Publication: Fizik öğretmen adaylarının enerji verimli sivil savunma konteynırı proje çalışmalarının sürdürülebilirlik kavramı bağlamında incelenmesi
Abstract
Fizik öğretmen adaylarının enerji verimli sivil savunma konteynırı proje çalışmalarının sürdürülebilirlik kavramı bağlamında incelenmesi 21. yüzyılda teknolojik ve bilimsel ilerlemeler insan yaşamını kolaylaştırsa da, küresel ısınma, iklim krizi ve enerji kaynaklarının tükenmesi gibi yeni sorunlar da ortaya çıkarmaktadır. Bu sorunlara çözüm arayışında öne çıkan kavramlardan biri de sürdürülebilirliktir. Sürdürülebilirlik, mevcut kaynakların sürekliliğini sağlamaya yönelik bir yaklaşım olarak tanımlanmaktadır. Millî Eğitim Bakanlığı 2024 Maarif Modeli kapsamında bu kavram, özellikle fizik dersi öğretim programının temel felsefesi ve amaçları arasında yer almakta; kazanımlar, okuryazarlık becerileri ve zenginleştirme önerileri içerisinde de vurgulanmaktadır. Bu çalışmada öğretmen adaylarının sürdürülebilirlik kavramı doğrultusunda geliştirdikleri proje dosyaları incelenmiştir. Araştırma, 2023 ve 2024 iki yıl üst üste FİÖ-2 (Fizik Öğretimi İki) dersini alan Marmara Üniversitesi Atatürk Eğitim Fakültesi Fizik Eğitimi Bölümü’ne devam eden toplam 15 öğretmen adayıyla gerçekleştirilmiştir. 2023 yılı katılımcıları, sivil savunma kulübüne ait konteynerin enerji ihtiyacını karşılamak üzere mevcut güneş paneli sistemini on-grid (Şebekeye Bağımlı) sistemden off-grid (Şebekeden Bağımsız) sisteme dönüştürmeye yönelik projeler geliştirmiştir. 2024 yılında ise yeni dönem öğretmen adayları önceki yılki projeyi revize ederek konteynerin sürdürülebilirliğini artıracak çalışmalar yapmıştır. Araştırma, nitel araştırma desenlerinden eylem araştırması yöntemiyle yürütülmüş; dört farklı grup üzerinden veriler toplanmıştır. Veriler, öğretmen adaylarının proje raporları, toplantı kayıtları, vize ve final sınavları üzerinden elde edilmiş ve içerik analizi yöntemiyle çözümlenmiştir. Analiz sürecinde yapay zekâ destekli bir nitel veri analizi yazılımı olan MAXQDA programından yararlanılmıştır. Bu kapsamda, adayların sürdürülebilirlik kavramını nasıl içselleştirdikleri, kavramı hangi boyutlarıyla ele aldıkları ve projelerine nasıl yansıttıkları ortaya konmuştur. Adayların projelerinde yenilenebilir enerji kaynaklarına yönelmesi, çevresel ve sosyal sürdürülebilirliğe vurgu yapmalarını sağlamıştır. Projeler, teknik çözüm olmanın ötesinde, afet anında kullanılabilir ve topluma fayda sağlayan dayanıklı sistemler olarak tasarlanmıştır. Bu süreçte aday öğretmenler, sürdürülebilir enerji sistemlerinin yalnızca çevresel değil, toplumsal sorumlulukla da ilişkili olduğunu fark etmişlerdir. Bu çalışma, öğretmen adaylarının sürdürülebilirlik, afet hazırlığı ve proje tabanlı öğrenme temalarıyla hem teknik hem pedagojik açıdan geliştiğini göstermiştir. Bu tür uygulamaların öğretmen yetiştirme programlarında yaygınlaştırılması, afetlere dirençli ve topluma duyarlı bireyler yetiştirme amacına da hizmet etmektedir.
Examination of energy efficient civil defense container project works of physics teacher candidates within the context of sustainability concept Although technological and scientific advances in the 21st century make human life easier, they also create new problems such as global warming, climate crisis, and depletion of energy resources. One of the concepts that stand out in the search for solutions to these problems is sustainability. Sustainability is defined as an approach aimed at ensuring the continuity of existing resources. Within the scope of the Ministry of National Education's 2024 Education Model, this concept is especially among the basic philosophy and objectives of the physics course curriculum; it is also emphasized in achievements, literacy skills, and enrichment suggestions. In this study, project files developed by teacher candidates in line with the concept of sustainability were examined. The research was conducted with a total of 15 teacher candidates who attended the Department of Physics Education at Marmara University Atatürk Faculty of Education, who took the FİÖ-2 (Physics Teaching 2) course for two consecutive years, 2023 and 2024. The participants of 2023 developed projects to convert the existing solar panel system from an on-grid system to an off-grid system in order to meet the energy needs of the container belonging to the civil defense club. In 2024, the new term teacher candidates revised the previous year's project and carried out studies to increase the sustainability of the container. The research was conducted using the action research method, one of the qualitative research designs; data was collected from four different groups. The data was obtained from the project reports, meeting records, midterm and final exams of the teacher candidates and analyzed using the content analysis method. The MAXQDA program, an artificial intelligence-supported qualitative data analysis software, was used in the analysis process. In this context, it was revealed how the candidates internalized the concept of sustainability, in which dimensions they addressed the concept and how they reflected it in their projects. The candidates’ orientation towards renewable energy sources in their projects enabled them to emphasize environmental and social sustainability. Beyond being technical solutions, the projects were designed as durable systems that could be used in times of disaster and benefit society. During this process, candidate teachers realized that sustainable energy systems were not only related to environmental but also to social responsibility. This study showed that teacher candidates developed both technically and pedagogically with the themes of sustainability, disaster preparedness and project-based learning. The dissemination of such practices in teacher training programs also serves the purpose of raising individuals who are resilient to disasters and sensitive to society.
Examination of energy efficient civil defense container project works of physics teacher candidates within the context of sustainability concept Although technological and scientific advances in the 21st century make human life easier, they also create new problems such as global warming, climate crisis, and depletion of energy resources. One of the concepts that stand out in the search for solutions to these problems is sustainability. Sustainability is defined as an approach aimed at ensuring the continuity of existing resources. Within the scope of the Ministry of National Education's 2024 Education Model, this concept is especially among the basic philosophy and objectives of the physics course curriculum; it is also emphasized in achievements, literacy skills, and enrichment suggestions. In this study, project files developed by teacher candidates in line with the concept of sustainability were examined. The research was conducted with a total of 15 teacher candidates who attended the Department of Physics Education at Marmara University Atatürk Faculty of Education, who took the FİÖ-2 (Physics Teaching 2) course for two consecutive years, 2023 and 2024. The participants of 2023 developed projects to convert the existing solar panel system from an on-grid system to an off-grid system in order to meet the energy needs of the container belonging to the civil defense club. In 2024, the new term teacher candidates revised the previous year's project and carried out studies to increase the sustainability of the container. The research was conducted using the action research method, one of the qualitative research designs; data was collected from four different groups. The data was obtained from the project reports, meeting records, midterm and final exams of the teacher candidates and analyzed using the content analysis method. The MAXQDA program, an artificial intelligence-supported qualitative data analysis software, was used in the analysis process. In this context, it was revealed how the candidates internalized the concept of sustainability, in which dimensions they addressed the concept and how they reflected it in their projects. The candidates’ orientation towards renewable energy sources in their projects enabled them to emphasize environmental and social sustainability. Beyond being technical solutions, the projects were designed as durable systems that could be used in times of disaster and benefit society. During this process, candidate teachers realized that sustainable energy systems were not only related to environmental but also to social responsibility. This study showed that teacher candidates developed both technically and pedagogically with the themes of sustainability, disaster preparedness and project-based learning. The dissemination of such practices in teacher training programs also serves the purpose of raising individuals who are resilient to disasters and sensitive to society.