Proje tabanlı öğrenme modelinin fizik öğretmenliği ikinci sınıf öğrencilerinin elektrostatik konusu başarısına ve fiziğe yönelik tutumlarına etkisi üzerine bir araştırma
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2017
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info:eu-repo/semantics/openAccess
Özet
Bu araştirma proje tabanli öğrenme modelinin fizik öğretmenliği ikinci sinif öğrencilerinin elektrostatik konusu başarisina etkisini belirlemek amaciyla yapilmiştir. Araştirmada öğrencilerin elektrostatik başarilarini tespit edebilmek için başari testi ve öğrencilerin fiziğe yönelik tutumlarini tespit etmek amaciyla tutum ölçeği uygulanmiştir. Bu araştirma 2006- 2007 öğretim yilinda Dicle üniversitesi Ziya Gökalp Eğitim Fakültesi fizik öğretmenliği ikinci sinif öğrencileriyle yapilmiştir. Rasgele (Random) belirlenen örneklem gruplarindan yirmişer kişilik deney ve kontrol grubu oluşturulmuştur. Bu araştirmada deneysel yöntem kullanilmiştir. Deneysel araştirma yönteminin, eşit öntestsontest kontrol gruplu deseni kullanilmiştir. Araştirma öğrenci sayisi açisindan eşit olan iki grupta, deney grubu (n=20) ve kontrol grubu (n=20) toplam 40 öğrenci üzerinde yürütülmüştür. Ancak araştirma boyunca kontrol grubundan sekiz kişi, deney grubundan iki kişi çalişmalara düzenli devam etmediği gözlemlenmiştir. Başlangiçta kirk öğrenciyle başlanan çalişmalara daha sonra onsekizi deney grubu, onikisi kontrol grubu olmak üzere toplam otuz öğrenciyle devam edilmiştir. Deney grubunda dört hafta boyunca fizik dersinin alt konularindan olan elektrostatik konusu proje tabanli öğrenme yaklaşimina göre işlenmiştir. Kontrol grubunda ise bu sürede elektrostatik dersi geleneksel öğrenme yaklaşimina göre işlenmiştir. Verilerin toplanmasi için araştirmada, niceliksel araştirma veri analiz yöntemi kullanilmiştir. Araştirmaya katilan gruplara, başari testi ve tutum ölçeği deneysel işlem öncesi öntest ve işlem sonrasi sontest olarak uygulanmiştir. Elde edilen verilerin analizinde ortalamalar arasindaki farklari ortaya koymak amaciyla t-testi kullanilmiştir. İstatistiksel işlemler SPSS 12.0 programinda yapilmiştir. Elde edilen verilerin anlamli olup olmadiklari .05 anlamlilik düzeyinde değerlendirilmiştir Araştirma sonucunda, elde edilen verilere dayanarak elektrostatik konusu proje tabanli öğrenme yaklaşimi yönteminin uygulandiği deney grubu öğrencileri ile geleneksel öğrenme yönteminin uygulandiği kontrol grubu öğrencilerinin deney işlemleri öncesinde fizik dersine yönelik olan tutumlarinda anlamli bir farkin olmadiği, deney işlemleri sonrasinda öğrencilerin fizik dersine yönelik olan tutumlarinda ise deney grubu ve kontrol grubu arasinda anlamli bir farkin olmadiği sonucuna ulaşilmiştir. Elektrostatik konusunda proje tabanli öğrenme yaklaşiminin uygulandiği deney grubu öğrencileri ile geleneksel öğretim yöntemlerinin uygulandiği kontrol grubu öğrencilerinin deney işlemleri öncesi ve sonrasi başari düzeyleri arasinda anlamli bir farkin olup olmadiğini ilişkin olarak belirtilen diğer bir alt problemde ise, elde edilen bulgulara göre işlem öncesi uygulamada deney ve kontrol gruplarinin başarilari arasinda anlamli bir farkin olmadiği; ancak işlem sonrasinda deney ve kontrol gruplarinin başarilari arasinda istatistiksel olarak deney grubu lehine anlamli bir farkin olduğu görülmektedir. Bu sonuçlarin yani sira, yapilan gözlem ve görüşmelere dayanarak, proje tabanli öğrenme yaklaşimina göre işlenen derslere katilan öğrenciler, derslerin çok zevkli geçtiğini ifade etmişler ve aktif olarak yapilan etkinliklere katilmişlardir.
The aim of this study was to determine the effect of project based learning approach on electrostatic achievements and attitudes of second year s pre-service physics teachers. In the study, on achievement test was developed to evaluate the students achievements in electrostatic, attitude scala was developed and applied in order to evaluate the students attitude towards physics. The study was applied to the students of second year Pre-service Physics Education Course at Dicle University in 2006- 2007 academic year at spring term. Twelve of the students were selected as an experimental group and twelve of the students were selected as a control group from the groups of samples formed with the random method. Experimental method was used in this study. Equal pre-test and post-test with control group design of experimental search method was used. In the study there were two equal numbered groups; one of them was the experimental group with 20 students and the other was the control group with 20 students. So there were totally 40 students. But during the process eight students of the control group and two of the experimental group did not regularly involve in the applications. So the study carried out with eighteen students of the experimental group and twelve of the control group students. Electrostatic was taught to experimental group for 4 weeks according to project based learning approach. In this period, electrostatic was taught to control group according to the traditional learning method. In the study, quantitative study data analysis method was used. Achievement and attitude scale was carried out as pre test before experimental process and post test after process. In the analysis, t-test was used with the aim of showing the differences between the averages. Statistical processing was made by using the SPSS 12.0 program. It was evaluated according to .05 significant levels whether the results were meaningful or not. At the end of the study, the following results were obtained: in terms of electrostatic learning achievements and the attitudes toward physics, there wasn t any meaningful difference between the students of experiment group taught with project based learning approach the students of control group taught with the traditional learning method. Before experimental processing, and after the experimental processing at the attitude of students towards pyhsics there was not a substantial difference in favor of experimental group. There was not any subtantial difference between the two groups in the terms of students attitudes towards Physics before and after the experiment. The sub_ problem about whether there was a substantial difference or not before and after the experimental process between the achievement levels of students of control group and the students of experimental group the following results were found: according to obtained finding in pre-processing application there wasn t substantial difference between the achievements of experiment group and control group; but after the process there was a substantial difference statistically in favor of experiment group between the achievements of experiment group and control group. Also, based on the observations and interviews, the students in experimantal expressed that the lessons were fun and they were involved in actively in the activities.
The aim of this study was to determine the effect of project based learning approach on electrostatic achievements and attitudes of second year s pre-service physics teachers. In the study, on achievement test was developed to evaluate the students achievements in electrostatic, attitude scala was developed and applied in order to evaluate the students attitude towards physics. The study was applied to the students of second year Pre-service Physics Education Course at Dicle University in 2006- 2007 academic year at spring term. Twelve of the students were selected as an experimental group and twelve of the students were selected as a control group from the groups of samples formed with the random method. Experimental method was used in this study. Equal pre-test and post-test with control group design of experimental search method was used. In the study there were two equal numbered groups; one of them was the experimental group with 20 students and the other was the control group with 20 students. So there were totally 40 students. But during the process eight students of the control group and two of the experimental group did not regularly involve in the applications. So the study carried out with eighteen students of the experimental group and twelve of the control group students. Electrostatic was taught to experimental group for 4 weeks according to project based learning approach. In this period, electrostatic was taught to control group according to the traditional learning method. In the study, quantitative study data analysis method was used. Achievement and attitude scale was carried out as pre test before experimental process and post test after process. In the analysis, t-test was used with the aim of showing the differences between the averages. Statistical processing was made by using the SPSS 12.0 program. It was evaluated according to .05 significant levels whether the results were meaningful or not. At the end of the study, the following results were obtained: in terms of electrostatic learning achievements and the attitudes toward physics, there wasn t any meaningful difference between the students of experiment group taught with project based learning approach the students of control group taught with the traditional learning method. Before experimental processing, and after the experimental processing at the attitude of students towards pyhsics there was not a substantial difference in favor of experimental group. There was not any subtantial difference between the two groups in the terms of students attitudes towards Physics before and after the experiment. The sub_ problem about whether there was a substantial difference or not before and after the experimental process between the achievement levels of students of control group and the students of experimental group the following results were found: according to obtained finding in pre-processing application there wasn t substantial difference between the achievements of experiment group and control group; but after the process there was a substantial difference statistically in favor of experiment group between the achievements of experiment group and control group. Also, based on the observations and interviews, the students in experimantal expressed that the lessons were fun and they were involved in actively in the activities.
Açıklama
Anahtar Kelimeler
Fizik öğretmenliği, Eğitim ve Öğretim, Education and Training, Proje tabanlı öğrenme modeli, Türk Eğitim Sistemi, Öğrenme kuramları, Öğrenme ve öğretme, Elektrostatik
