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Fen Bilimleri Öğretmen Adaylarının Elektriksel Alan Tasvirleri

Year 2018, Volume: 31 Issue: 2, 481 - 505, 28.12.2018
https://doi.org/10.19171/uefad.505605

Abstract

Bu çalışma ile fen bilimleri öğretmen adaylarının elektriksel alanı nasıl betimlediklerinin belirlenmesi amaçlanmıştır. Çalışmanın katılımcılarını bir devlet üniversitesinin 2015-2016 eğitim-öğretim yılında fen bilgisi öğretmenliği bölümünde okuyan 146 öğretmen adayı oluşturmaktadır. Tarama yönteminin kullanıldığı çalışmada, veriler Genel Fizik II dersi kapsamında başarı testi ile toplanmış ve tümdengelim analizi ile çözümlenmiştir. Bulgular, fen bilimleri öğretmen adaylarının elektriksel alan kavramına ilişkin bazı alternatif kavramaları ve öğrenme zorlukları olduğunu göstermektedir. Elektriksel kuvvet kavramının elektriksel alan kavramını açıklamada ağırlıklı olarak kullanılmasının, konuya ilişkin kavramların kısa bir süre içinde hızlı bir şekilde sunulmasının ve yazılı kaynaklardaki sınırlı gösterimlerin bu duruma neden olabileceği düşünülmektedir. Kütle çekim alanı kavramının ilk olarak mekanik konularında tanıtılarak elektriksel alan kavramının öğretimi sırasında ise tekrarlanmasının alan kavramının anlaşılmasına katkı sağlayacağına inanılmaktadır. Ayrıca elektriksel alan kavramının elektriksel kuvvet kavramından önce vektör kavramına dayalı olarak açıklanmasının ve yazılı kaynaklardaki gösterimlerin çeşitlendirilmesinin bu alternatif kavramaları azaltmada ve alan kavramının daha iyi anlaşılmasında alınabilecek önlemler olduğu düşünülmektedir. Çalışma, öğretmen adaylarının elektrik alan kavramına ilişkin bazı kazanımlar elde ettiğini gösterse de, amaçlanan yeterlilikte olmadığını göstermektedir.

References

  • Akdeniz, A.R., Yiğit, N., & Karal, I.S. (2004). Fizik öğretmen adaylarının konu alanı bilişsel yeterlilikleri ve bunları etkileyen faktörlerin belirlenmesi. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 27, 34-41.
  • Bagno, E., & Eylon, B. (1997). From problem-solving to a knowledge structure: An example from the domain of electromagnetism. American Journal of Physics, 726–735.
  • Bilal, E., & Erol, M. )2009). Investigating students’ conceptions of some electricity concepts. Latin American Journal of Physics Education, 3(2), 193-201.
  • Cao, Y., & Brizuela, B.M. (2016). High school students’ representations and understandings of electric fields. Physical Review Physics Education Research, 12(2), 1-19.
  • Chabay, R., & Sherwood, B. (2006). Restructuring the introductory electricity and magnetism course. American Journal of Physics, 74, 329–336.
  • Demirci, N. (2006). Geleneksel öğretim yönteminin öğrencilerin elektrik ve manyetizma konularında başarılarına etkisi. G.Ü.Gazi Eğitim Fakültesi Dergisi, 26(2), 215-231.
  • Dinçer, T., & Özcan, Ö. (2017). Examination of pre-service physics teachers’ cognitive structures of electric field. AIP Conference Proceedings 1815, 070003: http://dx.doi.org/10.1063/1.4976424
  • Dunn, J., & Barnabel, J. (2000). One Model for integrated math/physics course focusing on electricity and magnetism and related calculus topics. American Journal of Physics, 68(8), 749-757.
  • Fishbane, P.M., Gasiorowicz, S., & Thornton, S.T. (2003). Temel Fizik Cilt 2. Ankara: Arkadaş Yayınevi. Furio, C., & Guisasola, J., 1998. Difficulties in learning the concept of electric field. Science Education, 82(4), 511–526.
  • Furio, C., & Guisasola, J. (2003). Learning the electric field concept as oriented research activity. Science Education, 87(5), 640-662.
  • Goswami, M., & Parida, B.K. (2015). Exploring students’ thought processes involved in the interpretation of electric field lines. EpiSTEME 6: Emerging Computational Media and Science Education, 15-18 December, TIFR, Mumbai.
  • Greca, I.M., & Moreira, M.A. (2000). Mental models, conceptual models, and modelling. International Journal of Science, 22(1), 1-11.
  • Hekkenberg, A. (2012). Addressing misconceptions about electric and magnetic fields: A variation theory analysis of a lecture's learning space. Yayımlanmamış yüksek lisans tezi, Utrecht University, Hollanda.
  • Jackson, S.L. (2009). Research methods and statistics: A critical thinking approach. 3rd edition. Belmont, CA: Wadsworth.
  • Kara, İ. (2007). Revelation of general knowledge and misconceptions about Newton‘s laws of motion by drawing method. World Applied Sciences Journal, 2(S), 770-778.
  • Karal, I.S., Alev, N., & Yiğit N. (2009). Öğretmen adaylarının elektrikte alan bilgisi. E-Journal of New World Sciences Academy, 4(4), 1450-1467.
  • Karal, I.S., & Alev, N. (2016). Development of pre-service physics teachers’ pedagogical content knowledge (PCK) throughout their initial training. Teacher Development, 20(2), 162-180.
  • Karal Eyüboğlu, I.S. (2016). Student teachers’ electric field lines represeantations. International Conference on Research in Education & Science, ICRES, 19-22 Mayıs, Bodrum, TURKEY.
  • Koh, E.T., & Owen, W.L. (2000). Introduction to Nutrition and Health Research. Eunsook T.Boston, MA, USA: Kluwer Academic Publishers.
  • Li, J., & Singh, C. (2017). Developing and validating a conceptual survey to assess introductory physics students’ understanding of magnetism. European Journal of Physics, 38(2), 025702: doi:10.1088/1361-6404/38/2/025702
  • Maloney, D. P., O’Kuma, T. L., Hieggelke, C. J., & Van Heuvelen, A. (2001). Surveying students’ conceptual knowledge of electricity and magnetism. American Journal of Physics, 69, 12-23.
  • Miles, M. B. & Huberman, A. M. (1994). Qualitative Data Analysis (2nd ed.). Thousand Oaks: Sage.
  • Nousiainen, M., & Koponen, I.T. (2017). Pre-service physics teachers’ content knowledge of electric and magnetic field concepts: Conceptual facets and their balance. European Journal of Science and Mathematics Education, 5, 74‐90.
  • Pocovi, M. C. & Finley, F. N. (2003). Historical evolution of the field view and textbook accounts. Science and Education, 12, 387–396.
  • Pocovi, M. C. (2007). The effects of a history-based instructional material on the students’ understanding of field lines. Journal of Research in Science Teaching, 44, 107-132.
  • Purcell, E. (1965). Electricity and Magnetism, Berkeley Physics Course-Volume 2. Newyork: Mcgraw-Hill Book Company.
  • Raduta, C. (2005). General students’ misconceptions related to electricity and magnetism. 24 Aralık 2017, http://cds.cern.ch/record/828008/files/0503132.pdf
  • Saarelaeen, M. (2011). Teaching and learning of electric and magnetic fields at university level. Dissertation in Forestry and Natural Science. University of Eastern Finland.
  • Sağlam, M., & Millar R. (2006). Upper high school students’ understanding of electromagnetism. International Journal of Science Education, 28(5), 543-566.
  • Salar, R., Uzun, E., Karaman, İ., & Turgut, Ü. (2016). Fizik öğretmeni adaylarının 12.sınıf elektrik ve elektronik konusunu ile ilgili bilgi düzeylerinin belirlenmesi. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 6(1), 41-54.
  • Serway, R.A., & Beichner, R.J. (2002). Fen ve mühendislik için fizik II. Ankara: Palme Yayınevi.
  • Silva, C. C. (2007). The role of models and analogies in the electromagnetic theory: A historical case study. Science & Education, 16(7–8), 835–848.
  • Stocklmayer, S. (2010). Teaching direct current theory using a field model. International Journal of Science Education, 32(13), 1801–1828.
  • Tornkvist, S., Pettersson, K. A., & Transtromer, G. (1993). Confusion by representation: On student’s comprehension of the electric field concept. American Journal of Physics, 61, 335-338.
  • Viennot, L., & Rainson, S. (1992). Student’s reasoning about the superposition of electric fields. International Journal of Science Education, 14, 475-87.
  • Yıldırım, H.İ., Yalçın, N., Şensoy, Ö., & Akçay, S. (2008). İlköğretim 6, 7 ve 8.Sınıf öğrencilerinin elektrik akımı konusunda sahip oldukları kavram yanılgıları. Kastamonu Eğitim Dergisi, 6(1), 67-82.
  • Yılmaz Z.A., Şimşek Ö., & Gürel Z. (2013). Fen bilgisi öğrencilerinin elektriksel alanlar ve kuvvetler konusundaki kavram yanılgılarının tespit edilmesi. 30. Uluslararası Fizik Kongresi, 2-5 Eylül 2013, İstanbul, Türkiye.
  • Yiğit, N., Alev, N., Tural, G., & Bülbül, M.Ş. (2012). Fen bilgisi 1.sınıf öğretmen adaylarının elektrik konusundaki problemleri anlama ve çözme durumları üzerine bir araştırma. Cumhuriyet International Journal of Education, 1(2),18-36.
  • Young, H. D., & Freedman, R. (2008). University physics with modern physics (12 ed.). San Francisco: Pearson Addison Wesley.

Pre-service Science Teachers’ Descriptions of the Electric Field

Year 2018, Volume: 31 Issue: 2, 481 - 505, 28.12.2018
https://doi.org/10.19171/uefad.505605

Abstract

The aim of this study was to determine how pre-service science teachers describe the electric field. The participants were 146 pre-service science teachers attending a state university in the 2015-2016 academic year. In the study the survey method and an achievement test with open ended questions were used. The data were analyzed deductive way. Findings show that pre-service science teachers had some alternative conceptions and learning difficulties about electric field. Possible causes for developing alternative conceptions may be the use of electrical force in teaching the electric field the delivering of the subject in a short time and the limitations in the presentations in text-books. To minimize the formation of alternative conceptions and learning difficulties one may suggest making the pre-service science teachers familiar with gravitational field vectors before introducing the electric filed, to describe the electric field using vectors instead of filed lines, and to improve the graphical representations in the textbooks. The study showed that although pre-service science teachers had achieved some learning outcomes about the electric field, they were not at the desired level.

References

  • Akdeniz, A.R., Yiğit, N., & Karal, I.S. (2004). Fizik öğretmen adaylarının konu alanı bilişsel yeterlilikleri ve bunları etkileyen faktörlerin belirlenmesi. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 27, 34-41.
  • Bagno, E., & Eylon, B. (1997). From problem-solving to a knowledge structure: An example from the domain of electromagnetism. American Journal of Physics, 726–735.
  • Bilal, E., & Erol, M. )2009). Investigating students’ conceptions of some electricity concepts. Latin American Journal of Physics Education, 3(2), 193-201.
  • Cao, Y., & Brizuela, B.M. (2016). High school students’ representations and understandings of electric fields. Physical Review Physics Education Research, 12(2), 1-19.
  • Chabay, R., & Sherwood, B. (2006). Restructuring the introductory electricity and magnetism course. American Journal of Physics, 74, 329–336.
  • Demirci, N. (2006). Geleneksel öğretim yönteminin öğrencilerin elektrik ve manyetizma konularında başarılarına etkisi. G.Ü.Gazi Eğitim Fakültesi Dergisi, 26(2), 215-231.
  • Dinçer, T., & Özcan, Ö. (2017). Examination of pre-service physics teachers’ cognitive structures of electric field. AIP Conference Proceedings 1815, 070003: http://dx.doi.org/10.1063/1.4976424
  • Dunn, J., & Barnabel, J. (2000). One Model for integrated math/physics course focusing on electricity and magnetism and related calculus topics. American Journal of Physics, 68(8), 749-757.
  • Fishbane, P.M., Gasiorowicz, S., & Thornton, S.T. (2003). Temel Fizik Cilt 2. Ankara: Arkadaş Yayınevi. Furio, C., & Guisasola, J., 1998. Difficulties in learning the concept of electric field. Science Education, 82(4), 511–526.
  • Furio, C., & Guisasola, J. (2003). Learning the electric field concept as oriented research activity. Science Education, 87(5), 640-662.
  • Goswami, M., & Parida, B.K. (2015). Exploring students’ thought processes involved in the interpretation of electric field lines. EpiSTEME 6: Emerging Computational Media and Science Education, 15-18 December, TIFR, Mumbai.
  • Greca, I.M., & Moreira, M.A. (2000). Mental models, conceptual models, and modelling. International Journal of Science, 22(1), 1-11.
  • Hekkenberg, A. (2012). Addressing misconceptions about electric and magnetic fields: A variation theory analysis of a lecture's learning space. Yayımlanmamış yüksek lisans tezi, Utrecht University, Hollanda.
  • Jackson, S.L. (2009). Research methods and statistics: A critical thinking approach. 3rd edition. Belmont, CA: Wadsworth.
  • Kara, İ. (2007). Revelation of general knowledge and misconceptions about Newton‘s laws of motion by drawing method. World Applied Sciences Journal, 2(S), 770-778.
  • Karal, I.S., Alev, N., & Yiğit N. (2009). Öğretmen adaylarının elektrikte alan bilgisi. E-Journal of New World Sciences Academy, 4(4), 1450-1467.
  • Karal, I.S., & Alev, N. (2016). Development of pre-service physics teachers’ pedagogical content knowledge (PCK) throughout their initial training. Teacher Development, 20(2), 162-180.
  • Karal Eyüboğlu, I.S. (2016). Student teachers’ electric field lines represeantations. International Conference on Research in Education & Science, ICRES, 19-22 Mayıs, Bodrum, TURKEY.
  • Koh, E.T., & Owen, W.L. (2000). Introduction to Nutrition and Health Research. Eunsook T.Boston, MA, USA: Kluwer Academic Publishers.
  • Li, J., & Singh, C. (2017). Developing and validating a conceptual survey to assess introductory physics students’ understanding of magnetism. European Journal of Physics, 38(2), 025702: doi:10.1088/1361-6404/38/2/025702
  • Maloney, D. P., O’Kuma, T. L., Hieggelke, C. J., & Van Heuvelen, A. (2001). Surveying students’ conceptual knowledge of electricity and magnetism. American Journal of Physics, 69, 12-23.
  • Miles, M. B. & Huberman, A. M. (1994). Qualitative Data Analysis (2nd ed.). Thousand Oaks: Sage.
  • Nousiainen, M., & Koponen, I.T. (2017). Pre-service physics teachers’ content knowledge of electric and magnetic field concepts: Conceptual facets and their balance. European Journal of Science and Mathematics Education, 5, 74‐90.
  • Pocovi, M. C. & Finley, F. N. (2003). Historical evolution of the field view and textbook accounts. Science and Education, 12, 387–396.
  • Pocovi, M. C. (2007). The effects of a history-based instructional material on the students’ understanding of field lines. Journal of Research in Science Teaching, 44, 107-132.
  • Purcell, E. (1965). Electricity and Magnetism, Berkeley Physics Course-Volume 2. Newyork: Mcgraw-Hill Book Company.
  • Raduta, C. (2005). General students’ misconceptions related to electricity and magnetism. 24 Aralık 2017, http://cds.cern.ch/record/828008/files/0503132.pdf
  • Saarelaeen, M. (2011). Teaching and learning of electric and magnetic fields at university level. Dissertation in Forestry and Natural Science. University of Eastern Finland.
  • Sağlam, M., & Millar R. (2006). Upper high school students’ understanding of electromagnetism. International Journal of Science Education, 28(5), 543-566.
  • Salar, R., Uzun, E., Karaman, İ., & Turgut, Ü. (2016). Fizik öğretmeni adaylarının 12.sınıf elektrik ve elektronik konusunu ile ilgili bilgi düzeylerinin belirlenmesi. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 6(1), 41-54.
  • Serway, R.A., & Beichner, R.J. (2002). Fen ve mühendislik için fizik II. Ankara: Palme Yayınevi.
  • Silva, C. C. (2007). The role of models and analogies in the electromagnetic theory: A historical case study. Science & Education, 16(7–8), 835–848.
  • Stocklmayer, S. (2010). Teaching direct current theory using a field model. International Journal of Science Education, 32(13), 1801–1828.
  • Tornkvist, S., Pettersson, K. A., & Transtromer, G. (1993). Confusion by representation: On student’s comprehension of the electric field concept. American Journal of Physics, 61, 335-338.
  • Viennot, L., & Rainson, S. (1992). Student’s reasoning about the superposition of electric fields. International Journal of Science Education, 14, 475-87.
  • Yıldırım, H.İ., Yalçın, N., Şensoy, Ö., & Akçay, S. (2008). İlköğretim 6, 7 ve 8.Sınıf öğrencilerinin elektrik akımı konusunda sahip oldukları kavram yanılgıları. Kastamonu Eğitim Dergisi, 6(1), 67-82.
  • Yılmaz Z.A., Şimşek Ö., & Gürel Z. (2013). Fen bilgisi öğrencilerinin elektriksel alanlar ve kuvvetler konusundaki kavram yanılgılarının tespit edilmesi. 30. Uluslararası Fizik Kongresi, 2-5 Eylül 2013, İstanbul, Türkiye.
  • Yiğit, N., Alev, N., Tural, G., & Bülbül, M.Ş. (2012). Fen bilgisi 1.sınıf öğretmen adaylarının elektrik konusundaki problemleri anlama ve çözme durumları üzerine bir araştırma. Cumhuriyet International Journal of Education, 1(2),18-36.
  • Young, H. D., & Freedman, R. (2008). University physics with modern physics (12 ed.). San Francisco: Pearson Addison Wesley.
There are 39 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

İşık Saliha Karal

Salih Uzun

Publication Date December 28, 2018
Submission Date March 26, 2018
Published in Issue Year 2018 Volume: 31 Issue: 2

Cite

APA Karal, İ. S., & Uzun, S. (2018). Fen Bilimleri Öğretmen Adaylarının Elektriksel Alan Tasvirleri. Journal of Uludag University Faculty of Education, 31(2), 481-505. https://doi.org/10.19171/uefad.505605