Öz: Bu nedensel karşılaştırmalı araştırma çalışmasında, ortaokul 6., 7. ve 8. sınıf öğrencilerinin ışık konusundaki bağlam temelli sorular ve geleneksel soruları çözebilme düzeylerinin cinsiyete göre karşılaştırılması amaçlanmıştır. Bu nedenle 6., 7. ve 8. sınıf kazanımlarına uygun olarak her sınıf seviyesi için Işık Başarı Testleri (IBT) geliştirilmiştir. IBT'ler 10 bağlam temelli soru (BTS) ve BTS'lere kazanım ve bilişsel düzey olarak denk 10 geleneksel soru olmak üzere 20 çoktan seçmeli sorudan oluşmaktadır. Uygulama, Kocaeli'nin İzmit ilçesinde 869 öğrenciyle (431 kız ve 438 erkek) gerçekleştirilmiş ve veriler SPSS 23.0 programı kullanılarak MANCOVA testi ile analiz edilmiştir. 6. sınıf için IBT Cronbach alfa güvenirlik katsayısı 0.794, 7. sınıf IBT için 0.785, 8. sınıf IBT için 0.824 olarak bulunmuştur. MANCOVA testi sonuçlarına göre 6. sınıf (Wilks' λ=0.987, F(2,290)=1.966, p=0.142), 7. sınıf (Wilks' λ=0.991, F(2,278)=1.257, p=0.286) ve 8. sınıf seviyelerinde (Wilks' λ=0.995, F(2,288)=0.732, p=0.482) IBT toplam puan, BTS puan ve geleneksel soru puanlarında kız ve erkek öğrenciler arasında anlamlı bir fark bulunamamıştır. Elde edilen bulgular yorumlanarak öğretmenlere, araştırmacılara, müfredat geliştiricilere ve ilgili kurumlara çeşitli önerilerde bulunulmuştur.
This study aims to investigate research studies in physics education in Turkey between the years 1995 and 2015 with content analysis in order to identify research trends in this field. With this aim, 372 physics education articles from 28 different journals in education published in Turkey whose full texts are available online are investigated. Full-text articles are evaluated by using article classification form that is revised for physics education studies. Each article is investigated with content analysis by using this form and data related with the publications are saved into a database. In data analysis SPSS 23.0 is used. Data gathered from the percentage and frequency analysis are shown in tables and figures. According to the results, between the years 1995 and 2015 'general physics' is the most frequently studied topic and 'teaching' is the most frequently studied area in physics education studies. It is striking that 'achievement tests' and 'questionnaires' are abundantly used in the studies as data collection tools. The most frequently studied sample is found to be 'undergraduate students' and the most frequently used data analysis methods are found to be 't-test', 'frequency-percentage tables' and 'qualitative descriptive analysis'.
The aim of this study is to determine the competencies of preservice science teachers in designing experiments based on Predict-Observe-Explain (POE) method. For this purpose, the holistic single case design, which is one of the qualitative research methods, was used in the study. The research was carried out with the participation of 57 science pre-service teachers who were taking Science Teaching Laboratory Applications-2 course in a university in Istanbul in the 2018-2019 academic year. Easily accessible situation sampling was used in the selection of the study group. Within the scope of the study, a four-hour seminar lesson on POE method was given to preservice teachers. Three weeks after the seminar, pre-service teachers formed groups and designed an experiment based on the POE method on fermentation and made a report on this design. In the study, as a data collection tool, the 11-item POE design assessment tool (POED), developed by the researchers as a result of the literature review, was used in order to evaluate the experimental designs based on the POE. As a result of the research, it is seen that the teacher candidates are sufficient in the observation stage (72%), partially sufficient in the prediction stage (45%) and insufficient in the explanation stage (20.5%). When all stages of experimental designs based on POE were evaluated, it was determined that the percentage of success was 49.5% and this value was close to the average value and that the pre-service teachers were partially sufficient in their designs. In this direction, it is recommended to use innovative methods such as argument formation, questioning, critical thinking more frequently in teacher training programs in order to improve the experimental designs based on POE of pre-service teachers.
In this study, it was aimed to compare the 6th, 7th and 8th grade elementary school students' answers to the context-based questions (CBQ) and traditional questions about the topic of light. With this aim, Light Achievement Tests (LAT) that contain 20 questions were developed for each grade level. The application was carried out with a total of 869 students studying in Izmit district of Kocaeli. For validity and reliability expert opinions were taken and item analysis? and reliability coefficients were calculated. Cronbach alpha reliability coefficients were found 0.79 for the 6th grade, 0.78 for the 7th grade and 0.82 for the 8th grade. A paired-sample t-test was carried out to compare students' achievement scores on the traditional questions and CBQ. According to results, there was a statistically significant difference between CBQ and traditional question scores of 6th and 8th grade students in favor of CBQ. In 7th grade students' scores, however, there was a statistically significant difference between CBQ and traditional questions scores in favor of traditional questions. However, it was found that effect sizes are small for each grade level.
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