Fen Bilgisi Öğretmen Adaylarının Newton’un Hareket Yasalarındaki Deklaratif Bilgi Durumlarına, Prosedürlerin ve Matematik Mantık Bilgi Durumlarının Etkisinin İncelenmesi

Year 2012, Volume: 23 Issue: 23, 121 - 140, 30.01.2014

İsmail Yılmaz Necati Yalçın

Abstract

Bu araştırmada; fen bilgisi öğretmen adaylarının Newton’un hareket yasalarındaki deklaratif bilgi ve başarı düzeylerine, matematik mantık bilgi ve başarı düzeylerinin etkisine odaklanılmaktadır. Ayrıca bu araştırmada fen bilgisi öğretmen adaylarının Newton’un hareket yasalarındaki deklaratif bilgi ve başarı düzeylerine, prosedür başarı düzeylerinin etkisene de odaklanılmaktadır. Bu araştırmada, öğretmen adaylarının bilgi düzeylerinin, başarı düzeylerini yeterince desteklemediği sonucuna ulaşılmıştır. Ayrıca prosedür başarı düzeyleri, konu başarı düzeyini desteklemesinin oldukça sınırlı olduğu sonucunu ulaşılmıştır. Bu araştırmada NÖA2 başarı düzeyinin, formül bilgi düzeyine göre yüksek olması, sorunun/çözümün semantik yanı ile ilgili olduğuna işaret etmektedir. Bu araştırmanın bulgularına doğrultusunda; eğitimi sürekli, yöntemlere angaja etmekle iyi bir eğitim sağlanamayabileceğini gösterdiği söylenebilir. Eğitim süreçlerimizi çeşitlendirmenin faydalı olma ihtimali, faydalı olmama ihtimalinden yüksektir. Semiotik bilimi’de eğitim süreçlerine dahil etmeliyiz ki, öğretmen adaylarının anlama süreçlerine gerektiği gibi katkı verilebilsin. Semiotik bilimin bir parçasını oluşturan “semantik”; bu araştırmada tartışılan “formül değişkeninin bilgi düzeyiyle”-“prosedür başarı düzeylerinin” ilişkilendirilmesi, öğretim süreçleriyle bire bir ilişkilendirilebilir.

Keywords

Deklaratif bilgi, matematik mantık, fen bilgisi öğretmen adaylarının bilgi düzeyleri, fen bilgisi öğretmen adaylarının başarı düzeyleri

The effect of Prospective Science Teachers’ Achievement Levels in Procedures and Mathematical Logic Knowledge on their Declarative Knowledge about Newton’s Laws of Motion

Abstract

The present paper is focused on the effect of prospective science teachers’ knowledge and achievement levels in mathematical logic on their declarative knowledge and achievement levels in Newton’s laws of motion. In addition, it focuses on the effect of their achievement level in procedures on their declarative knowledge and achievement levels in Newton’s laws of motion. In the study, the procedures required by the students for the subjects about declarative knowledge were measured through two independent measurement tools. These are the QMT2 and QMT3 that measured the procedures for formulas and the procedures for basic math respectively. It was concluded that the students’ knowledge level does not support their achievement level in a satisfactory way. Furthermore, it was discovered that their achievement level in the procedures support their achievement level in the subjects in a limited way. Their achievement level in the QMT2 was higher than their knowledge level in formulas, which is related to the semantic aspect of the problem/solution. Incorporating methods into education in a constant manner does not necessarily mean that a decent kind of education will be achieved. Diversification of educational processes is more likely to be useful than not to be useful. Educational processes should also include semiotics so that students are enabled to make contributions to the process by which they comprehend things. Semiotics is linked with the variable “formula”. Learning semiotic structures of formulas will result in an increase in students’ knowledge level in this variable.

Keywords

Declarative knowledge, mathematical logic, knowledge levels, prospective science teachers, achievement levels

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