BibTex RIS Kaynak Göster

Fizik Öğretmeleri için Pedagojik Alan Bilgisi Testinin Türkçeye Uyarlanması

Yıl 2016, Cilt: 13 Sayı: 1, 709 - 759, 01.06.2016

Kemal İzci Sevda Yerdelen Damar

Öz

Bu çalışma, Kirschner, Borowski, Fischer, Gess-Newsome ve Aufschnaiter (2016) tarafından nicel bir model kullanılarak geliştirilen „Fizik Öğretmeleri için Pedagojik Alan Bilgisi Ölçeği‟ni (PAB-FÖ) Türk araştırmacı ve eğitimcilerinin faydalanması için Türkçeye uyarlamayı amaçlamıştır. PAB-FÖ ölçeğinin orijinali mekanik ve genel fizik konularını içeren toplam 14 sorudan oluşmaktadır. Türkçeye çevrilen PAB-FÖ ölçeği pilot çalışma için 13 fizik öğretmenliği son sınıf öğretmen adayına (5 kız, 8 erkek) uygulanmıştır. Öğretmen adayları PAB-FÖ ölçeğini bu çalışmanın yazarlarının gözetimi altında cevaplandırmıştır. Bu süreç araştırmacılara öğretmen adaylarının Türkçeye çevrilmiş olan PAB-FÖ ölçeğini tamamlarken karşılaşabilecekleri problemleri görme olanağı vermiştir. Bu süreçle birlikte tespit edilen problemlerin giderilmesi için gerekli değişiklikler yapılarak PAB-FÖ ölçeğinin geçerliliği sağlanmıştır. PAB-FÖ ölçeğinin Türkçe sürümü 13 sorudan oluşmaktadır. Ayrıca diğer eğitimci ve araştırmacıların, fizik öğretmenlerinin PAB ile öğrenci başarısı gibi diğer değişkenler arasındaki ilişkilerin araştırılmasında kullanımına hazır durumdadır. Çalışmanın sonuç bölümünde pilot çalışmadan elde edilen verilerde alanyazınla ilişkilendirilerek tartışılmıştır

Anahtar Kelimeler

Pedagojik alan bilgisi Öğretmen eğitimi Fizik öğretimi

Kaynakça

  • Makalenin Bilimdeki Özgünlüğü
  • Lederman (Eds.), Handbook of research on science education (pp.1105-1151). New
  • Jersey: Lawrence Erlbaum Associates. Alev, N., ve Karal, I. S. (2013). Fizik öğretmenlerinin elektrik ve manyetizma konusuna
  • ilişkin pedagojik alan bilgilerinin belirlenmesi. Mersin Üniversitesi Eğitim Fakültesi
  • Dergisi, 9(2), 88-108. Aydın, S. ve Boz, Y. (2012). Fen öğretmen eğitiminde pedagojik alan bilgisi araştırmalarının
  • derlenmesi: Türkiye örneği. Kuram ve Uygulamada Eğitim Bilimleri, 12, 479-505. Bahçivan, E. (2012). Assessment of high school physics teachers’pedagogical content
  • knowledge related to the teaching of electricity (doctoral dissertation, Middle East
  • Technical University). Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., Klusmann, U., Krauss, S., Neubrand, M., ve Tsai, Y.-M. (2010). Teachers' mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research
  • Journal, 47, 133-180. Borowski, A., Neuhaus, B. J., Tepner, O., Wirth, J., Fischer, H. E., Leutner, D., v.d., (2011).
  • Professionswissen von
  • Lehrkräften in den Naturwissenschaften (ProwiN):
  • Kurzdarstellung des BMBF-Projekts [Professional knowledge of science teachers: outline
  • of the BMBF project]. Zeitschrift für Didaktik der Naturwissenschaften, 16, 341–349. Friedrichsen, P. M. (2008). A conversation with Sandra Abell: Science teacher learning.
  • Eurasia Journal of Mathematics, Science and Technology Education, 4(1), 71-79. Gess-Newsome, J. (1999). Pedagogical content knowledge: an introduction and orientation. In
  • J. Gess-Newsome ve N. G. Lederman (Hrsg.), Examining pedagogical content
  • knowledge (S. 3–17). Dordrecht: Kluwer. Jüttner, M., ve Neuhaus, B. J. (2012). Development of items for a pedagogical content
  • knowledge-test based on empirical analysis of pupils‟ errors. International Journal of
  • Science Education, 34(7), 1125–1143. doi:10.1080/09500693.2011.606511 Kirschner, S. (2013). Modellierung und analyse des professionswissens von
  • physiklehrkräften. Dissertation submitted to graduate school of Universität Duisburg
  • Essen Berlin: Logos. 978‐3‐8325‐3601‐5. Kirschner, S., Borowski, A., ve Fischer, H. E (2011). Measuring physics teachers' pedagogical
  • content knowledge. Paper presented at the biannual meeting of the biannual conference of
  • the European Science Education Research Association Lyon, France. Kirschner, S., Borowski, A., Fischer, H. E., Gess-Newsome, J. ve Aufschnaiter, C. (2016). Developing and evaluating a paper-and-pencil test to assess components of physics teachers‟ pedagogical content knowledge. International Journal of Science Education, 38(8), 1343
  • DOI: 10.1080/09500693.2016.1190479 Lee, E. ve Luft, J. A. (2008). Experienced secondary science teachers‟ representation of
  • pedagogical content knowledge. International Journal of Science Education, 30(10), 1343-1363. Loughran, J. J. (2007). Science teacher as learner. In S. K. Abell ve N. G. Lederman (Eds.),
  • Handbook of research on science education (pp.1043-1065). New Jersey: Lawrence
  • Erlbaum Associates. Magnusson, S., Krajcik, J., ve Borko, H. (1999) Nature, sources, and development of
  • pedagogical content knowledge for science teachers. In Gess-Newsome, J., ve Lederman,
  • N.G. (Eds.), Examining pedagogical content knowledge: The construct and its
  • implications for science education (pp. 95-132). Kluwer Academic Publishers: Dordrecht,
  • The Netherlands. Mavhunga, E., ve Rollnick, M. (2011). The development and validation of a tool for
  • measuring topic specific PCK in chemical equilibrium. Paper presented at the ESERA
  • Conference, Lyon, France. Putnam, R. T., ve Borko, H. (2000). What do new views of knowledge and thinking have to
  • say about research on teacher learning. Educational Researcher, 29(1), 4-15. Russell, T., ve Martin, A. K. (2007). Learning to teach science. In S. K. Abell ve N. G.
  • Lederman (Eds.), Handbook of research on science education (pp. 1151–1178). Mahwah,
  • NJ: Lawrence Erlbaum. Shulman, L.S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard
  • Educational Review, 57(1), 1-22.
  • Park, S., ve Oliver, J. S. (2008). Revisiting the conceptualization of pedagogical content
  • knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals.
  • Research in Science Education, 38, 261–284. van Driel, J. H., Verloop, N., ve de Vos, W. (1998). Developing science teachers‟ pedagogical
  • content knowledge. Journal of Research in Science Teaching, 35, 673-695. Yerdelen-Damar, S., Ozdemir, O. F, & Unal, C. (2015). Pre-service physics teachers‟
  • metacognitive knowledge about their instructional practices. Eurasia Journal of
  • Mathematics, Science and Technology Education, 11(5), 1009-1026

Adaptation of Turkish Version of Pedagogical Content Knowledge Test for Physics Teachers

Yıl 2016, Cilt: 13 Sayı: 1, 709 - 759, 01.06.2016

Kemal İzci Sevda Yerdelen Damar

Öz

This study aims to translate and validate a quantitative measuring model of pedagogical content knowledge for physics teachers (PCK-PT) developed by Kirschner, Borowski, Fischer, Gess-Newsome and Aufschnaiter (2016) for Turkish users. The PCK-PT includes 14 questions, the content of which consists of mechanics and physics in general. The translated version of the PCK-PT was administered to 13 senior pre-service physics teachers (5 females, 8 males) for pilot study. They completed the test in interaction with the researchers of the present study. This process helped the researchers to determine problems in the Turkish version of the PCK-PT. Based on these problems, all necessary steps and changes were conducted in adaptation processes to reach a valid version of the PCK-PT. The Turkish PCK-PT includes 13 questions and is ready for other researchers to investigate physics teachers‟ PCK or to use it for different research purposes such as modeling the relationships of their PCK to student achievement and other related variables. The results of pilot testing were discussed based on related literature

Anahtar Kelimeler

Pedagogical content knowledge Teacher education Physics teaching

Kaynakça

  • Makalenin Bilimdeki Özgünlüğü
  • Lederman (Eds.), Handbook of research on science education (pp.1105-1151). New
  • Jersey: Lawrence Erlbaum Associates. Alev, N., ve Karal, I. S. (2013). Fizik öğretmenlerinin elektrik ve manyetizma konusuna
  • ilişkin pedagojik alan bilgilerinin belirlenmesi. Mersin Üniversitesi Eğitim Fakültesi
  • Dergisi, 9(2), 88-108. Aydın, S. ve Boz, Y. (2012). Fen öğretmen eğitiminde pedagojik alan bilgisi araştırmalarının
  • derlenmesi: Türkiye örneği. Kuram ve Uygulamada Eğitim Bilimleri, 12, 479-505. Bahçivan, E. (2012). Assessment of high school physics teachers’pedagogical content
  • knowledge related to the teaching of electricity (doctoral dissertation, Middle East
  • Technical University). Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., Klusmann, U., Krauss, S., Neubrand, M., ve Tsai, Y.-M. (2010). Teachers' mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research
  • Journal, 47, 133-180. Borowski, A., Neuhaus, B. J., Tepner, O., Wirth, J., Fischer, H. E., Leutner, D., v.d., (2011).
  • Professionswissen von
  • Lehrkräften in den Naturwissenschaften (ProwiN):
  • Kurzdarstellung des BMBF-Projekts [Professional knowledge of science teachers: outline
  • of the BMBF project]. Zeitschrift für Didaktik der Naturwissenschaften, 16, 341–349. Friedrichsen, P. M. (2008). A conversation with Sandra Abell: Science teacher learning.
  • Eurasia Journal of Mathematics, Science and Technology Education, 4(1), 71-79. Gess-Newsome, J. (1999). Pedagogical content knowledge: an introduction and orientation. In
  • J. Gess-Newsome ve N. G. Lederman (Hrsg.), Examining pedagogical content
  • knowledge (S. 3–17). Dordrecht: Kluwer. Jüttner, M., ve Neuhaus, B. J. (2012). Development of items for a pedagogical content
  • knowledge-test based on empirical analysis of pupils‟ errors. International Journal of
  • Science Education, 34(7), 1125–1143. doi:10.1080/09500693.2011.606511 Kirschner, S. (2013). Modellierung und analyse des professionswissens von
  • physiklehrkräften. Dissertation submitted to graduate school of Universität Duisburg
  • Essen Berlin: Logos. 978‐3‐8325‐3601‐5. Kirschner, S., Borowski, A., ve Fischer, H. E (2011). Measuring physics teachers' pedagogical
  • content knowledge. Paper presented at the biannual meeting of the biannual conference of
  • the European Science Education Research Association Lyon, France. Kirschner, S., Borowski, A., Fischer, H. E., Gess-Newsome, J. ve Aufschnaiter, C. (2016). Developing and evaluating a paper-and-pencil test to assess components of physics teachers‟ pedagogical content knowledge. International Journal of Science Education, 38(8), 1343
  • DOI: 10.1080/09500693.2016.1190479 Lee, E. ve Luft, J. A. (2008). Experienced secondary science teachers‟ representation of
  • pedagogical content knowledge. International Journal of Science Education, 30(10), 1343-1363. Loughran, J. J. (2007). Science teacher as learner. In S. K. Abell ve N. G. Lederman (Eds.),
  • Handbook of research on science education (pp.1043-1065). New Jersey: Lawrence
  • Erlbaum Associates. Magnusson, S., Krajcik, J., ve Borko, H. (1999) Nature, sources, and development of
  • pedagogical content knowledge for science teachers. In Gess-Newsome, J., ve Lederman,
  • N.G. (Eds.), Examining pedagogical content knowledge: The construct and its
  • implications for science education (pp. 95-132). Kluwer Academic Publishers: Dordrecht,
  • The Netherlands. Mavhunga, E., ve Rollnick, M. (2011). The development and validation of a tool for
  • measuring topic specific PCK in chemical equilibrium. Paper presented at the ESERA
  • Conference, Lyon, France. Putnam, R. T., ve Borko, H. (2000). What do new views of knowledge and thinking have to
  • say about research on teacher learning. Educational Researcher, 29(1), 4-15. Russell, T., ve Martin, A. K. (2007). Learning to teach science. In S. K. Abell ve N. G.
  • Lederman (Eds.), Handbook of research on science education (pp. 1151–1178). Mahwah,
  • NJ: Lawrence Erlbaum. Shulman, L.S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard
  • Educational Review, 57(1), 1-22.
  • Park, S., ve Oliver, J. S. (2008). Revisiting the conceptualization of pedagogical content
  • knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals.
  • Research in Science Education, 38, 261–284. van Driel, J. H., Verloop, N., ve de Vos, W. (1998). Developing science teachers‟ pedagogical
  • content knowledge. Journal of Research in Science Teaching, 35, 673-695. Yerdelen-Damar, S., Ozdemir, O. F, & Unal, C. (2015). Pre-service physics teachers‟
  • metacognitive knowledge about their instructional practices. Eurasia Journal of
  • Mathematics, Science and Technology Education, 11(5), 1009-1026
Toplam 42 adet kaynakça vardır.

Ayrıntılar

Diğer ID JA73BG55RZ
Bölüm Makaleler
Yazarlar

Kemal İzci Bu kişi benim

Sevda Yerdelen Damar Bu kişi benim

Yayımlanma Tarihi 1 Haziran 2016
Yayımlandığı Sayı Yıl 2016 Cilt: 13 Sayı: 1

Kaynak Göster

APA İzci, K., & Yerdelen Damar, S. (2016). Fizik Öğretmeleri için Pedagojik Alan Bilgisi Testinin Türkçeye Uyarlanması. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 13(1), 709-759.