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Lise Öğrencilerinin Fizik Öğrenme Yaklaşımları ve Fizik Problem Çözme Stratejilerinin İncelenmesi

Yıl 2019, Cilt: 47, 245 - 251, 12.09.2019
https://doi.org/10.9779/pauefd.514914

Öz

Bu araştırmada, öğrencilerin fizik
öğrenme yaklaşımları ile onların kullandıkları problem çözme stratejileri
arasında bir ilişki olup olmadığının ve bu kavramların bazı değişkenlere göre farklılaşma
durumlarının belirlenmesi amaçlanmıştır. 9.,10.,11. ve 12. sınıfta öğrenim
görmekte olan 325 öğrenci ile yürütülen araştırmada veriler, Eryılmaz ve
Çalışkan (2015) tarafından uyarlanan fizikte kullanılan problem çözme
stratejileri ölçeği ile Özkan ve Sezgin Selçuk (2014) tarafından uyarlanan
fizik öğrenme yaklaşımları ölçeği kullanılarak toplanmıştır. Verilerin
analizinde SPSS 25 programından faydalanılmıştır. Fizik öğrenme yaklaşımlarının
ve fizik problem çözme stratejilerinin algılanan fizik başarısına göre
farklılaştığı; cinsiyet, öğrenim görülen okul türü ve algılanan fizik başarısına
göre farklılaşmadığı tespit edilmiştir. Fizik öğrenme yaklaşımı ve fizik
problem çözme stratejileri arasında bir ilişki olmadığı, ölçeklerin kendi alt
boyutları aralarındaki ilişkilerin yüksek olduğu ancak bu iki ölçeğin alt
boyutları arasındaki ilişkinin bazıları için anlamsız bulunduğu, bazıları için
ise düşük seviyede kaldığı belirlenmiştir. Bu bulgulara göre, algılanan fizik
başarısının öğrencilerin fizik öğrenme yaklaşımlarını ve problem çözme
stratejilerini etkilediği; öğrencilerin fizik öğrenme yaklaşımlarının
oluşmasında okul türlerinin etkili olduğu; öğrencilerin benimsedikleri fizik
öğrenme yaklaşımı ile kullandıkları fizik problem çözme stratejileri arasında
anlamlı bir ilişki olmadığı belirlenen önemli sonuçlardandır. Sonraki
araştırmalarda problem çözme ile öğrenme yaklaşımlarını birlikte tespit
edebilecek ölçme araçlarının geliştirilmesi gerektiği yapılan öneriler arasında
yer almaktadır.

Kaynakça

  • Adams, W. K., Perkins, K. K., Podolefsky, N. S., Dubson, M., Finkelstein, N. D., & Wieman, C. E. (2006). New instrument for measuring student beliefs about physics and learning physics: The Colorado Learning Attitudes about Science Survey. Physical Review Special Topics-Physics Education Research, 2(1), 010101.
  • Ateş, S. (2008). Mekanik konularındaki kavramları anlama düzeyi ve problem çözme becerilerine cinsiyetin etkisi. Eğitim ve Bilim, 33(148), 3-12.
  • Barmby, P., & Defty, N. (2006). Secondary school pupils’ perceptions of physics. Research in Science & Technological Education, 24(2), 199-215.
  • Baeten, M., Kyndt, E., Struyven, K., & Dochy, F. (2010). Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness. Educational Research Review, 5(3), 243-260.
  • Biçer, D.(2014). The effect of students’ and ınstructors’ learning styles on achievement of foreign language preparatory school students, Procedia - Social and Behavioral Sciences, 141,382 – 386.
  • Biggs, J. B. (1987). Student approaches to learning and studying. research monograph. Australian Council for Educational Research Ltd., Radford House, Frederick St., Hawthorn 3122, Australia.
  • Biggs, J., Kember, D., & Leung, D. Y. (2001). The revised two‐factor study process questionnaire: R‐SPQ‐2F. British Journal of Educational Psychology, 71(1), 133-149.
  • Can, A. (2013). SPSS ile bilimsel araştırma sürecinde nicel veri analizi. Ankara: Pegem Akademi, 1. baskı.
  • Cano-García,F.&Hewitt Hughes, E.(2000). Learning and Thinking Styles: An analysis of their interrelationship and influence on academic achievement, Educational Psychology, 20:4, 413-430, DOI: 10.1080/713663755
  • Chin, C., & Brown, D. E. (2000). Learning in science: A comparison of deep and surface approaches. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 37(2), 109-138.
  • Chiou, G.L , Lee, M.H. & Tsai, C.C. (2013) High school students’ approaches to learning physics with relationship to epistemic views on physics and conceptions of learning physics, Research in Science & Technological Education, 31:1, 1-15, DOI: 10.1080/02635143.2013.794134
  • Çolak, E. ve Fer, S. (2007). Öğrenme yaklaşımları envanterinin dilsel eşdeğerlik, güvenirlik ve geçerlik çalışması, Çukuroava.Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 16 (1), 197-212.
  • Demirbas, O. O., & Demirkan, H. (2007). Learning styles of design students and the relationship of academic performance and gender in design education. Learning and Instruction, 17(3), 345-359.
  • Dickie, L. (1994). Approach to Learning and Assessment in Physics. John Abbott College, CP 2000, Ste Anne de Bellevue, Quebec H9X 3L9, Canada.
  • Ekinci, N. (2009). Üniversite öğrencilerinin öğrenme yaklaşımları. Eğitim ve Bilim, 34(151).
  • Ekinci, N. (2015). Öğretmen adaylarının öğrenme yaklaşımları ve öğretmen özyeterlik inançları arasındaki ilişki. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30(1), 62-76.
  • Entwistle, N., Ramsden, P. (1983). Understanding student learning. London: Routledge.
  • Gray, K. E., Adams, W. K., Wieman, C. E., & Perkins, K. K. (2008). Students know what physicists believe, but they don’t agree: A study using the CLASS survey. Physical Review Special Topics-Physics Education Research, 4(2), 020106.
  • Hammer, D. (1989). Two approaches to learning physics. The Physics Teacher, 27(9), 664-670.
  • Heppner, P. P., & Petersen, C. H. (1982). The development and implications of a personal problem-solving inventory. Journal of counseling psychology, 29(1), 66.
  • Huang, K., Ge, X., & Law, V. (2017). Deep and surface processing of instructor’s feedback in an online course. Educational Technology & Society, 20 (4), 247–260.
  • Kapucu, S., & Bahçivan, E. (2016). Lise öğrencilerinin fizik öğrenme anlayışlarının cinsiyet sosyo-ekonomik durum ve fizik başarıları açısından incelenmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi.
  • Kolb, D. A. (1993). Learning-style inventory: Self-scoring inventory and interpretation booklet: Revised scoring. TRG, Hay/McBer.
  • Okay, H.H. (2012). The relations between academic achievement in field lessons and learning styles of music teacher candidates. Procedia - Social and Behavioral Sciences, 51,193-197.
  • Orhun, (2012).The relationship between learning styles and achievement incalculus course for engineering students. Procedia - Social and Behavioral Sciences, 47, 638-642.
  • Omar, N., Moahamad, M.M.,&Paimin, A.N. (2015). Dimension of learning styles and students’ academic achievement, Procedia - Social and Behavioral Sciences, 204, 172-182.
  • Owen, S., Dickson, D., Stanisstreet, M., & Boyes, E. (2008). Teaching physics: Students’ attitudes towards different learning activities. Research in Science & Technological Education, 26(2), 113-128.
  • Ozgur, S. D., Temel, S., & Yilmaz, A. (2012). The effect of learning styles of preservice chemistry teachers on their perceptions of problem solving skills and problem solving achievements. Procedia-social and behavioral sciences, 46, 1450-1454.
  • Özkan, G., & Sezgin Selçuk, G. (2014). Determining the approaches of high school students to learning physics. Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education, 8(1).
  • Prosser, M. and Millar, R ( 1989). The «how» and «what» of learning physics. European Journal of Psychology of Education, Specıal Issue /Numero Specıal: The Psychology Of Student Learnıng: Hıgher Educatıon(December), 4(4), 513-528.
  • Rezaeinajed, M., Azizifar, A. ve Gowhary, H.(2015). The study of learning styles and its relationship with educational achievement among Iranian high school students. Procedia - Social and Behavioral Sciences, 199, 218-224.
  • Scouller, K. (1998). The influence of assessment method on students' learning approaches: Multiple choice question examination versus assignment essay. Higher Education, 35(4), 453-472.
  • Selçuk, G. S. (2010). Correlation study of physics achievement, learning strategy, attitude and gender in an introductory physics course. Asia-Pacific Forum on Science Learning & Teaching, 11, (2).
  • Selçuk, G. S., Karabey, B., & Çalışkan, S. (2011).Öğretmen adaylarının fizikte öğrenme stratejilerini kullanımları: cinsiyet ve anabilim dalının etkileri. Gaziantep University Journal of Social Sciences, 10(2), 857-865.
  • Spall, K., Barrett, S., Stanisstreet, M., Dickson, D., & Boyes, E. (2003). Undergraduates' views about biology and physics. Research in Science & Technological Education, 21(2), 193-208.
  • Şirin, A., & Güzel, A. (2006). Üniversite öğrencilerinin öğrenme stilleri ile problem çözme becerileri arasındaki ilişkinin incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri Dergisi, 6(1), 255-264.
  • Tobin, R. G. (2018). Do active learning approaches in recitation sections ımprove student performance? A case study from an ıntroductory mechanics course. The Physics Teacher, 56(1), 36-39.
  • Tok, T. N., Tok, Ş., & Dolapçıoğlu, S. D. (2014). The perception levels of the novice teachers’ problem-solving skills. Procedia-Social and Behavioral Sciences, 116, 415-420.
  • Toksoy, S. E., & Çalışkan, S. Testing the Applicability of the Problem-Solving Strategies in Physics Scale for High School Students. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 9 (2), 158-177.
  • Yenice, N., Ozden, B., & Evren, B. (2012). Examining of problem solving skills according to different variables for science teachers candidates. Procedia-Social and Behavioral Sciences, 46, 3880-3884.

Examination of High School Students’ Physics Learning Approaches and Physics Problem Solving Strategies of According to Some Variables

Yıl 2019, Cilt: 47, 245 - 251, 12.09.2019
https://doi.org/10.9779/pauefd.514914

Öz

In this research, it is aimed to determine whether there is a relationship between the students' physics learning approaches and the problem-solving strategies and the differentiation status of these concepts according to some variables. The research was conducted with 325 students who were receiving education at 9th, 10th, 11th and 12th grade. The data were collected by using the scale of problem-solving strategies used in physics adapted by Eryılmaz and Çalışkan (2015) and the scale of physics learning approaches adapted by Özkan and Sezgin Selçuk (2014). It was determined that physics learning approaches and physics problem-solving strategies did differ according to perceived physics achievement and did not differ according to gender, type of school and perceived physics achievement. Findings were reached like as that there was no relationship physics problem-solving strategies and learning approaches; the relationships between the sub-dimensions of the scales were high but the relationships between the sub-dimensions of the two scales were meaningless or low for some of them. According to these findings, it can be said that the perceived physics achievement affects students' physics learning approaches and problem-solving strategies; the school types are effective in the formation of students' physics learning approaches; there is no significant relationship between the physics learning approach and the physics problem-solving strategies that students use. Developing measurement tools that can identify problem-solving and learning approaches together may be suggested for next researches

Kaynakça

  • Adams, W. K., Perkins, K. K., Podolefsky, N. S., Dubson, M., Finkelstein, N. D., & Wieman, C. E. (2006). New instrument for measuring student beliefs about physics and learning physics: The Colorado Learning Attitudes about Science Survey. Physical Review Special Topics-Physics Education Research, 2(1), 010101.
  • Ateş, S. (2008). Mekanik konularındaki kavramları anlama düzeyi ve problem çözme becerilerine cinsiyetin etkisi. Eğitim ve Bilim, 33(148), 3-12.
  • Barmby, P., & Defty, N. (2006). Secondary school pupils’ perceptions of physics. Research in Science & Technological Education, 24(2), 199-215.
  • Baeten, M., Kyndt, E., Struyven, K., & Dochy, F. (2010). Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness. Educational Research Review, 5(3), 243-260.
  • Biçer, D.(2014). The effect of students’ and ınstructors’ learning styles on achievement of foreign language preparatory school students, Procedia - Social and Behavioral Sciences, 141,382 – 386.
  • Biggs, J. B. (1987). Student approaches to learning and studying. research monograph. Australian Council for Educational Research Ltd., Radford House, Frederick St., Hawthorn 3122, Australia.
  • Biggs, J., Kember, D., & Leung, D. Y. (2001). The revised two‐factor study process questionnaire: R‐SPQ‐2F. British Journal of Educational Psychology, 71(1), 133-149.
  • Can, A. (2013). SPSS ile bilimsel araştırma sürecinde nicel veri analizi. Ankara: Pegem Akademi, 1. baskı.
  • Cano-García,F.&Hewitt Hughes, E.(2000). Learning and Thinking Styles: An analysis of their interrelationship and influence on academic achievement, Educational Psychology, 20:4, 413-430, DOI: 10.1080/713663755
  • Chin, C., & Brown, D. E. (2000). Learning in science: A comparison of deep and surface approaches. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 37(2), 109-138.
  • Chiou, G.L , Lee, M.H. & Tsai, C.C. (2013) High school students’ approaches to learning physics with relationship to epistemic views on physics and conceptions of learning physics, Research in Science & Technological Education, 31:1, 1-15, DOI: 10.1080/02635143.2013.794134
  • Çolak, E. ve Fer, S. (2007). Öğrenme yaklaşımları envanterinin dilsel eşdeğerlik, güvenirlik ve geçerlik çalışması, Çukuroava.Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 16 (1), 197-212.
  • Demirbas, O. O., & Demirkan, H. (2007). Learning styles of design students and the relationship of academic performance and gender in design education. Learning and Instruction, 17(3), 345-359.
  • Dickie, L. (1994). Approach to Learning and Assessment in Physics. John Abbott College, CP 2000, Ste Anne de Bellevue, Quebec H9X 3L9, Canada.
  • Ekinci, N. (2009). Üniversite öğrencilerinin öğrenme yaklaşımları. Eğitim ve Bilim, 34(151).
  • Ekinci, N. (2015). Öğretmen adaylarının öğrenme yaklaşımları ve öğretmen özyeterlik inançları arasındaki ilişki. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30(1), 62-76.
  • Entwistle, N., Ramsden, P. (1983). Understanding student learning. London: Routledge.
  • Gray, K. E., Adams, W. K., Wieman, C. E., & Perkins, K. K. (2008). Students know what physicists believe, but they don’t agree: A study using the CLASS survey. Physical Review Special Topics-Physics Education Research, 4(2), 020106.
  • Hammer, D. (1989). Two approaches to learning physics. The Physics Teacher, 27(9), 664-670.
  • Heppner, P. P., & Petersen, C. H. (1982). The development and implications of a personal problem-solving inventory. Journal of counseling psychology, 29(1), 66.
  • Huang, K., Ge, X., & Law, V. (2017). Deep and surface processing of instructor’s feedback in an online course. Educational Technology & Society, 20 (4), 247–260.
  • Kapucu, S., & Bahçivan, E. (2016). Lise öğrencilerinin fizik öğrenme anlayışlarının cinsiyet sosyo-ekonomik durum ve fizik başarıları açısından incelenmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi.
  • Kolb, D. A. (1993). Learning-style inventory: Self-scoring inventory and interpretation booklet: Revised scoring. TRG, Hay/McBer.
  • Okay, H.H. (2012). The relations between academic achievement in field lessons and learning styles of music teacher candidates. Procedia - Social and Behavioral Sciences, 51,193-197.
  • Orhun, (2012).The relationship between learning styles and achievement incalculus course for engineering students. Procedia - Social and Behavioral Sciences, 47, 638-642.
  • Omar, N., Moahamad, M.M.,&Paimin, A.N. (2015). Dimension of learning styles and students’ academic achievement, Procedia - Social and Behavioral Sciences, 204, 172-182.
  • Owen, S., Dickson, D., Stanisstreet, M., & Boyes, E. (2008). Teaching physics: Students’ attitudes towards different learning activities. Research in Science & Technological Education, 26(2), 113-128.
  • Ozgur, S. D., Temel, S., & Yilmaz, A. (2012). The effect of learning styles of preservice chemistry teachers on their perceptions of problem solving skills and problem solving achievements. Procedia-social and behavioral sciences, 46, 1450-1454.
  • Özkan, G., & Sezgin Selçuk, G. (2014). Determining the approaches of high school students to learning physics. Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education, 8(1).
  • Prosser, M. and Millar, R ( 1989). The «how» and «what» of learning physics. European Journal of Psychology of Education, Specıal Issue /Numero Specıal: The Psychology Of Student Learnıng: Hıgher Educatıon(December), 4(4), 513-528.
  • Rezaeinajed, M., Azizifar, A. ve Gowhary, H.(2015). The study of learning styles and its relationship with educational achievement among Iranian high school students. Procedia - Social and Behavioral Sciences, 199, 218-224.
  • Scouller, K. (1998). The influence of assessment method on students' learning approaches: Multiple choice question examination versus assignment essay. Higher Education, 35(4), 453-472.
  • Selçuk, G. S. (2010). Correlation study of physics achievement, learning strategy, attitude and gender in an introductory physics course. Asia-Pacific Forum on Science Learning & Teaching, 11, (2).
  • Selçuk, G. S., Karabey, B., & Çalışkan, S. (2011).Öğretmen adaylarının fizikte öğrenme stratejilerini kullanımları: cinsiyet ve anabilim dalının etkileri. Gaziantep University Journal of Social Sciences, 10(2), 857-865.
  • Spall, K., Barrett, S., Stanisstreet, M., Dickson, D., & Boyes, E. (2003). Undergraduates' views about biology and physics. Research in Science & Technological Education, 21(2), 193-208.
  • Şirin, A., & Güzel, A. (2006). Üniversite öğrencilerinin öğrenme stilleri ile problem çözme becerileri arasındaki ilişkinin incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri Dergisi, 6(1), 255-264.
  • Tobin, R. G. (2018). Do active learning approaches in recitation sections ımprove student performance? A case study from an ıntroductory mechanics course. The Physics Teacher, 56(1), 36-39.
  • Tok, T. N., Tok, Ş., & Dolapçıoğlu, S. D. (2014). The perception levels of the novice teachers’ problem-solving skills. Procedia-Social and Behavioral Sciences, 116, 415-420.
  • Toksoy, S. E., & Çalışkan, S. Testing the Applicability of the Problem-Solving Strategies in Physics Scale for High School Students. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 9 (2), 158-177.
  • Yenice, N., Ozden, B., & Evren, B. (2012). Examining of problem solving skills according to different variables for science teachers candidates. Procedia-Social and Behavioral Sciences, 46, 3880-3884.
Toplam 40 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Seyhan Eryılmaz Toksoy 0000-0002-8643-1017

Ali Rıza Akdeniz Bu kişi benim

Yayımlanma Tarihi 12 Eylül 2019
Gönderilme Tarihi 18 Ocak 2019
Kabul Tarihi 9 Nisan 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 47

Kaynak Göster

APA Eryılmaz Toksoy, S., & Akdeniz, A. R. (2019). Lise Öğrencilerinin Fizik Öğrenme Yaklaşımları ve Fizik Problem Çözme Stratejilerinin İncelenmesi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 47, 245-251. https://doi.org/10.9779/pauefd.514914