Implementing Differentiated Instruction on Pre-Service Physics Teachers: Agendas /Fizik Öğretmen Adaylarına Farklılaştırılmış Öğretimin Uygulanması: Ajandalar).... Doi: 10.14686/buefad.v4i2.5000136908

Yıl 2015, , 682 - 695, 11.08.2015

Rıza Salar , Ümit Turgut

https://doi.org/10.14686/buefad.v4i2.5000136908

Cited By: 4

Öz

The purpose of this study is to determine missing knowledge of pre-service physics teachers related to the subjects of optics, energy, force and motion and try to overcome the imperfect knowledge problem using differentiated instruction. The study was conducted with 26 pre-service physics teachers. Before intervention three different multiple choice tests (pre-tests) was implemented to pre-service physics teachers for determine their missing knowledge. After this determination, one of the researchers lectured pre-service physics teachers during eight weeks using differentiated instruction. Two weeks after instruction multiple choice tests was implemented again as post-tests. Paired sample t-test was conducted to determine whether there is a significant difference between the tests. There were significant differences in all three units in favor of post-test results. This means that the lack of knowledge of the teachers have been largely resolved.

Anahtar Kelimeler

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Fizik Öğretmen Adaylarına Farklılaştırılmış Öğretimin Uygulanması: Ajandalar

Öz

Bu araştırmanın amacı, fizik öğretmeni adaylarının, optik, enerji, kuvvet ve hareket
konularındaki eksik bilgilerini belirlemek ve ardından bu eksiklikleri farklılaştırılmış öğretim kullanarak
gidermeye çalışmaktır. Çalışma 26 öğretmen adayı ile gerçekleştirilmiştir. Uygulamadan önce, üç farklı
çoktan seçmeli test (ön-test) öğretmen adaylarının eksik bilgilerini belirlemek amacıyla uygulanmıştır.
Daha sonra, farklılaştırılmış öğretim kullanarak sekiz hafta süren uygulama yapılmıştır. Uygulamadan iki
hafta sonra, çoktan seçmeli testler son-test olarak tekrar uygulanmıştır. Ön testler ile son testler
arasında anlamlı farkın olup olmadığını anlamak amacıyla bağımlı gruplar t-testi yapılmıştır. Sonuç
olarak, son testler lehine anlamlı bir fark çıkmıştır. Bu sonuca bakılarak, öğretmen adaylarının eksik
bilgilerinin büyük ölçüde giderildiği söylenebilir.

Anahtar Kelimeler

ajandalar, farklılaştırılmış öğretim, fizik eğitimi, öğretmen adayları

Kaynakça

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