BibTex RIS Cite

Determining High School Students’ Knowledge about Famous Physicists

Year 2016, Volume: 17 Issue: 2, 329 - 349, 01.05.2016

Abstract

In this study, high school students’ knowledge about physicists and how they learn the knowledge were investigated. The sample of this study included 11th N=262 and 12th N=66 grade students. Of these 180 were males and 148 were females. The data were collected with survey method by using an open-ended questionnaire. The physicists that students consider themselves as having most knowledge were Albert Einstein, Isaac Newton and Galileo Galilei, respectively. In contrast, the physicists that students consider themselves as having least knowledge were Richard Feynman, Marconi and Erwin Schrödinger. Over half of the students indicated that they did not have knowledge about Robert Hooke, Stephen Hawking, Marie Curie, Alessandro Volta, Werner Heisenberg, James Clerk Maxwell and James Chadwick. Finally, it was found that students learned the most of the knowledge about physicists from their courses and books

References

  • Abd-El-Khalick, F., & Lederman, N. G. (2000). The influence of history of science courses on students' views of nature of science. Journal of Research in Science Teaching, 37(10), 1057-1095.
  • Akerson, V. L., & Abd-El-Khalick, F. S. (2005). “How should I know what scientists do?- I am just a kid”: fourth-grade students’ conceptions of nature of science. Journal of Elementary Science Education, 17(1), 1-11.
  • American Association for the Advancement of Science (AAAS). (1993). Benchmarks for science literacy. New York: Oxford University Press.
  • Brickman, P., Gormally, C., Armstrong, N., & Hallar, B. (2009). Effects of inquiry-based learning on students’ science literacy skills and confidence. International Journal for the Scholarship of Teaching and Learning, 3(2), 1-22.
  • Bogdan, R. C., & Biklen, S. K. (1998). Qualitative research in education: An introduction to theory and methods (3rded.). Needham Heights, MA: Allyn & Bacon.
  • Buldu, M. (2006). Young children's perceptions of scientists: a preliminary study. Educational Research, 48(1), 121-132.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö., Karadeniz, Ş. ve Demirel, F. (2013). Bilimsel araştırma yöntemleri. Ankara: Pegem A Yayınları
  • DeBoer, G. E. (2000). Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching, 37(6), 582-601.
  • Dillon, J. (2009). On scientific literacy and curriculum reform. International Journal of Environmental and Science Education, 4(3), 201-213.
  • Doğan Bora, N., Arslan, O. ve Çakıroğlu, J. (2006). Lise öğrencilerinin bilim ve bilim insanı hakkındaki görüşleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 31, 32-44.
  • Famous Physicists (2015, Haziran). http://famousphysicists.org/.
  • Lin, H. -S., Hung, J. -Y., & Hung, S. -C. (2002). Using the history of science to promote students' problem-solving ability. International Journal of Science Education, 24(5), 453-464.
  • Matthews, M. R. (1994) Science teaching: the role of history and philosophy of science. New York: Routledge.
  • Merriam, S. B. (1998). Qualitative research and case study applications in education. California: Jossey-Bass Inc.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. (2nd ed.) California: Sage Publications.
  • Milli Eğitim Bakanlığı [MEB] (2013a). Ortaöğretim Fizik Dersi (9, 10, 11 ve 12. sınıflar) Öğretim Programı
  • Milli Eğitim Bakanlığı [MEB] (2013b). Ortaöğretim Biyoloji Dersi (9, 10, 11 ve 12. sınıflar) Öğretim Programı
  • Milli Eğitim Bakanlığı [MEB] (2013c). Ortaöğretim Kimya Dersi (9, 10, 11 ve 12. sınıflar) Öğretim Programı
  • Milli Eğitim Bakanlığı [MEB] (2013d). Fen Bilimleri Dersi (3, 4, 5, 6, 7 ve 8. sınıflar) Öğretim Programı
  • Roberts, D.A. (2007). Scientific literacy/Science literacy. In S. K. Abell, & N. G. Lederman (Eds.), Handbook of research on science education (pp. 729-780). Mahwah, NJ: Lawrence Erlbaum.
  • TEOG Lise Taban Puanları 2014 2015 MEB (2015, Mayıs). http://www.eokul- meb.com/teog-lise-taban-puanlari-2014-yeni-66102/
  • Türkmen, H. (2008). Turkish primary students’ perceptions about scientist and what factors affecting the image of the scientists. Eurasia Journal of Mathematics, Science & Technology Education, 4(1), 55-61.

LİSE ÖĞRENCİLERİNİN ÜNLÜ FİZİK BİLİM İNSANLARI HAKKINDAKİ BİLGİLERİNİN BELİRLENMESİ

Year 2016, Volume: 17 Issue: 2, 329 - 349, 01.05.2016

Abstract

Bu çalışmada lise öğrencilerinin ünlü fizik bilim insanları hakkındaki bilgileri ve bu bilgileri nasıl öğrendikleri araştırılmıştır. Çalışmanın örneklemini 11. sınıf N=262 ve 12. sınıf N=66 öğrenciler oluşturmaktadır. Bu öğrencilerden 180’i erkek ve 148’i kızdır. Veriler tarama araştırması yöntemi ile açık uçlu bir anket kullanılarak toplanmıştır. Öğrencilerin en fazla bilgi sahibi olduğunu düşündükleri fizik bilim insanları sırası ile Albert Einstein, Isaac Newton ve Galileo Galilei olmuştur. Aksine, öğrencilerin en az bilgi sahibi olduğunu düşündükleri bilim insanları ise Richard Feynman, Marconi ve Erwin Schrödinger’dir. Öğrencilerin yarıdan fazlası ise Robert Hooke, Stephen Hawking, Marie Curie, Alessandro Volta, Werner Heisenberg, James Clerk Maxwell ve James Chadwick hakkında bilgi sahibi olmadıklarını belirtmişlerdir. Son olarak öğrencilerin fizik bilim insanları hakkındaki bilgilerinin çoğunu derslerden ve kitaplardan öğrendikleri bulunmuştur.

References

  • Abd-El-Khalick, F., & Lederman, N. G. (2000). The influence of history of science courses on students' views of nature of science. Journal of Research in Science Teaching, 37(10), 1057-1095.
  • Akerson, V. L., & Abd-El-Khalick, F. S. (2005). “How should I know what scientists do?- I am just a kid”: fourth-grade students’ conceptions of nature of science. Journal of Elementary Science Education, 17(1), 1-11.
  • American Association for the Advancement of Science (AAAS). (1993). Benchmarks for science literacy. New York: Oxford University Press.
  • Brickman, P., Gormally, C., Armstrong, N., & Hallar, B. (2009). Effects of inquiry-based learning on students’ science literacy skills and confidence. International Journal for the Scholarship of Teaching and Learning, 3(2), 1-22.
  • Bogdan, R. C., & Biklen, S. K. (1998). Qualitative research in education: An introduction to theory and methods (3rded.). Needham Heights, MA: Allyn & Bacon.
  • Buldu, M. (2006). Young children's perceptions of scientists: a preliminary study. Educational Research, 48(1), 121-132.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö., Karadeniz, Ş. ve Demirel, F. (2013). Bilimsel araştırma yöntemleri. Ankara: Pegem A Yayınları
  • DeBoer, G. E. (2000). Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching, 37(6), 582-601.
  • Dillon, J. (2009). On scientific literacy and curriculum reform. International Journal of Environmental and Science Education, 4(3), 201-213.
  • Doğan Bora, N., Arslan, O. ve Çakıroğlu, J. (2006). Lise öğrencilerinin bilim ve bilim insanı hakkındaki görüşleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 31, 32-44.
  • Famous Physicists (2015, Haziran). http://famousphysicists.org/.
  • Lin, H. -S., Hung, J. -Y., & Hung, S. -C. (2002). Using the history of science to promote students' problem-solving ability. International Journal of Science Education, 24(5), 453-464.
  • Matthews, M. R. (1994) Science teaching: the role of history and philosophy of science. New York: Routledge.
  • Merriam, S. B. (1998). Qualitative research and case study applications in education. California: Jossey-Bass Inc.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. (2nd ed.) California: Sage Publications.
  • Milli Eğitim Bakanlığı [MEB] (2013a). Ortaöğretim Fizik Dersi (9, 10, 11 ve 12. sınıflar) Öğretim Programı
  • Milli Eğitim Bakanlığı [MEB] (2013b). Ortaöğretim Biyoloji Dersi (9, 10, 11 ve 12. sınıflar) Öğretim Programı
  • Milli Eğitim Bakanlığı [MEB] (2013c). Ortaöğretim Kimya Dersi (9, 10, 11 ve 12. sınıflar) Öğretim Programı
  • Milli Eğitim Bakanlığı [MEB] (2013d). Fen Bilimleri Dersi (3, 4, 5, 6, 7 ve 8. sınıflar) Öğretim Programı
  • Roberts, D.A. (2007). Scientific literacy/Science literacy. In S. K. Abell, & N. G. Lederman (Eds.), Handbook of research on science education (pp. 729-780). Mahwah, NJ: Lawrence Erlbaum.
  • TEOG Lise Taban Puanları 2014 2015 MEB (2015, Mayıs). http://www.eokul- meb.com/teog-lise-taban-puanlari-2014-yeni-66102/
  • Türkmen, H. (2008). Turkish primary students’ perceptions about scientist and what factors affecting the image of the scientists. Eurasia Journal of Mathematics, Science & Technology Education, 4(1), 55-61.
There are 22 citations in total.

Details

Primary Language Turkish
Journal Section Research Article
Authors

Serkan Kapucu This is me

Mehmet Çılgın This is me

Publication Date May 1, 2016
Published in Issue Year 2016 Volume: 17 Issue: 2

Cite

APA Kapucu, S., & Çılgın, M. (2016). LİSE ÖĞRENCİLERİNİN ÜNLÜ FİZİK BİLİM İNSANLARI HAKKINDAKİ BİLGİLERİNİN BELİRLENMESİ. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 17(2), 329-349.

2562219122   19121   19116   19117     19118       19119       19120     19124