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

Year 2019, Issue: 50, 451 - 479, 26.04.2019
https://doi.org/10.21764/maeuefd.364766

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.  

References

  • Aikenhead, G. S. (2003). Chemistry and physics instruction: Integration, ideologies, and choices. Chemistry Education Research and Practice, 4(2), 115-130.
  • Baykal, A. (2004). Program Gelistirme Yaklasimlarinda Alansal Baglam. Paper presented at the 8th National Educational Sciences Conference, Malatya, Turkey.
  • Beane, J. (1991). The middle school: The natural home of integrated curriculum. Educational Leadership, 49(2), 9-13.
  • Beane, J. A. (1995). Curriculum integration and the disciplines of knowledge. Phi Delta Kappan, 76(8), 616-622.
  • Bennett J., Gräsel C., Parchmann I., & Waddington D. (2005). Context-based and conventional approaches to teaching chemistry: comparing teachers’ views. International Journal of Science Education, 27(13), 1521–1547.
  • Bennett J., Lubben F., & Hogarth S. (2007). Bringing science to life: A synthesis of the research evidence on the effects of context-based and STS approaches to science teaching. Science Education, 91(3), 347–370.
  • Bülbül, M. S., & Eryılmaz, A. (2010). Human as a Context in Learning Physics: A Guide for Textbook Authors. GIREP-ICPE-MPTL Conference Proceedings. Reims: Groupe International de Recherche sur l’Enseignement de la Physique. (p. 57-58)
  • Bülbül, M. Ş., & Matthews, K. (2012). Bağlam temelli̇ eği̇ti̇mi̇n olasi geleceği̇. In X. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi (p. 548). Niğde. Retrieved from http://kongre.nigde.edu.tr/xufbmek/dosyalar/tam_metin/pdf/2487-30_05_2012-22_56_57.pdf
  • Elmas, R., & Eryılmaz, A. (2015). How to Write Good Quality Contextual Science Questions: Criteria and Myths. Journal of Theoretical Educational Science, 8(4), 564-580.
  • Elmas, R., & Geban, Ö. (2016). The Effect of Context Based Chemistry Instruction on 9th Grade Students' Understanding of Cleaning Agents Topic and Their Attitude Toward Environment. Education and Science, 41(185), 33-50.
  • Finch, C.R., Frantz, N.R., Mooney, M., & Aneke, N.O. (1997). Designing the thematic curriculum: An all aspects approach. Berkeley, CA: National Center for Research in Vocational Education, University of California, Berkeley.
  • Gilbert, J. K., Bulte, A. M., & Pilot, A. (2011). Concept development and transfer in context‐based science education. International Journal of Science Education, 33(6), 817-837.
  • Ioannidou, I. & Banos, V. (2009). Greek Trends in Cross-Thematic-Integration of Curriculum as in Unified Teaching of Natural Sciences. Paper presented at 2009 ESERA conference, Istanbul, Turkey.
  • Kaltakcı, D., & Eryılmaz, A. (2011). Context-based questions: optics in animal eyes. Physics Education, 46(3), 323.
  • King, D. (2012). New perspectives on context-based chemistry education: using a dialectical sociocultural approach to view teaching and learning. Studies in Science Education, 48(1), 51-87.
  • Perkins, D. N. (1991). Educating for Insight. Educational Leadership, 49(2), 4-8.
  • Sáez, M.J., & Carretero, A.J. (2002). The challenge of innovation: The new subject natural sciences in Spain. Journal of Curriculum Studies, 34, 343-363.
  • Serin, G. (2009). The Effect of Problem Based Learning Instruction on 7th Grade Students’ Science Achievement, Attitude Toward Science and Scientific Process Skills (Doctoral Dissertation). Middle East Technical University, Turkey.
  • Venville, G., Rennie, L., & Wallace, J. (2005). Student understanding and application of science concepts in the context of an integrated curriculum setting. International Journal of Science and Mathematics Education, 1(4), 449-475.

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

Year 2019, Issue: 50, 451 - 479, 26.04.2019
https://doi.org/10.21764/maeuefd.364766

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.

References

  • Aikenhead, G. S. (2003). Chemistry and physics instruction: Integration, ideologies, and choices. Chemistry Education Research and Practice, 4(2), 115-130.
  • Baykal, A. (2004). Program Gelistirme Yaklasimlarinda Alansal Baglam. Paper presented at the 8th National Educational Sciences Conference, Malatya, Turkey.
  • Beane, J. (1991). The middle school: The natural home of integrated curriculum. Educational Leadership, 49(2), 9-13.
  • Beane, J. A. (1995). Curriculum integration and the disciplines of knowledge. Phi Delta Kappan, 76(8), 616-622.
  • Bennett J., Gräsel C., Parchmann I., & Waddington D. (2005). Context-based and conventional approaches to teaching chemistry: comparing teachers’ views. International Journal of Science Education, 27(13), 1521–1547.
  • Bennett J., Lubben F., & Hogarth S. (2007). Bringing science to life: A synthesis of the research evidence on the effects of context-based and STS approaches to science teaching. Science Education, 91(3), 347–370.
  • Bülbül, M. S., & Eryılmaz, A. (2010). Human as a Context in Learning Physics: A Guide for Textbook Authors. GIREP-ICPE-MPTL Conference Proceedings. Reims: Groupe International de Recherche sur l’Enseignement de la Physique. (p. 57-58)
  • Bülbül, M. Ş., & Matthews, K. (2012). Bağlam temelli̇ eği̇ti̇mi̇n olasi geleceği̇. In X. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi (p. 548). Niğde. Retrieved from http://kongre.nigde.edu.tr/xufbmek/dosyalar/tam_metin/pdf/2487-30_05_2012-22_56_57.pdf
  • Elmas, R., & Eryılmaz, A. (2015). How to Write Good Quality Contextual Science Questions: Criteria and Myths. Journal of Theoretical Educational Science, 8(4), 564-580.
  • Elmas, R., & Geban, Ö. (2016). The Effect of Context Based Chemistry Instruction on 9th Grade Students' Understanding of Cleaning Agents Topic and Their Attitude Toward Environment. Education and Science, 41(185), 33-50.
  • Finch, C.R., Frantz, N.R., Mooney, M., & Aneke, N.O. (1997). Designing the thematic curriculum: An all aspects approach. Berkeley, CA: National Center for Research in Vocational Education, University of California, Berkeley.
  • Gilbert, J. K., Bulte, A. M., & Pilot, A. (2011). Concept development and transfer in context‐based science education. International Journal of Science Education, 33(6), 817-837.
  • Ioannidou, I. & Banos, V. (2009). Greek Trends in Cross-Thematic-Integration of Curriculum as in Unified Teaching of Natural Sciences. Paper presented at 2009 ESERA conference, Istanbul, Turkey.
  • Kaltakcı, D., & Eryılmaz, A. (2011). Context-based questions: optics in animal eyes. Physics Education, 46(3), 323.
  • King, D. (2012). New perspectives on context-based chemistry education: using a dialectical sociocultural approach to view teaching and learning. Studies in Science Education, 48(1), 51-87.
  • Perkins, D. N. (1991). Educating for Insight. Educational Leadership, 49(2), 4-8.
  • Sáez, M.J., & Carretero, A.J. (2002). The challenge of innovation: The new subject natural sciences in Spain. Journal of Curriculum Studies, 34, 343-363.
  • Serin, G. (2009). The Effect of Problem Based Learning Instruction on 7th Grade Students’ Science Achievement, Attitude Toward Science and Scientific Process Skills (Doctoral Dissertation). Middle East Technical University, Turkey.
  • Venville, G., Rennie, L., & Wallace, J. (2005). Student understanding and application of science concepts in the context of an integrated curriculum setting. International Journal of Science and Mathematics Education, 1(4), 449-475.
There are 19 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Mustafa Şahin Bülbül

Rıdvan Elmas

Ali Eryılmaz

Publication Date April 26, 2019
Submission Date December 12, 2017
Published in Issue Year 2019 Issue: 50

Cite

APA Bülbül, M. Ş., Elmas, R., & Eryılmaz, A. (2019). Fizik ve Kimya Disiplinleri için İlgi Çekici Olan Bağlamların Bağlam Disiplin İlişkisi Kapsamında Belirlenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi(50), 451-479. https://doi.org/10.21764/maeuefd.364766