Publication: Problem tasarımının fizik eğitiminde kavramsal öğrenmeye ve problem çözmeye etkisi
Abstract
PROBLEM TASARIMININ FİZİK EĞİTİMİNDE KAVRAMSAL ÖĞRENMEYE VE PROBLEM ÇÖZMEYE ETKİSİ Bu çalışmada, problem tasarlayarak öğrenme yönteminin öğrencilerin kavramsal öğrenme ve problem çözme performanslarına etkisi araştırılmıştır. Ayrıca öğrenciler tarafından tasarlanan problemlerin değerlendirilmesine yönelik olarak analitik bir rubrik geliştirilmiştir. Araştırmanın ön çalışması 2008-2009 eğitim ve öğretim yılında, uygulama safhası ise 2009-2010 eğitim ve öğretim yılı güz yarıyılında, üniversite birinci sınıf fizik dersinde gerçekleştirilmiştir. Ön çalışmaya 90, uygulama aşamasına ise toplam 110 öğrenci katılmıştır. Araştırmanın ön çalışma safhasında nitel araştırma yöntemleri, uygulama safhasında ise nicel araştırma yöntemleri uygulanmıştır. Uygulama safhasında, rastgele yapılan seçimle deney ve kontrol grupları oluşturulmuştur. Dersler; deney grubunda problem tasarlayarak öğrenme yöntemiyle, kontrol grubunda ise geleneksel öğretim yöntemle işlenmiştir. Nitel çalışmada veri toplama aracı olarak öğrenci çalışma kağıtları, sınıf içi tartışmalardan elde edilen sonuçlar ve gözlem sonuçları kullanılmıştır. Araştırmanın nicel aşamasında ise veri toplama aracı olarak, Kuvvet Kavramı Testi (Force Concept Inventory) ve Klasik Fizik Sınavı kullanılmıştır. Klasik Fizik Sınavı sonuçları Problem Çözme Dereceleme Rubriği ile değerlendirilmiştir. Araştırma sırasında, altı boyuttan oluşan bir rubrik geliştirilmiştir. Rubriğin güvenirlik çalışması kapsamında, iki farklı puanlayıcı Pearson Korelasyon Katsayısı r =0,86; aynı puanlayıcı Pearson Korelasyon Katsayısı r =0,92 olarak bulunmuştur. Uygulama aşamasında deney ve kontrol gruplarına ön test ve son test olarak Kuvvet kavramı Testi ve Klasik Fizik Sınavı uygulanmıştır. Bir istatistik paket programıyla yapılan analiz sonucunda, son test sonuçlarına göre, öğrencilerin kavramsal öğrenme ve problem çözme performanslarında deney grubu lehine istatistiksel açıdan anlamlı bir fark (p<.05) bulunmuştur. ANAHTAR SÖZCÜKLER: Problem Tasarlama, Fizik Eğitimi, Kavramsal Öğrenme, Problem Çözme Performansı.
THE EFFECT OF PROBLEM POSING ON CONCEPTUAL LEARNING AND PROBLEM SOLVING IN PHYSICS EDUCATION In this study, it was aimed to determine the effects of the problem posing instruction on the students’ conceptual learning performances and problem solving performances. Also, an analytic rubric was developed in order to assess the problems posed by the students. The preliminary research was conducted in the 2008-2009 academic year, and the main research was conducted in the 2009-2010 academic year in the fall semester, in the university freshman Basic Physics course. 90 students were enrolled in preliminary study and 110 students were enrolled in the application part. Qualitative research methods were conducted in preliminary stages of research and the quantitative research methods were applied in the main stages of the research. During the quantitative research, a control group and the experimental group were formed randomly. In experimental group, problem posing instruction was applied, whereas in the control group, traditional instruction was applied. Qualitative data was collected through the students’ worksheets, classroom discussions and the results of observation. The data of quantitative stage was collected by using Force Concept Inventory and Classical Physics Test. Classical Physics Test results were evaluated by Problem Solving Rubric. During the research, an analytic rubric was developed, which was composed of six dimensions. It was found that; Interrater Reliability Coefficient r = 0.86 and Intrarater Reliability Coefficient r = 0.92. Force Concept inventory and Classical Physics Tests were conducted as a pre-test and post-test. The data was analyzed by a program and a significant difference (p<.05) was found in favor of experimental group both conceptual learning and problem solving performances in post test scores of both groups. KEY WORDS: Problem Posing, Physics Education, Conceptual Learning, Problem Solving Performance.
THE EFFECT OF PROBLEM POSING ON CONCEPTUAL LEARNING AND PROBLEM SOLVING IN PHYSICS EDUCATION In this study, it was aimed to determine the effects of the problem posing instruction on the students’ conceptual learning performances and problem solving performances. Also, an analytic rubric was developed in order to assess the problems posed by the students. The preliminary research was conducted in the 2008-2009 academic year, and the main research was conducted in the 2009-2010 academic year in the fall semester, in the university freshman Basic Physics course. 90 students were enrolled in preliminary study and 110 students were enrolled in the application part. Qualitative research methods were conducted in preliminary stages of research and the quantitative research methods were applied in the main stages of the research. During the quantitative research, a control group and the experimental group were formed randomly. In experimental group, problem posing instruction was applied, whereas in the control group, traditional instruction was applied. Qualitative data was collected through the students’ worksheets, classroom discussions and the results of observation. The data of quantitative stage was collected by using Force Concept Inventory and Classical Physics Test. Classical Physics Test results were evaluated by Problem Solving Rubric. During the research, an analytic rubric was developed, which was composed of six dimensions. It was found that; Interrater Reliability Coefficient r = 0.86 and Intrarater Reliability Coefficient r = 0.92. Force Concept inventory and Classical Physics Tests were conducted as a pre-test and post-test. The data was analyzed by a program and a significant difference (p<.05) was found in favor of experimental group both conceptual learning and problem solving performances in post test scores of both groups. KEY WORDS: Problem Posing, Physics Education, Conceptual Learning, Problem Solving Performance.