Publication: Bilim kurgu hikâyeleri yoluyla öğrencilerin karmaşık gerçek dünya problemleri çözme becerilerinin ters yüz sınıf ortamında incelenmesi : marslı örneği
Abstract
Araştırmalar birçok kez öğrencilerin fizik kavramlarını zihinlerinde canlandırmada ve fizik problemlerini çözmede güçlüklerle karşılaştıklarını göstermiştir. Bu zorluklar genellikle öğrencilerin zihinlerinde hayali imgeler ya da senaryolar oluşturarak bunlar üzerinde zihinsel işlemler yapabilme becerilerinin yeterince gelişmemiş olmasından kaynaklanmaktadır. Bu araştırmada üniversite fizik öğrencilerinin düşünce deneyi yaparak karmaşık gerçek dünya bağlamında fizik problemi çözme süreçleri araştırılmıştır.. Araştırmada 2023-2024 Eğitim Öğretim Yılında, 5 üniversite öğrencisinden oluşan katılımcı grubuna 5 açık uçlu sorudan oluşan “ Düşünce Deneyleri Senaryoları” uygulanmıştır. Araştırmaya katılan öğrenciler İstanbul’da bir devlet üniversitesinin fizik öğretmenliği bölümünde okuyan 3. sınıf öğrencilerdir. Senaryo uygulamalarından sonra gönüllülük esasına göre bir üniversirte öğrencisi ile yarı yapılandırılmış birebir görüşmeler yapılmıştır. Bu görüşmeöğrencilerin Düşünce Deneyi Senaryoları’na verdikleri cevaplar üzerinden, araştırmanın amaçlarına yönelik daha açıklayıcı ve derinlemesine incelemeler yapmaya imkan sağlayacak şekilde gerçekleştirilmiştir. Görüşmeler video kaydına alınmıştır. Araştırmada Düşünce Deneyleri Senaryoları sorularından alınan cevaplar tümevarımsal analiz yöntemiyle analiz edilerek her soru için cevap kategorileri oluşturulmuştur. Daha sonraöğrencilerin senaryo sorularına verdikleri cevaplar ikinci bir analize tabi tutularak öğrencilerin karmaşık gerçek dünya bağlamında fizik problemi çözerken sergiledikleri bilişsel süreçlerdeki çeşitlilik tespit edilmiştir.Problem senaryoları çalışması ile ilgili değerlendirmelerden sonra; belli kriterlere göre seçilmiş olan bir öğrenci ile görüşme yapılarak ayrıntılı bir durum çalışması yapılmıştır. Araştırmanın sonuçları öğrencilerin kendilerine verilen karmaşık gerçek dünya bağlamında bir fizik problemini zihinlerinde sonuçlandırarak tam bir düşünce deneyi yapabildiklerini göstermiştir.Ayrıca öğrencilerin bir perspektife bağlı düşünmeleri gerektiği durumlarda perspektif hataları yapmaları ve değişken kontrolünde güçlük çekmeleri öğrencileri düşünce deneyi yaparken doğru sonuca gitmekten saptırmıştır. Öğrencilerin düşünce deneyi yaparken sergiledikleri bilişsel süreçlerin araştırılması sonucu bu araştırmada 8 bilişsel süreç tespit edilmiştir. Bunlar arasında en yaygın olanlar, “günlük hayattan örneklerle düşünme”,” sebep sonuç ilişkili düşünme”, perspektife bağlı düşünme olmuştur.
Research has repeatedly shown that students have difficulties in visualizingphysicsconcepts and solving physicsproblems. These difficulties usually arise from the underdevelopedability of students to create imaginary images or scenarios in their minds and to perform mental operations on them. In this study, university physicsstudents' physics problem solving processes in a complex real-world context by conducting thought experiments were investigated. In the study, Thought Experiment Scenarios consisting of 5 open-endedquestionswere applied to the participantgroupconsisting of 5 university students in the 2023-2024 academicyear. The studentsparticipating in the study were 3rd year students studying in the physics teaching department of a state university in Istanbul. After the scenario applications, semi-structured one-to-one interviews were conducted with a university student on a voluntary basis. This interview was conducted through the students' responses to the Thought Experiment Scenarios in a way that allowed for a more descriptive and in-depthexamination of the aims of the research. Interviewswere video recorded. In the study, the answers obtained from the Thought Experiments Scenarios questions were analyzed by inductive analysis method and answer categories were created for eachquestion. Then, the answers given by the students to the scenario questions were subjected to a second analysis and the diversity in the cognitive processes exhibited by the students while solving physics problems in a complex real world context was determined. After the evaluation of the problem scenarios, a detailed case study was conducted by interviewing a student selectedaccording to certaincriteria. The results of the study showed that the students wereable to conduct a complete thought experiment by concluding a physics problem in their minds in a complex real world context. In addition, students made perspective errors whenthey had to think in a perspective and had difficulty in variablecontrol, which distracted them from reaching the correct conclusion while conducting a thought experiment. As a result of investigating the cognitive processes exhibited by students while conducting thought experiments, 8 cognitive processes were identified in this study. Amongthese, the most common ones were thinking with examples from daily life, cause and effect thinking, and perspective-dependentthinking.
Research has repeatedly shown that students have difficulties in visualizingphysicsconcepts and solving physicsproblems. These difficulties usually arise from the underdevelopedability of students to create imaginary images or scenarios in their minds and to perform mental operations on them. In this study, university physicsstudents' physics problem solving processes in a complex real-world context by conducting thought experiments were investigated. In the study, Thought Experiment Scenarios consisting of 5 open-endedquestionswere applied to the participantgroupconsisting of 5 university students in the 2023-2024 academicyear. The studentsparticipating in the study were 3rd year students studying in the physics teaching department of a state university in Istanbul. After the scenario applications, semi-structured one-to-one interviews were conducted with a university student on a voluntary basis. This interview was conducted through the students' responses to the Thought Experiment Scenarios in a way that allowed for a more descriptive and in-depthexamination of the aims of the research. Interviewswere video recorded. In the study, the answers obtained from the Thought Experiments Scenarios questions were analyzed by inductive analysis method and answer categories were created for eachquestion. Then, the answers given by the students to the scenario questions were subjected to a second analysis and the diversity in the cognitive processes exhibited by the students while solving physics problems in a complex real world context was determined. After the evaluation of the problem scenarios, a detailed case study was conducted by interviewing a student selectedaccording to certaincriteria. The results of the study showed that the students wereable to conduct a complete thought experiment by concluding a physics problem in their minds in a complex real world context. In addition, students made perspective errors whenthey had to think in a perspective and had difficulty in variablecontrol, which distracted them from reaching the correct conclusion while conducting a thought experiment. As a result of investigating the cognitive processes exhibited by students while conducting thought experiments, 8 cognitive processes were identified in this study. Amongthese, the most common ones were thinking with examples from daily life, cause and effect thinking, and perspective-dependentthinking.