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Fen Bilimleri Ders Kitaplarındaki Fizik Örneklerinin Karşılaştırılması

Year 2021, , 81 - 110, 15.12.2021
https://doi.org/10.33711/yyuefd.998258

Abstract

Bu çalışmada, Türkiye’deki ortaokul 5. sınıf Fen Bilimleri derslerinde okutulmak üzere yazılmış kitaplardaki fizik konularının öğretimi için kullanılan örnek türlerinin karşılaştırılması amaçlanmıştır. Bu kapsamda, 2020-2021 eğitim-öğretim döneminde Millî Eğitim Bakanlığı Talim Terbiye Kurulu Başkanlığı tarafından ortaokullarda okutulmak üzere onaylanmış üç adet, 5. sınıf Fen Bilimleri ders kitabındaki fizik konularına ait örnekler incelenmiştir. Çalışma, nitel araştırma yöntemlerinden doküman analizini içermektedir. 5. sınıf Fen Bilimleri ders kitaplarındaki fizik konularının öğretiminde kullanılan örnek türlerini karşılaştırmak için örnek sınıflandırma sistematiği kullanılmıştır. Çalışmanın bulguları, 5. sınıf Fen Bilimleri ders kitaplarının her üçünde de fizik konularının öğretimi için, büyük oranda standart örnek türlerine ve daha az sayıda ise başlangıç ve geliştirici örnek türlerine yer verildiği tespit edilmiştir. Buna karşın uç örnekler, örnek dışı örnekler ve karşıt örneklere ise, kitapların üçünde de yer verilmediği görülmüştür. Ayrıca her üç kitapta da standart örnek türleri bakımından, fizik konusuna ilişkin yapılan tanımın ne anlama geldiğini ifade eden prototip örneklerin büyük oranda tercih edildiği belirlenmiştir. Bu çalışmanın sonuçları, incelenen 5. sınıf Fen Bilimleri ders kitaplarındaki fizik konularının öğretimi için kullanılan örneklerin çeşitliliğinde, eksikliklerin olduğuna ve dolayısıyla kitaplardaki fizik örneklerinin yenilenmesi gerektiğine işaret etmektedir.

References

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Year 2021, , 81 - 110, 15.12.2021
https://doi.org/10.33711/yyuefd.998258

Abstract

References

  • Abd-El-Khalick, F. (2002). Images of nature of science in middle grade science trade books. The New Advocate, 15(2), 121–127.
  • Abd-El-Khalick, F., Belarmino, J., Brunner, J., Le, A.-P., Myers, J. Y., Summers, R.G., et. al. (2017). A longitudinal analysis of the extent and manner of representations of nature of science in U.S. high school chemistry, biology, and physics textbooks. In C. V. McDonald & F. Abd-El-Khalick (Eds.), Representations of nature of science in school science textbooks: A global perspective (pp. 20–60). London: Routledge.
  • Ahtineva, A. (2005). Textbook analysis in the service of chemistry teaching. Universitas Scientiarum, 10, 25–33.
  • Akçay, B., & Akçay, H. (2018). Descriptive analysis of diagrammatic representations of Turkish middle school science textbooks. The Eurasia Proceedings of Educational & Social Sciences (EPESS), 9, 193-199.
  • Akçay, B., Akçay H., ve Kahramanoğlu E. (2017). Ortaokul fen bilimleri ders kitaplarının bloom taksonomisine göre incelenmesi. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 30(2), 521-549.
  • Akcay, B., Akcay H., & İnaltekin, T. (2018). Content Analysis of Science Textbooks’ Evaluation Questions Based on Physics, Chemistry, Biology, Environment and Astronomy Subject Area by Bloom’s Taxonomy. The Eurasia Proceedings of Educational & Social Sciences (EPESS), 9, 71-78.
  • Akçay, H, Kapıcı, H., & Akçay, B. (2020). Analysis of the representations in Turkish middle school science textbooks from 2002 to 2017. Participatory Educational Research, 7(3), 192-216.
  • Akkaya, G. (2016). Ortaöğretim dokuzuncu sınıf matematik ders kitaplarının öğretim programına uygunluğu açısından incelenmesi Yayınlanmamış yüksek lisans tezi. Akdeniz Üniversitesi, Eğitim Bilimleri Enstitüsü, Antalya.
  • Alkan, S. (2016). Matematik öğretmenlerinin kullandıkları örneklerin sınıflandırılması ve öğretimsel açıklama boyutlarıyla ilişkisinin incelenmesi Yayınlanmamış doktora tezi. Karadeniz Teknik Üniversitesi, Eğitim Bilimleri Enstitüsü, Trabzon.
  • Aslan, O., Zor, T. Ş., & Zor, E. (2019). Analyzing of 5th grade science textbooks in terms of measurement and assessment techniques. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 48(1), 737-756.
  • Bakırcı, H., & Öçsoy, K. (2017). An investigation of the activities in science textbooks in terms of the concept of entrepreneurship. Adıyaman University Journal of Educational Sciences, 7(2), 256-276.
  • Ball, D. L., & Cohen, D. K. (1996). Reform by the book: What is—or might be—the role of curriculum materials in teacher learning and instructional reform? Educational Researcher, 25(6), 8–14.
  • Bansiong, A. J. (2019). Readability, content, and mechanical feature analysis of selected commercial science textbooks intended for third grade filipino learners. Cogent Education, 6(1), 1706395.
  • Baş, T. & Akturan, U. (2008). Nitel araştırma yöntemleri NVivo 7.0 ile nitel veri analizi. (1. baskı). Ankara: Seçkin Yayıncılık. Bauman, R. P. (1992). Physics that textbook writers usually get wrong, II. Heat and energy. The Physics Teacher, 30, 353–356.
  • Binns, I. C. (2013). A Qualitative Method to Determine How Textbooks Portray Scientific Methodology. In M. S. Khine (Eds.), Critical Analysis of Science Textbooks (pp. 239-258). Dordrecht: Springer.
  • Binns, I. C., & Bell, R. L. (2015). Representation of scientific methodology in secondary science textbooks. Science & Education, 24, 913–936. Bowen, A. G. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40.
  • Civan, B. ve Biltekin, Ö. (2020). Açık öğretim ortaokulu fen bilimleri 5. sınıf. MEB yayınları.
  • Çakıcı, Y., & Girgin, E. (2012). İlköğretim II. kademe fen ve teknoloji ders kitaplarındaki ünite sonu değerlendirme sorularının incelenmesi. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 14(2), 87-110.
  • Davis, E. A., & Krajcik, J. (2005). Designing educative curriculum materials to promote eacher learning. Educational Researcher, 34(3), 3–14.
  • Devetak, I., & Vogrinc, J. (2013). The criteria for evaluating the quality of the science textbooks. In M. S. Khine (Eds.), Critical analysis of science textbooks: Evaluating instructional effectiveness (pp. 3–15). New York, NY: Springer.
  • Dikmenli, M. (2010). An analysis of analogies used in secondary school biology textbooks: Case of Turkey. Eurasian Journal of Educational Research, 10(41), 73–90.
  • Duschl, R. A., Schweingruber, H. A., & Shouse, A.W. (2007). Taking science to school: Learning and teaching sciencein grades K-8. Washington, DC: National Academy Press.
  • Gilbert, J. K. (2007). Visualization: A metacognitive skill in science and science education. In J. K. Gilbert (Eds.), Visualization in science education (pp. 9-28). Dordrecht, The Netherlands: Springer.
  • Güneş, B. (2017). Doğru bilinen yanlışlardan, yanlış bilinen doğrulara: fizikte kavram yanılgıları. Palme Yayıncılık.
  • Inaltekin, T., & Goksu, V. (2019). A Research on Visual Learning Representations of Primary and Secondary Science Textbooks in Turkey. International Journal of Progressive Education, 15(6) 51-65.
  • Inaltekin, T., Özyurt, B., & Akçay, H. (2012). Analysis of activities in elementary 6th, 7th and 8th grade science and technology textbooks. Trakya University Journal of Education, 2(2), 63-73.
  • Irez, S. (2009). Nature of science as depicted in Turkish biology textbooks. Science Education, 93, 422–447.
  • Işık, C. (2008). İlköğretim ikinci kademesinde matematik öğretmenlerinin matematik ders kitabı kullanımını etkileyen etmenler ve beklentileri. Kastamonu Eğitim Dergisi, 16(1), 163-176.
  • Kapıcı, H. Ö., & Savaşçı-Açıkalın, F. (2015). Examination of visuals about the particulate nature of matter in Turkish middle school science textbooks. Chemistry Education Research and Practice, 16(3), 518-536.
  • Kavcar, N. ve Erdem, A. (2017). Fizik öğretim programları ile fizik ders kitaplarının proje tabanlı öğrenme açısından incelenmesi. Online Fen Eğitimi Dergisi, 2(1), 11-44.
  • Khine, M. S., & Liu, Y. (2017). Descriptive analysis of the graphic representations of science textbooks. European Journal of STEM Education, 2(3), 1-15.
  • King, C. J. H. (2010). An analysis of misconceptions in science textbooks: Earth science in England and Wales. International Journal of Science Education, 32(5), 565–601.
  • Kovač, M., & Kovač Šebart, M. (2004). Učbeniki v postsocialističnih državah: nastavki za primerjalno analizo. Knjižnica, 48(3), 7–31.
  • Li, X., Tan, Z., Shen, J., Hu, W., Chen, Y., & Wang, J. (2018). Analysis of five junior high school physics textbooks used in China for representations of nature of science. Research in Science Education, 50, 833–844.
  • Lin, J. W. (2016). Do skilled elementary teachers hold scientific conceptions and can they accurately predict the type and source of students’ preconceptions of electric circuits? International Journal of Science and Mathematics Education, 14(2), 287–307.
  • Liu, Y., & Khine, M. S. (2016). Content analysis of the diagrammatic representations of primary science textbooks. Eurasia Journal of Mathematics, Science & Technology Education, 12(8), 1937–1951.
  • McDonald, C. V. (2016). Evaluating junior secondary science textbook usage in Australian schools. Research in Science Education, 46(4), 481–509.
  • McDonald, C. V., & Abd-El-Khalick, F. (2017). Representations of nature of science in school science textbooks. In C. V. McDonald & F. Abd-El-Khalick (Eds.), Representations of nature of science in school science textbooks: A global perspective (pp. 1–19). New York: Routledge.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Beverly Hills: Sage Publications.
  • Moodley, K., & Gaigher, E. (2017). Teaching electric circuits: Teachers’ perceptions and learners’ misconceptions. Research in Science Education, 49, 73–89.
  • Morris, B. J., Masnick, A. M., Baker, K., & Junglen, A. (2015) An analysis of data activities and ınstructional supports in middle school science textbooks. International Journal of Science Education, 37(16), 2708-2720.
  • Mullis, I. V., Martin, M. O., Minnich, C. A., Stanco, G.M., Arora, A., Centurino, V. A., & Castle, C. E. (Eds.). (2012). TIMSS 2011 encyclopedia: Education policy and curriculum in mathematics and science (Vol. 1). Amsterdam: International Association for the Evaluation of Educational Achievement.
  • Nabi, M., & Iqbal, M. J. (2018). Parameters for Textbook: Improving Quality of Primary Education. Global Social Sciences Review, 3(4), 187-200.
  • Nakiboğlu C., (2009), Deneyimli kimya öğretmenlerinin ortaöğretim kimya ders kitaplarını kullanımlarının incelenmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 10(1), 1–10.
  • Nie, Y., Xiao, Y., Fritchman, J. C., Liu, Q., Han, J., Xiong, J., & Bao, L. (2019). Teaching towards knowledge integration in learning force and motion. International Journal of Science Education, 41(16), 2271-2295.
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There are 65 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Tolga Saka This is me

Tufan İnaltekin This is me

Publication Date December 15, 2021
Published in Issue Year 2021

Cite

APA Saka, T., & İnaltekin, T. (2021). Fen Bilimleri Ders Kitaplarındaki Fizik Örneklerinin Karşılaştırılması. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 18(2), 81-110. https://doi.org/10.33711/yyuefd.998258