DETERMINING THE TEACHERS’ VIEWS ON THE APPLICABILITY OF THE TECHNOLOGY DESIGN OBJECTIVES IN 9th GRADE PHYSICS CURRICULUM

Öz

Recently, as technological developments have been increasing, people need to have more knowledge and learn the ways of acquisition of knowledge. To follow the technological developments requires being a scientifically literate person (Kortland, 2010). Because of this reason, new reforms are put into practice in all areas as well as in science education. And scientific literacy has become a major aim of science education. Scientific literacy is defined as the capacity to use scientific knowledge, to identify questions and to draw evidence-based conclusions in order to understand and help make decisions about the natural world and the changes made to it through human activity. Scientific literacy is a major aim in science education but which approach could be effective at developing scientific literacy? Science educators developed context-based approach to integrate scientific knowledge and real life events, and the designed their After the curriculum changes in many countries, Turkey has also changed the physics curriculum. In schools, physics books which are based on context-based approach are being used as reference books. The reasons of changing teaching curriculums may be ‘the failure to make students scientifically literate’, ‘a weak link between science/physics and daily life’, ‘a negative image of the subject such as difficulty and requirement of mathematics’, and ‘a decrease in students’ motivation around high content overload’. Context-based approach aims to develop and sustain a sense of wonder and curiosity in young people about the natural world. At the same time, a context can make students connect scientific knowledge to real life (Colburn, 2000; Saka, 2006). The students are required to induce meanings by using contexts, thus justifying a ‘need-to-know’ approach to content. Thus, students’ interest and positive attitudes towards physics have been increased (Campbell vd., 2000; Bennett ve Lubben, 2006; Bultev., 2006; Boström, 2008; Demircioğlu vd., 2006, 2009). Unlike the other grades, 9th grade physics curriculum is discussed with an understanding of “science-for-all” (MEB, 2007). In the scope of this understanding, all 9th grade students will not have to continue studying science and/or physics education in future. Thus, they will give their attention to understand physical events and relations between physical events and real life. The textbooks are used by teachers and students as a common guidance material. Additionally, the textbooks which are involved in education in the visual tools are every common, and teachers give a great importance to them. Primarily, the textbooks are offered as a source and a guide for teachers. The teachers can follow many educational activities and can control the topic sequences of the curriculum. Also they can find different teaching activities that can be used during course from the text books. Thus, one of the most important elements of a good textbook is that the book should reflect educational program very well. Therefore, it is important that the activities which are related ability and unit objectives in the physics curriculum are mentioned in 9th grade physics textbooks. The main purpose of this study is to determine the teachers’ views on the applicability of the technology design objectives in 9th grade physics curriculum. The study is carried out in the form of a case study. Semi-constructed interviews are used to collect data. The sample group is consisted of ten physics teachers in MNE (Ministry of National Education) who teach in 9th grades. Four teachers are women, six are men. The teachers have an experience at least 11 years, at most 37 years. And they are between the ages of 34 and 57. Five of these ten teachers work in Anatolian High Schools, two of them work in Industrial Vocational High Schools, and one of them works in General High Schools, one of them works in Anatolian Technique High Schools and one of them works in Religious High Schools. Despite fifty percent of these teachers graduated from integrated BS&MS program in teaching physics or teaching physics department at faculty of education in their universities, the other fifty percent of these teachers graduated from the physics department at the faculty of science and literature in universities. Three of them graduated from Atatürk University, two of them graduated from Gazi University, two of them graduated from Karadeniz Technical University, one of them graduated from Anadolu University, one of them graduated from Istanbul University and one of them graduated from Ankara University. At the end of the study, it is found that the teachers are not aware of the ability objectives and activities about technology design in 9th grade. Also, the study reveals that teachers do not prefer to use the technology design activities during the courses. It is suggested that teachers should be informed about the technology design activities and ability objectives. And technology design activities should be integrated in in-service education courses. Also physics courses hours should be increased in high schools. The deficiencies of gaining the ability objectives should be determined in a comprehensive manner with a wide range of sample.

Anahtar Kelimeler

• Ability Objectives, Technology Design, Physics Teaching Program, Teacher Views.

9. SINIF FİZİK ÖĞRETİM PROGRAMINDA YER ALAN TEKNOLOJİ TASARIMKAZANIMLARININ UYGULANABİLİRLİĞİNE YÖNELİK ÖĞRETMEN GÖRÜŞLERİNİN BELİRLENMESİ

Öz

Bu çalışmanın amacı 9. sınıf fizik öğretim programında yer alan beceri kazanımlarından teknoloji tasarımına yönelik kazanımların öğretmenlerin görüşleri doğrultusunda uygulanabilirliğinin belirlenmesidir. Çalışmada özel durum metodolojisi kullanılmıştır. Veri toplama aracı olarak araştırmacılar tarafından geliştirilen yarı yapılandırılmış mülakattan yararlanılmıştır. Çalışmanın örneklemini Milli Eğitim Bakanlığı (MEB)’de görevli olup 9. sınıflarda derse giren 10 fizik öğretmeni oluşturmaktadır. Çalışma sonucunda çalışmaya katılan öğretmenlerin çoğunun teknoloji tasarımına yönelik beceri kazanımlarından, 9. sınıf fizik ders kitabındaki teknoloji tasarımına yönelik etkinliklerden haberdar olmadıkları ve kendi derslerinde de çok fazla bu tür etkinliklerden yararlanmadıkları ortaya çıkmıştır. Hizmet içi eğitim kursları ile öğretmenlerin beceri kazanımları ve teknoloji tasarımına yönelik etkinlikler hakkında bilgilendirilmesi ve hizmet içi eğitim kurslarında teknoloji tasarımına yönelik etkinlik uygulamalarına yer verilmesi gerektiği önerilmektedir.

Anahtar Kelimeler

• Beceri Kazanımları, Teknoloji Tasarımı, Fizik Öğretim Programı, Öğretmen Görüşleri.

Kaynakça

1. AYVACI, H. Ş. (2010). “Fizik öğretmenlerinin bağlam temelli yaklaşım hakkındaki görüşleri”, Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, S: 15, s: 42-51.
2. BARAN, M. ve MASKAN, A. K. (2009). “Proje Tabanlı Öğrenme Modelinin Fizik Öğretmenliği İkinci Sınıf Öğrencilerinin Elektrostatiğe Yönelik Tutumlarına Etkisi”, Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, S: 12, s: 41–52. 9. G H Approach, Delmar Publisher, Newyork, USA.
3. MEB (2007). Ortaöğretim Fizik Dersi 9. Sınıf Öğretim Programı, Ankara.
4. MORGİL, F. İ. ve YILMAZ, A. (1999). “Lise Kimya-II Ders Kitaplarının Öğretmen Ve Öğrenci Görüşleri Açısından Değerlendirilmesi”, Balıkesir Üniversitesi Fen Bilimleri Enstitüsü Dergisi, S: 1(1), s: 26-41.
5. PİLOT, A. ve BULTE, A. M. W. (2006). “Why Do You “Need-To-Know? Context-based ScienceEducation, S: 28(9), s: 953-956. International Journal of
6. SAKA, A., (2006). Fen Bilgisi Öğretmen Adaylarının Genetik Konusundaki Modeli’nin Etkisi, Doktora Tezi, Karadeniz Teknik Üniversitesi Fen Bilimleri Enstitüsü, Trabzon. Giderilmesinde 5E
7. SOUDERS, J. (1999). Contextually Based Learning: Fador Proven Practice, American Youth Policy Forum, July 9, Capitol Hill.
8. TEKBIYIK, A. ve AKDENİZ, A. R. (2010). “Bağlam Temelli ve Geleneksel Fizik Problemlerinin Karşılaştırılması Üzerine Bir İnceleme”, Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, S: 4(1), s: 123–140.

9. ÜNAL, S. ve ADA, S. (1999). Öğretmenlik Mesleğine Giriş, İstanbul: Marmara Üniversitesi Yayını Nu: 646.
10. WELLıNGTON, J. (2000). Educational Research, Contemporary Issues and Practical Approaches, London: Continuum.