Publication: GeoGebra kullanarak tasarladıkları öğretim materyallerinin fizik öğretmen adaylarının bilgi işlemsel düşünme becerilerine ve TPAB yeterliklerine etkisi
Abstract
Teknoloji çağında okuma, yazma ve aritmetikten sonraki temel becerilerden biri olması gerektiği düşünülen Bilgi İşlemsel Düşünme (BİD) becerisini öğrencilere kazandırmak için öğretmenlerin de bu beceriye sahip olması gerekir. Bu beceriye sahip olmak tek başına iyi bir öğretmen olmak için de yeterli değildir. Konuyu bilmek ve konuyu öğretmek birbirinden farklıdır. Aynı şekilde teknolojiyi bilmek ve kullanmak da farklıdır. Öğretmenlerin alan bilgilerinin yanı sıra teknolojiyi eğitimle nasıl bütünleştirebileceklerini bilmesi ve bunu uygulayabilmesi için teknolojinin derslerin öğretilmesinde kullanılmasını irdeleyen kuram Teknolojik Pedagojik Alan Bilgisi (TPAB) hizmet öncesi ve hizmet içi öğretmenlerin sahip olması beklenen ama zayıf olduğu bir konudur. Birçok öğretmen öğrendiği konuyu kendisine öğretildiği gibi öğretme eğilimindedir. Bu sebeple bu tezin amacı matematik dilini ve kodlamayı birleştiren bir yazılım olan GeoGebra ile Fizik Öğretmeni adayları tanıştırıldığında, uygulamayı aktif kullandıkları süre içerisinde öğretmen adaylarının Bilgi İşlemsel Düşünme (BİD) becerilerini ve bu uygulamanın Teknolojik Pedagojik Alan Bilgisi (TPAB) düzeylerine etkisini incelemektir. Karma araştırma yöntemi desenlerinden gömülü deneysel desen kullanılarak yapılan bu araştırmanın nicel kısmı tek örneklem zayıf deneysel yöntem olarak; nitel kısmı ise durum çalışması olarak uygulanmıştır. Fizik Öğretmen Adaylarının TPAB düzeyleri ön-test ve son-test olarak kullanılan ölçeklerle nicel yöntemle, GeoGebra ile yaptıkları tasarımlar ile BİD becerileri doküman analizi, görüşme formları ve gözlem notları kullanılarak nitel yöntemlerle değerlendirilmiştir. Bu çalışma ileride kullanabilmeleri ve öğrencilere aktarabilmeleri umuduyla Marmara Üniversitesi Atatürk Eğitim Fakültesinde öğrenim gören gönüllü Fizik Öğretmeni Adayları ile yapılmıştır. 5 hafta yüzyüze 1 hafta çevrimdışı olarak toplamda 6 hafta boyunca haftada 60-80 dakika katılımcılara GeoGebra tanıtılarak dinamik özellikleriyle nasıl ders materyalleri hazırlanabileceği gösterilmiştir. Bu eğitimin sonunda öğretmenlerden GeoGebra kullanarak Düzgün Çembersel Hareket ve Basit Harmonik Hareket ile ilgili verilen bir materyali yapması ve Momentum ile ilgili kendi materyalini tasarlaması istenmiştir. Araştırma sonucunda çalışmaya katılan fizik öğretmeni adaylarının materyal tasarlama sürecinde incelenen BİD becerileri göz önüne alındığında değişen seviyelerde ayrıştırma, soyutlama, algoritma, hata ayıklama, genelleme ve yineleme becerileri sergiledikleri gözlemlenmiştir. GeoGebra ile materyal tasarlama sürecinin katılımcıların TPAB düzeylerine etkisini incelemek için yapılan öntest ve sontest sonuçları karşılaştırıldığında kadın katılımcıların TPAB düzeylerinde anlamlı bir farklılığa ulaşılamazken, erkek katılımcıların TPAB altboyutunda ve toplam puanlarında sontest lehine anlamlı bir farklılığa ulaşılmıştır. Görüşme formu ile katılımcıların GeoGebra ile ilgili olumlu görüşleri, olumsuz görüşleri ve gelecekte meslek hayatlarında GeoGebra kullanma ile ilgili görüşleri alınmıştır. Katılımcılar, 5 farklı tema altında 36 olumlu görüş belirtirken, 3 farklı tema altında 12 olumsuz görüş bildirmişler ve katılımcıların büyük çoğunluğu gelecekte meslek hayatında GeoGebra kullanmayı düşündüğünü dile getirmişlerdir.
In order to provide students with the Computational Thinking skills, which is thought to be one of the basic skills after reading, writing and arithmetic in the age of technology, teachers must also have these skills. Having these skills alone is not enough to be a good teacher. Knowing the subject and teaching the subject are different from each other. Likewise, knowing and using technology is different. In addition to their content knowledge, teachers also need to know how to integrate technology into education and be able to apply it. Technological Pedagogical Content Knowledge (TPACK), the theory that examines the use of technology in teaching courses, is a subject that pre-service and in-service teachers are expected to have but are weak in. Many teachers tend to teach the subject they are learning the way they were taught. For this reason, the aim of this thesis is to examine the Computational Thinking (CT) skills of prospective Physics teachers while they are actively using the application and the effect of this application on their Technological Pedagogical Content Knowledge (TPACK) levels when we introduce GeoGebra, a software that combines mathematical language and coding, to prospective Physics teachers. This study, which was conducted using the embedded experimental design from mixed research methods, was conducted in the quantitative part as a single sample weak experimental method; and in the qualitative part as a case study. The TPACK levels of the Physics Teacher Candidates were evaluated with the quantitative method using the scales used as pre-test and post-test, and their BİD skills were evaluated with the designs they made with GeoGebra using the qualitative methods using document analysis, interview forms and observation notes. This study was conducted with volunteer pre-service Physics Teachers studying at Marmara University Atatürk Faculty of Education, with the hope that they can use it in the future and transfer it to students. GeoGebra was introduced to the participants for 60-80 minutes a week for a total of 6 weeks, 5 weeks face-to-face and 1 week offline, and it was shown how course materials can be prepared with its dynamic features. At the end of this training, teachers were asked to make a given material on Uniform Circular Motion and Simple Harmonic Motion using GeoGebra and to design their own material on Momentum. As a result of the research, it was observed that the physics teacher candidates participating in the study exhibited different levels of decomposition, abstraction, algorithm, debugging, generalization and iteration skills when the CT skills examined in the material design process were taken into consideration. When the pretest and posttest results were compared to examine the effect of the material design process with GeoGebra on the TPACK levels of the participants, no significant difference was found in the TPACK levels of female participants, while a significant difference was found in the TPACK sub-dimension and total scores of male participants in favor of the posttest. The participants' positive and negative views about GeoGebra and their views on using GeoGebra in their future professional lives were obtained with the interview form. While the participants stated 36 positive views under 5 different themes, they stated 12 negative views under 3 different themes, and the majority of the participants stated that they considered using GeoGebra in their future professional lives.
In order to provide students with the Computational Thinking skills, which is thought to be one of the basic skills after reading, writing and arithmetic in the age of technology, teachers must also have these skills. Having these skills alone is not enough to be a good teacher. Knowing the subject and teaching the subject are different from each other. Likewise, knowing and using technology is different. In addition to their content knowledge, teachers also need to know how to integrate technology into education and be able to apply it. Technological Pedagogical Content Knowledge (TPACK), the theory that examines the use of technology in teaching courses, is a subject that pre-service and in-service teachers are expected to have but are weak in. Many teachers tend to teach the subject they are learning the way they were taught. For this reason, the aim of this thesis is to examine the Computational Thinking (CT) skills of prospective Physics teachers while they are actively using the application and the effect of this application on their Technological Pedagogical Content Knowledge (TPACK) levels when we introduce GeoGebra, a software that combines mathematical language and coding, to prospective Physics teachers. This study, which was conducted using the embedded experimental design from mixed research methods, was conducted in the quantitative part as a single sample weak experimental method; and in the qualitative part as a case study. The TPACK levels of the Physics Teacher Candidates were evaluated with the quantitative method using the scales used as pre-test and post-test, and their BİD skills were evaluated with the designs they made with GeoGebra using the qualitative methods using document analysis, interview forms and observation notes. This study was conducted with volunteer pre-service Physics Teachers studying at Marmara University Atatürk Faculty of Education, with the hope that they can use it in the future and transfer it to students. GeoGebra was introduced to the participants for 60-80 minutes a week for a total of 6 weeks, 5 weeks face-to-face and 1 week offline, and it was shown how course materials can be prepared with its dynamic features. At the end of this training, teachers were asked to make a given material on Uniform Circular Motion and Simple Harmonic Motion using GeoGebra and to design their own material on Momentum. As a result of the research, it was observed that the physics teacher candidates participating in the study exhibited different levels of decomposition, abstraction, algorithm, debugging, generalization and iteration skills when the CT skills examined in the material design process were taken into consideration. When the pretest and posttest results were compared to examine the effect of the material design process with GeoGebra on the TPACK levels of the participants, no significant difference was found in the TPACK levels of female participants, while a significant difference was found in the TPACK sub-dimension and total scores of male participants in favor of the posttest. The participants' positive and negative views about GeoGebra and their views on using GeoGebra in their future professional lives were obtained with the interview form. While the participants stated 36 positive views under 5 different themes, they stated 12 negative views under 3 different themes, and the majority of the participants stated that they considered using GeoGebra in their future professional lives.