Teacher Views on the Adequacy of Physical Models Developed for Astronomy Education

Öz

This article focuses on the new trends in science education, addressing the recommendations of the European Union regarding science education with an emphasis on responsible research and innovation. Emphasizing the role of education within the framework of Sustainable Development Goals, the study aims for holistic learning through interactive, action-based, and student-centered pedagogy. This work, which focuses on the necessity of a transformative approach in science education, highlights practical science education that enhances the ability to cope with uncertainty and take responsibility, along with the criticism of traditional methods. Within the scope of the study, the effectiveness of economic, accessible, and understandable physical models developed for the learning of astronomy concepts is evaluated by focusing on teacher opinions. For this purpose, physical models developed for the teaching of fundamental astronomy concepts aim to examine the fundamental reasons for the difficulties in learning these concepts and develop possible solutions. Concepts such as "Changes in the Amount of Energy Incident on a Unit Area and consequently the Formation of Seasons," "The Nature of Eclipses," and "Physical Causes of the Phases of the Moon" were separately examined. Physical models were developed, applied to participants, and data were collected. The research was conducted with 29 participants selected from teachers who applied from all over Turkey within the scope of a TÜBİTAK project. Content analysis of the data obtained from teachers was performed using the NVIVO package program. As a result of the analysis of the data, it was determined that models have a significant impact on effective teaching. The results obtained were evaluated in detail through a literature comparison. This article makes a significant contribution to the new trends in science education and the role of models in the learning process.

Anahtar Kelimeler

• Teacher education
• Seasons Model
• Sun and Moon Eclipse Model
• Phases of the Moon Model
• Physical model
• NVIVO

Proje Numarası

Bu çalışma TÜBİTAK tarafından 218B518 numaralı proje ile desteklenmiştir.

Astronomi Eğitimi Amacıyla Geliştirilen Fiziksel Modellerin Yeterliği Hakkındaki Öğretmen Görüşleri

Öz

Bu makalede, bilim eğitimi alanındaki yeni yönelimlere odaklanılmakta ve Avrupa Birliği'nin bilim eğitimine yönelik tavsiyeleri, sorumlu araştırma ve yenilik vurgusuyla ele alınmaktadır. Sürdürülebilir Kalkınma Hedefleri çerçevesinde eğitimin rolü vurgulanarak, etkileşimli, eyleme dayalı ve öğrenci odaklı pedagojiyle bütünsel öğrenme hedeflenmektedir. Bilim eğitiminde dönüştürücü bir yaklaşımın gerekliliğine odaklanan bu çalışma, geleneksel yöntemlerin eleştirilmesiyle birlikte, belirsizlikle başa çıkma ve sorumluluk alabilme becerilerini geliştirecek uygulanabilir bilim eğitimini vurgulanmaktadır. Çalışma kapsamında astronomi kavramlarının öğrenimi için geliştirilen ekonomik, ulaşılabilir ve anlaşılır fiziksel modellerin etkililiğini değerlendirmek amacıyla öğretmen görüşlerine odaklanmaktadır. Bu amaçla, temel astronomi kavramlarının öğretiminde kullanılması amacıyla geliştirilen fiziksel modeller, bu kavramların öğrenimindeki zorlukların temel nedenlerini inceleyerek olası çözümleri geliştirmeyi hedeflemektedir. “Birim Yüzeye Düşen Enerji Miktarının Değişimi ve dolayısıyla mevsimlerin oluşumu”, “Tutulmaların doğası, “Ay’ın evrelerinin fiziksel nedenleri” ayrı ayrı irdelenmiş, fiziksel modeller geliştirilerek katılımcılara uygulanmış ve veriler toplanmıştır. Araştırma TÜBİTAK projesi kapsamında Türkiye genelinden başvuran öğretmenler arasından seçilen 29 katılımcı ile gerçekleştirilmiştir. Öğretmenlerden elde edilen verilerin NVIVO paket programı ile içerik analizi yapılmıştır. Verilerin analizi sonucunda anlamlı öğretiminde modellerin güçlü bir etkiye sahip olduğu belirlenmiştir. Elde edilen sonuçlar, literatür karşılaştırması yapılarak ayrıntılı bir şekilde değerlendirilmiştir. Bu makale, bilim eğitimindeki yeni yönelimlere ve öğrenme süreçlerinde modellerin rolüne dair önemli bir katkı sunmaktadır.

Anahtar Kelimeler

• Öğretmen eğitimi
• Mevsim Modeli
• Güneş ve Ay Tutulma Modeli
• Ay’ın evreleri Modeli
• Fiziksel Model
• NVIVO

Destekleyen Kurum

TUBİTAK-MEB

Proje Numarası

Bu çalışma TÜBİTAK tarafından 218B518 numaralı proje ile desteklenmiştir.

Etik Beyan

Bu çalışmada etik kurallara uyulduğunu beyan ederim

Teşekkür

Araştırmama desteklerinden dolayı TÜBİTAK ve MEB'e teşekkür ederim.

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