Fizik ve Kimya Disiplinleri için İlgi Çekici Olan Bağlamların Bağlam Disiplin İlişkisi Kapsamında Belirlenmesi

Abstract

Bu çalışmanın birinci amacı, bağlamların disiplinlere göre tek disiplinli, iki disiplinli ve çok disiplinli olarak sınıflandırılmasıdır. Diğeri ise öğretmen ve öğrencilerin öğrenmek ve öğretmek istedikleri bağlamların belirlenmesidir. Bu çalışmada kullanılan anket formunda bulunan 77 tane bağlam fizik ve kimya lise öğretim programlarından seçilmiştir. Örneklem Ankara’daki 3 üniversitenin, 3 bölümünden 48 akademisyen ve 330 öğretmen adayı toplam 378 katılımcıdır. Bağlam ve disiplin ilişkisi ile ilgili olarak yapılan betimleyici analiz sonuçlarına göre bağlamlar 4 gruba ayrılmıştır. 48 tanesi yalnızca fizik ile 18 tanesi yalnızca kimya ile ilişkilendirilmiş, 5 tanesi hem fizik hem de kimya ile ilişkili bulunmuş sadece bir bağlam çok disiplinli olarak sınıflandırılmıştır. Anketteki akademisyen ve aday öğretmenlerin bu kavramları öğrenme ve öğretme isteklerini belirleyen kısım incelendiğinde 65 bağlamın orta düzeyde öğrenmek ve öğretilmek istendiği ortaya çıkmıştır. Bu çalışma sonunda hem yüksek oranda öğrenilmek hem de öğretilmek istenen ve çok disiplinli olan “insan” bağlamı ön plana çıkmıştır.  

Keywords

• Bağlam,Bağlam Temelli Öğretim ve Öğrenme,Bağlam Temelli Yaklaşım,Bütüncül bir Öğretim Programı,Bağlam Disiplin İlişkisi

Determining The Appealing Contexts for Physics and Chemistry Regarding The Context Discipline Relationship

Abstract

The primary purpose of this study is to classify contexts as one-disciplinary, two-disciplinary and multidisciplinary, according to the disciplines, and the other is to determine which contexts are appropriate for teachers and students to learn and teach in the classroom environment. The 77 contexts in the questionnaire were selected from high school physics and chemistry curricula. The sample is a total of 378 participants from 3 universities in Ankara, 48 academics and 330 pre-service teachers from 3 departments. According to the results of descriptive analysis related to context and discipline relation, contexts are divided into 4 groups. Only 48 were associated with physics and 18 with only chemistry, and 5 were associated with both physics and chemistry. Only one context was classified as multidisciplinary. In the second part of the questionnaire that aimed to determine the desire of academics and pre-service teachers to learn and teach these contexts was examined, it was revealed that 65 contexts wanted to be learned and taught moderately. At the end of this study, the "human" context, which is a multidisciplinary and desired to learn and teach at a high level, has come to the forefront.

Keywords

• Context,Contextual Teaching and Learning,Context Based Approach,Integrated Curriculum,Context discipline relationship

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