Publication: Asansörde fiziki ders-deney materyallerinin fizik başarısına katkısı
Abstract
ASANSÖRDE FİZİKİ DERS-DENEY MATERYALLERİNİN FİZİK BAŞARISINA KATKISI Çalışmanın amacı, bir asansör kabininde yapılan fizik deneylerinin video kayıtlarından üretilen ders-deney materyallerinin ve ders etkinliklerinin fizik dersini öğrenme verimliliğine olan katkısını araştırmaktır. Araştırmanın desenini nicel araştırma yöntemleri oluşturmaktadır. Yapılan araştırma, iki farklı okulda yürütülmüştür. Deney gurubu 27, kontrol gurubu 46 öğrenciden oluşmaktadır. Araştırmada “Demografik Anket, Sanal Deney Sorgulaması, Asansörde Farklı Hareket Deneyleri ve Etkinlikleri, Asansörde Fizik Kavramları Teşhis Testi(akt.Coşkun,2010) ve Kavramsal Öğrenme Algısı Özdeğerlendirme Testi” uygulanarak veriler toplanmıştır. Elde edilen veriler t-testi, güvenirlik, effect size, tek yönlü Anova analizleri yapılarak yorumlanmıştır. Dersin öğrenme verimliliği Hake’in öğrenme kazancı tanımına göre hesaplanarak yorumlanmıştır. AFKTT testinden alınan puanların güvenirlik değeri 0,76 düzeyinde olup; kontrol ve deney gruplarında anlamlı farklılıklar bulunmuştur. Deney gurubuna uygulanan yöntemin fizik ders başarısı ve öğrenme verimi üzerinde kontrol gurubuna göre anlamlı ve olumlu katkıda bulunduğu anlaşılmaktadır. Elde edilen bulgulara bağlı olarak “Asansörde Fiziki Ders-Deney Materyallerinin Fizik Başarısına Katkısı”nın olabileceği, ortaöğretim fizik müfredat programına olumlu katkılar sağlayabileceği öngörülmektedir. Anahtar Sözcükler: Asansörde Fizik Kavramları Teşhis Testi(AFKTT), Asansörde Fiziki Ders-Deney Materyalleri, Kavramsal Öğrenme Algısı Performans Özdeğerlendirme Testi(KÖAPÖ), Ders verimi, Etki Büyüklüğü, Günlük Fizik
CONTRIBUTION OF PHYSICS COURSE-EXPERIMENT MATERIALS IN ELEVATOR TO PHYSICS ACHIEVEMENT The purpose of the study is to examine contribution of the experimental course materials and course activities produced from video records of physics experiments carried out in an elevator cab on learning efficiency in physics course. Quantitative research methods comprise the study pattern. The study was carried out in two different schools. Experimental group consists of 27 students, while control group consists of 46 students. In the study, data was collected by applying “Demographic Questionnaire, Virtual Experimental Questioning, Motion Experiments and Activities in Elevator, Diagnostic Concept Test in Elevator (DCTE) and Self-Assessment Test of Conceptual Learning Perceptions. The obtained data were interpreted after making reliability & effect size analyses and t-test & one way ANOVA statistics. Learning efficiency of the course was interpreted by calculating according to Hake’s definition of learning gain. Reliability value of data obtained from DCTE is in 0.76; and significant differences were found in control and experimental groups. It is understood that the method applied to experimental group made significant and positive contribution to academic achievement of physics courses and learning efficiency in comparison to control group. Depending on study findings, “Using Experimental Video Course Materials in Elevator” can make positive contributions to secondary education physics curriculum. Key words: Course Efficiency, Diagnostic Concept Test in Elevator (DCTE), Effect Size, Everyday Physics, Video Course Materials of Elevator Experiments
CONTRIBUTION OF PHYSICS COURSE-EXPERIMENT MATERIALS IN ELEVATOR TO PHYSICS ACHIEVEMENT The purpose of the study is to examine contribution of the experimental course materials and course activities produced from video records of physics experiments carried out in an elevator cab on learning efficiency in physics course. Quantitative research methods comprise the study pattern. The study was carried out in two different schools. Experimental group consists of 27 students, while control group consists of 46 students. In the study, data was collected by applying “Demographic Questionnaire, Virtual Experimental Questioning, Motion Experiments and Activities in Elevator, Diagnostic Concept Test in Elevator (DCTE) and Self-Assessment Test of Conceptual Learning Perceptions. The obtained data were interpreted after making reliability & effect size analyses and t-test & one way ANOVA statistics. Learning efficiency of the course was interpreted by calculating according to Hake’s definition of learning gain. Reliability value of data obtained from DCTE is in 0.76; and significant differences were found in control and experimental groups. It is understood that the method applied to experimental group made significant and positive contribution to academic achievement of physics courses and learning efficiency in comparison to control group. Depending on study findings, “Using Experimental Video Course Materials in Elevator” can make positive contributions to secondary education physics curriculum. Key words: Course Efficiency, Diagnostic Concept Test in Elevator (DCTE), Effect Size, Everyday Physics, Video Course Materials of Elevator Experiments