Dergisi,
  • (1), 45-58.
  • Kruger, C. (1990). Some primary teachers‟ ideas about energy. Physics Education,
  • (2), 86-91.
  • Kurnaz, A. M., & Arslan, S. A. (2014). Effectiveness of multiple representations for
  • learning energy concepts: Case of Turkey. Procedia - Social and Behavioral
  • Sciences, 116, 627-632.
  • Kutluca, T., & Aydın, M. (2010). Ortaogretim matematik ogretmenlerinin yeni
  • matematik ogretim programini uygulama asamasinda yasadigi zorluklar
  • [Difficulties secondary school mathematics teachers encountered during
  • application of the new mathematics curriculum]. Dicle Universitesi Sosyal
  • Bilimler Enstitusu Dergisi, 2(1), 11-20.
  • Liarakou, G., Gavrilakis, C., & Flouri, E. (2009). Secondary school teachers’
  • knowledge and attitudes Towards renewable energy sources. Journal of Science
  • Education and Technology, 18(2), 120-129.
  • Madanoglu, N. (2015). Examination of the 9th grade students’ conceptual understanding
  • about work and energy. Unpublished master’s thesis, Balikesir University,
  • Balikesir.
  • Martin, D. J. (1997). Elementary science methods: a constructivist approach. Kennesaw
  • State Collage: Delmar Publishers.
  • McMillan, J. H. (2004). Educational research: Fundematals for the consumer. (Fourth
  • Edition). USA: Pearson Education, Inc.
  • Mercan, C. F. (2013). Ogretmenlerin 2007 ortaogretim fizik dersi ogretim programinin
  • yapim ve degisim sureciyle ilgili gorusleri [Teachers who in 2007 secondary
  • school physics course teaching program, and interviews related to the construction process of change]. I. Ulusal Fizik Egitimi Kongresi, Hacettepe
  • Universitesi. Ankara, 12-14 Eylul.
  • Milli Egitim Bakanligi. (2013). Ortaogretim Fizik dersi ogretim programi [Secondary
  • school Physics teaching program]. Ankara: Talim ve Terbiye Kurulu
  • Baskanligi.
  • Nartgun, S. S., Altundag, U., & Ozen, R. (2011). Ogrencilerin sosyal ve ekonomik
  • yasamlarina dershanelerin etkisi [The impact of social and economic life of the
  • students to classrooms]. 2nd International Conference on New Trends in
  • Education and Their Implications. Antalya, 27-29 April.
  • Ogborn, J. (1990). Energy, change, difference and danger. School Science Review,
  • (259), 81-85.
  • Papadouris, N., Constantinou, C.P., & Kyratsi, T. (2008). Students’ use of the energy
  • model to account for changes in physical systems. Journal of Research in science
  • teaching, 45(4), 444-469.
  • Peers, C. E., Diezmann, C. M., & Watters, J. J. (2003). Supports and concerns for
  • teacher professional growth during the implementation of a science
  • curriculum innovation. Research in Science Education, 33, 89-110.
  • Shiland, T. W. (1999). Constructivism: The implications for laboratory work. Journal of
  • Chemical Education, 76(1), 107-109.
  • Shiland, T.W. (1999) Constructivism: The Implications For Laboratory Work. Journal
  • of Chemical Education, 76(1), 107-109.
  • Solomon, J. (1982). How children learn about energy or does the first law come first?.
  • School Science Review, 63(224), 415-422.
  • Stylianidou, F., Ormerod, F., & Ogborn, J. (2002). Analysis of science textbook
  • pictures about energy and pupils’ readings of them. International Journal of
  • Science Education, 24(3), 257-283.
  • Toman, U., Karatas, O. F., & Cimer, O. S. (2016). Development and implementation of
  • a standard test to diagnose misconceptions about energy and related
  • concepts: The beginning. Bayburt Egitim Fakultesi Dergisi, 8(1), 116-134.
  • Trumper, R. A. (1998). Longitudinal study of physics students’ conceptions on
  • energy in pre-service training for high school teachers. Journal of Science
  • Education Technology, 7(4), 311-318.
  • Tuysuz, C., & Aydın, H. (2009). Ilkogretim fen ve teknoloji dersi ogretmenlerinin
  • yeni fen ve teknoloji programina yonelik gorusleri [The elementary school
  • science and technology teachers’ perceptions toward to new science and
  • technology curriculum]. Gazi Universitesi Gazi Egitim Fakultesi Dergisi, 29(1),
  • -54.
  • Yapici, M., & Leblebiciler, N.H. (2007). Ogretmenlerin yeni ilkogretim programina
  • iliskin gorusleri [Teachers’ views with regards to new primary school
  • curriculum]. Ilkogretim Online, 6(3), 480–490.
  • Yildirim, A., & Simsek, H. (2013). Sosyal bilimlerde nitel arastirma yontemleri
  • [Qualitative research methods in social sciences]. Ankara: Seckin Yayincilik.
  • Yigit, N. (2004). Fizik ogretim programi uygulamalarinin ogretmen-ogrenci gorusleri
  • acisindan degerlendirilmesi [Evaluation of high school physics curriculum
  • and its implementations in terms of teacher-student views]. OMU Egitim
  • Fakultesi Dergisi, 17, 88-96.
  • Yigit, N. (2013). Ortaogretim fizik dersi ogretim programi uygulamada ne getirebilir?
  • [What can bring secondary school physics course teaching program practice?].
  • Fen ve Fizik Egitimi Sempozyumu, KTU. Trabzon, 26-27 Nisan.
  • Yin, R. Y. (2009). Case study research: Design and methods. (Fourth Edition). Thousand
  • Oaks: Sage Publication.
  • Yuenyong, C., & Yuenyong, J. (2007). Grade 1 to 6 Thai Students’ existing ideas about
  • energy. Science Education International, 18(4), 289-298.
  • Zahorik, J. A. (1995). Constructivist teaching. Phi Delta Kappa Educational
  • Foundations: Bloomington.
There are 124 citations in total.

Details

Journal Section Articles
Authors

Sevim Bezen This is me

Celal Bayrak

İsil Aykutlu

Publication Date July 15, 2016
Published in Issue Year 2016 Volume: 16 Issue: 64

Cite

APA Bezen, S., Bayrak, C., & Aykutlu, İ. (2016). Physics Teachers’ Views on Teaching the Concept of Energy. Eurasian Journal of Educational Research, 16(64).
AMA Bezen S, Bayrak C, Aykutlu İ. Physics Teachers’ Views on Teaching the Concept of Energy. Eurasian Journal of Educational Research. October 2016;16(64).
Chicago Bezen, Sevim, Celal Bayrak, and İsil Aykutlu. “Physics Teachers’ Views on Teaching the Concept of Energy”. Eurasian Journal of Educational Research 16, no. 64 (October 2016).
EndNote Bezen S, Bayrak C, Aykutlu İ (October 1, 2016) Physics Teachers’ Views on Teaching the Concept of Energy. Eurasian Journal of Educational Research 16 64
IEEE S. Bezen, C. Bayrak, and İ. Aykutlu, “Physics Teachers’ Views on Teaching the Concept of Energy”, Eurasian Journal of Educational Research, vol. 16, no. 64, 2016.
ISNAD Bezen, Sevim et al. “Physics Teachers’ Views on Teaching the Concept of Energy”. Eurasian Journal of Educational Research 16/64 (October 2016).
JAMA Bezen S, Bayrak C, Aykutlu İ. Physics Teachers’ Views on Teaching the Concept of Energy. Eurasian Journal of Educational Research. 2016;16.
MLA Bezen, Sevim et al. “Physics Teachers’ Views on Teaching the Concept of Energy”. Eurasian Journal of Educational Research, vol. 16, no. 64, 2016.
Vancouver Bezen S, Bayrak C, Aykutlu İ. Physics Teachers’ Views on Teaching the Concept of Energy. Eurasian Journal of Educational Research. 2016;16(64).