9. Sınıf Fizik Ders Kitabının Eğitsel, Görsel, Dil ve Anlatım Yönünden İncelenmesi

Araştırma, Milli Eğitim Bakanlığı’nca MEB hazırlanan ve ilgili eğitim yılında da okutulmakta Ortaöğretim 9. sınıf fizik ders kitabının; eğitsel, görsel, dil ve anlatım yönünden değerlendirilmesi amacıile 2006-2007 Eğitim-Öğretim yılında yapılmıştır Araştırmada tarama yöntemi kullanılmıştır. Farklıiki araştırmada geliştirilen ve kullanılan ölçeklerden yararlanılarak 46 soruluk kitap değerlendirme ölçeği hazırlanmıştır. Hazırlanan ölçek kamuya bağlıfarklıliselerde görev yapan ve farklımesleki kıdeme sahip 61 fizik öğretmenine dağıtılmış, bu ölçeğe göre kitabın değerlendirilmesi kendilerinden istenmiştir. Elde edilen verilerin analizi SPSS 15.0 programıile yapılmış, t–testi, Anova ve Tukey testi uygulanmıştır. Anlamlılık düzeyi p 0,05 olarak kabul edilmiştir. M.E.B ’lığınca hazırlanan 9. sınıf fizik ders kitabıöğretmenlerin değerlendirmelerine göre eğitsel, görsel, dil ve anlatım yönünden 5 üzerinden ortalama 3,60 puan almıştır. Oysa kitap değerlendirme ölçütlerine göre bu puanın en az 4,5 olmasıgerekir. Bu nedenle incelenen kitabın öğretmenlerin beklentisini karşılayacak nitelikte olmadığıanlaşılmıştır. Ders kitaplarının program geliştirmeci ve rehber öğretmen görüşlerinden yararlanılarak, alanında uzman kişiler tarafından yazılması, fizik kitaplarıiçindeki konular işlenirken günlük yaşam ile ilişkilendirilmesi ve yaşam temelli işlenmesi önerilmiştir. Ayrıca 2007 fizik öğretim programına göre M.E.B’ lığınca hazırlanan ve 2008 yılında okutulmaya başlanan 9. sınıf ders kitabının 2010 yılında başka araştırmacılar tarafından incelendiği araştırma bulgularıbu araştırma bulgularıile karşılaştırılmıştır.Bu son araştırma bulguları, öğretmenlerin ders kitabına verdikleri ortalama puana göre kitabıyeterli düzeyde bulduklarını, fiziksel özellikler, etkinlikler ve görseller alt boyutlarıiçin ders kitabınıiyi olarak nitelendirdiklerini, içerik, anlatım ve dil öğretimsel destek ile düzenleme alt boyutlarında ise yeterli olarak değerlendirdiklerini göstermiştir.Bu durum kitap basımlarında giderek iyileşme görülmesi açısından sevindiricidir.

Textbooks are common sources that can be used by both teachers and students. Textbooks which are the most important tools in order to provide students to get the qualities aimed within curriculum are the mostly used ones among visual tools present in the period of education Demirel, 1999; Demirel and Kıroğlu, 2005;Ünal and Ada, 1999 . The significant properties that distinguish textbooks from other books are as follows; they are subject-oriented, information is systematically presented, suitable for the levels of students and the subjects in the content are limited with curriculum. Textbooks are particularly important for teachers. The main quality of a good textbook is its consistency with curriculum Morgil and Yılmaz, 1999 . In addition to this, it’s important since it has the properties of a good organized learning material, it is supported by visual elements, it’s in a form to be benefited in a short time and it provides continuity in learning Toprak, 1993 . Visual elements provide students to learn better as well as make the things learned permanent Idin, 2000 . Recently, studies, which investigated and examined the textbooks with a critical approach used for formal and non-formal education in educational institutions for the aim of getting down to a fine art, have been frequently met Coşkun and Kuglin, 1996; Göze,1999; Çepni, Ayvacı and Keleş, 2001; Aycan, Kaynar, Türkoğuz and Arı, 2002; Ünsal and Güneş, 2002 ; Ünsal and Güneş 2003; Güzel, Oral and Yıldırım, 2009; Kavcar, Şengören and Tanel 2010 ; Aydın, 2010; Tanel, Şengören, Yıldırım Benli and Kavcar 2010 ; Şengören et al., 2010 . During the recent years, investigation of textbooks came into prominence as a case study of the researches in the field of education. The answers for the questions “How should be a good physics textbook?, How suitable are today’s physics textbooks for the aimed targets?, What should be expected from physics textbooks? are very important in terms of presenting the quality of physics education in secondary education. For this reason, performing this research named as “Investigation of 9th class Physics Textbook used in 2007 from Educational, Visual, Language and Expression point of view” is important in terms of education. Aim: This research was performed in order to investigate 9th class physics textbook prepared by Ministry of National Education and used in 2007 from educational, visual, language and expression point of view by using textbook evaluation scale. Method: Survey method was used in this research. Survey study is a kind of research which is carried out in order to determine present situation. Answers are searched for the questions such as “What is the present situation of the event or problem that is desired to be researched?” and “Where are we?”. In such researches, the range of the sample is kept rather wide The simplest way of obtaining a wide sample is questionnaires. For this reason, questionnaires are used in survey studies. More quantitative data are collected by the help of questionnaires. It’s aimed to get generalizations by statistical solutions of quantitative data Cepni, 2010 . Population: The system of the research constituted of physics teachers working at high schools I Konya city. The number of physics teachers working at public schools of Konya city center and its districts was 266. Sample of the research: The sample constituted of physics teachers working for 9th classes of some high schools in central districts of Konya city. It was paid attention in sample selection that the schools were in different quarters and in a wide range. Totally 61 physics teachers from 22 high schools were desired to evaluate 9th class physics textbook from educational, visual, language and expression point of view according to the prepared likert type scale. Data Collecting System and Analysis of the Data: In the research, the scale which will be used by making a survey was prepared. For this aim, a scale including 46 questions was prepared by benefiting from 75-question scale developed by Çepni, Ayvacı and Keleş 2001 and 22-question scale developed by Yağbasan et al. 2005 . This prepared scale constituted of 5 point likert type 46 questions. The reliability coefficient of the scale was performed with Cronbach Alpha reliability analysis and Alpha value of the sacle was found as 0.78. This value being close to 1 indicated that the scale was reliable. This prepared scale was distributed to 61 physics teachers from 22 selected high schools, the required information was given and they were desired to evaluate 9th class physics textbook, instructed by Ministry of National Education in 2007 and the authors of which were Kalyoncu, Çakmak, Öksüzoğlu, Ceran, İmamoğlu and Kurtoğlu, 2006 , according to this scale from educational, visual, language and expression point of view. After one week, the scales were collected from teachers. The teachers were desired to answer the questions in the scale by selecting one out of 5 choices. In this scale, grading is done in the way where 5 means “Absolutely agree”, 4 means “Agree”, 3 means “Not decided”, 2 means “Not agree” and 1 means “Absolutely not agree”. In the evaluation of the scale, 230 points were taken as a basis. Any physics textbook evaluated according to the scale can take at least 46 and at most 230 points from educational, visual, language and expression point of view. The points of the same textbook investigated by 61 physics teachers from different high schools and having different professional seniority were analyzed by using SPSS 15.0 statistical program and t-test, Anova and Tukey tests were applied. The level of significance was accepted as P 0.05.