Fizik ve Kimya Disiplinleri için İlgi Çekici Olan Bağlamların Bağlam Disiplin İlişkisi Kapsamında Belirlenmesi

Yıl 2019, Sayı: 50, 451 - 479, 26.04.2019

Mustafa Şahin Bülbül Rıdvan Elmas Ali Eryılmaz

https://doi.org/10.21764/maeuefd.364766

Cited By: 2

Öz

Bu çalışmanın birinci amacı, bağlamların
disiplinlere göre tek disiplinli, iki disiplinli ve çok disiplinli olarak
sınıflandırılmasıdır. Diğeri ise öğretmen ve öğrencilerin öğrenmek ve öğretmek
istedikleri bağlamların belirlenmesidir. Bu çalışmada kullanılan anket formunda
bulunan 77 tane bağlam fizik ve kimya lise öğretim programlarından seçilmiştir.
Örneklem Ankara’daki 3 üniversitenin, 3 bölümünden 48 akademisyen ve 330
öğretmen adayı toplam 378 katılımcıdır. Bağlam ve disiplin ilişkisi ile ilgili
olarak yapılan betimleyici analiz sonuçlarına göre bağlamlar 4 gruba
ayrılmıştır. 48 tanesi yalnızca fizik ile 18 tanesi yalnızca kimya ile
ilişkilendirilmiş, 5 tanesi hem fizik hem de kimya ile ilişkili bulunmuş sadece
bir bağlam çok disiplinli olarak sınıflandırılmıştır. Anketteki akademisyen ve
aday öğretmenlerin bu kavramları öğrenme ve öğretme isteklerini belirleyen
kısım incelendiğinde 65 bağlamın orta düzeyde öğrenmek ve öğretilmek istendiği
ortaya çıkmıştır. Bu çalışma sonunda hem yüksek oranda öğrenilmek hem de
öğretilmek istenen ve çok disiplinli olan “insan” bağlamı ön plana
çıkmıştır.  

Anahtar Kelimeler

Bağlam, Bağlam Temelli Öğretim ve Öğrenme, Bağlam Temelli Yaklaşım, Bütüncül bir Öğretim Programı, Bağlam Disiplin İlişkisi

Determining The Appealing Contexts for Physics and Chemistry Regarding The Context Discipline Relationship

Öz

The primary purpose of
this study is to classify contexts as one-disciplinary, two-disciplinary and
multidisciplinary, according to the disciplines, and the other is to determine
which contexts are appropriate for teachers and students to learn and teach in
the classroom environment. The 77 contexts in the questionnaire were selected
from high school physics and chemistry curricula. The sample is a total of 378
participants from 3 universities in Ankara, 48 academics and 330 pre-service
teachers from 3 departments. According to the results of descriptive analysis
related to context and discipline relation, contexts are divided into 4 groups.
Only 48 were associated with physics and 18 with only chemistry, and 5 were
associated with both physics and chemistry. Only one context was classified as
multidisciplinary. In the second part of the questionnaire that aimed to
determine the desire of academics and pre-service teachers to learn and teach
these contexts was examined, it was revealed that 65 contexts wanted to be
learned and taught moderately. At the end of this study, the "human"
context, which is a multidisciplinary and desired to learn and teach at a high
level, has come to the forefront.

Anahtar Kelimeler

Context, Contextual Teaching and Learning, Context Based Approach, Integrated Curriculum, Context discipline relationship

Kaynakça

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