Since science education researchers, teachers, curriculum developers, and policy makers elsewhere, who have, or plan to use energy concept in their studies may have a busy schedule to track related studies, a review and synthesis of the studies of alternative conceptions of students about the energy concept are valuable for them. Therefore, the present paper presents a detailed thematic review of students’ alternative conception studies about the energy concept to highlight relevant people on the studies’ needs, methods, general knowledge claims and implications. Hereby, we may compile and notice where we are on students’ alternative conceptions related with energy concept. To this end, each study was described by using a thematic matrix. The aim of alternative conception studies about energy concept generally have been to emerge students’ understanding, determine appropriate age to teach energy concept, and compare understanding based on age or culture. While the methods of studies on exploring students’ understanding consist of interviews, paper and pencil surveys, and free writing, their analysis consist of classification, comparison, statistical, description, interpretation and praxeological. In light of the general knowledge claims, it can be deduced that most of the studies has highlighted that students have alternative conceptions about energy concept. The studies under investigation generally recommended taking into account their findings in teaching processes.
ÖZET 2007 yılında fizik dersi öğretim programında yapılan değişiklikle beraber fizik ders kitapları da yenilenmiştir. Ders kitapları öğretmenler tarafından derslerde kullanılan en önemli kaynaktır. Bu çalışmanın amacı öğretmenlerin fizik dersi 9. sınıf ders kitaplarına ilişkin görüşlerinin belirlenmesidir. Bu amaçla araştırmacılar tarafından bir ölçek geliştirilmiştir. Ön uygulamalar yapıldıktan sonra ölçek, MEB tarafından düzenlenen 283 numaralı fizik dersi öğretim programları kursuna Türkiye'nin çeşitli illerinden katılan 104 fizik öğretmenine uygulanmıştır. Ölçeğin geçerlik analizi için Lawshe tekniğinden yararlanılmış ve Cronbach's alfa güvenirlik katsayısı 0,90 olarak bulunmuştur. Ölçek maddelerine ilişkin öğretmen görüşleri sıklık ve yüzde olarak verilmiş, ayrıca cinsiyet, okul türü, unvan ve mesleki kıdem değişkenlerine göre öğretmenlerin görüşleri istatistiksel olarak analiz edilmiştir. Araştırma sonunda öğretmenlerin ders kitaplarına ilişkin düşüncelerinin cinsiyet, görev yaptıkları okul türü, unvan ve mesleki kıdemlerine göre değişmediği ortaya konulmuş; ayrıca ölçek boyutlarına ilişkin görüşlerinin katılıyorum ve katılmıyorum düzeyinde değiştiği belirlenmiştir.
Teaching practice requires a variety of thinking skills, the most important of which is reflective thinking, which is defined as a self-assessment ability that enables an individual to overcome the uncertainties he encounters by questioning his experiences through critical and conscious research. This study aims to examine pre-service mathematics teachers' self-assessment processes related to their classroom practices and professional development. For this purpose, a self-assessment form composed of openended questions was prepared, in order to allow pre-service teachers reflect on their teaching practices. The form was filled by eight pre-service teachers immediately after their in-class practice sessions through an eight-week training program. Items included in the self-assessment forms were analyzed under three categories, based on the classification proposed by Schön (1987): i) Reflectionon-action, ii) Reflection-in-action, iii) Reflection-for-action. The analysis revealed that the pre-service teachers often engaged in self-assessments in the reflection-on-action and reflection-in-action categories, but mostly steered clear of the reflection-for-action category.
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