Disiplinler Arası Öğretim Yaklaşımının Fen Bilgisi Öğretmen Adaylarının Enerji Kavramına Yönelik Bilişsel Yapılarına Etkisinin İncelenmesi

Yıl 2018, Cilt: 12 Sayı: 1, 249 - 281, 30.06.2018

Gökhan Güven Yusuf Sülün

https://doi.org/10.17522/balikesirnef.437753

Cited By: 5

Öz

Bu çalışmanın amacı, disiplinler arası öğretim yaklaşımına dayalı
enerji eğitiminin fen bilgisi öğretmen adaylarının enerji kavramına yönelik
bilişsel yapılarına ve kavramlar arası bağlantı kurmalarına olan etkisini
incelemektir. Araştırma 2016-2017 öğretim yılı güz döneminde bir devlet
üniversitesinin Fen Bilgisi Öğretmenliği Anabilim Dalı’nın
4. sınıfında öğrenim gören 66 öğretmen adayı üzerinde 10 hafta boyunca
gerçekleştirilmiştir. Araştırmada iki çalışma grubu belirlenmiş ve bu grupların
birinde disiplinler arası öğretim yaklaşımı ile, diğerinde ise mevcut
yaklaşımlar ile enerji eğitimi verilmiştir. Çalışmada veri toplama aracı olarak
“bağımsız kelime ilişkilendirme testi” ve “çizme-yazma tekniği” kullanılmıştır.
Verilerin analizinde, betimsel ve içerik analizleri kullanılarak veriler
çözümlenmiştir. Araştırma sonucunda, disiplinler arası öğretim uygulamalarının
öğretmen adaylarının enerji kavramına yönelik bilişsel yapılarını geliştirdiği
ve zenginleştirdiği görülmüştür.

Anahtar Kelimeler

Enerji kavramı, bilişsel yapı, disiplinler arası öğretim

Investigation of the Effect of the Interdisciplinary Instructional Approach on Pre-service Science Teachers’ Cognitive Structure about the Concept of Energy

Öz

The purpose of the current study is to investigate the effect of the
interdisciplinary instructional approach-based energy teaching on the
pre-service science teachers’ cognitive structure about the concept of energy
and their ability to create connections between the concepts. The study was
conducted on 66 fourth-year students attending the Science Teaching Department
at a state university in the fall term of 2016-2017 academic year for a period
of ten weeks. Two study groups were determined in the study, and one of these
groups was given the energy instruction by means of the interdisciplinary
teaching approach and the other group was given the energy instruction by using
the traditional methods. As the data collection tools, “The Independent Word
Association Test” and “The Drawing-Writing Technique” were used. In the
analysis of the collected data, the descriptive and content analyses were
employed. As a result of the study, it was found that the interdisciplinary
teaching applications developed and enriched the students’ cognitive structures
about the concept of energy. 

Anahtar Kelimeler

The concept of energy, cognitive structure, interdisciplinary teaching

Kaynakça

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