Bu makale, fizik öğretiminde deneylerin, laboratuvar becerilerini geliştirdiği fikrini desteklemek amacıylayapılan bir çalışmadır. Makale, Avrupa ve ABD’deki farklı müfredatlarda laboratuvar çalışmalarının rolünütartışarak, laboratuvar çalışmalarının laboratuvar becerilerinin geliştirilmesine sağladığı katkılara yönelikmüfredat dökümanlarına vurgu yapmaktadır. Ardından 123 fizik öğretmen adayı ile yapılan deneysel çalışmanınbulguları rapor edilmektedir. Çalışma, eğitim fakültesi fizik öğretmenliği bölümünde öğrenim gören öğretmenadaylarının eğitim programı kapsamında gerçekleştirilmiştir. Katılımcılar üç yıl süresince altı farklı yarıyıldagruplandırılmıştır. Süreç boyunca katılımcılar deney yapma, laboratuvar raporu hazırlama ve okul ortamlarındalaboratuvar kullanımını öğretmek amacıyla ders planları hazırlama gibi eylemleri gerçekleştirmişlerdir. Ayrıca,ders planlarının hazırlık sürecinde birçok katılımcı ile kısa görüşmeler yapılmıştır. Araştırmanın temel amacı,öğretmen adaylarının fizik öğretiminde deneylerin amaçlarını kavramalarını sağlamak ve laboratuvar uygulamalarıiçin ders planı hazırlarken karşılaştıkları zorlukları tespit etmektir. Program genel olarak, katılımcıların “deneyler,bir hipotezi kanıtlamak veya bir teoriyi doğrulamak için kullanılır” fikrinden “deneyler, hedeflediğimizlaboratuvar becerilerinin geliştirilmesini sağlar” fikrine doğru kademeli bir değişimi sağlamasında başarılıolmuştur. Son olarak ise, Türkiye’deki müfredat geliştirme ve öğretmen eğitimi üzerine uygulamalar tartışılmıştır.
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Micro-teaching allows pre-service teachers to apply both pedagogical knowledge and pedagogicalcontent knowledge in a compact setting. It also allows them to recognize their deficiencies that may leaddeveloping their professional skills. An effective micro-teaching practice is critical for pre-service teachers to beready for real classrooms with real students. The aim of this study is to determine the effectiveness of a microteaching program that was designed for pre-service chemistry teachers in the Methods Course (MC). The studywas carried out with 25 pre-service teachers who were enrolled in the MC of a pedagogical certificate programfor chemistry teaching of a faculty of education. The pre-service teachers views were gathered by answering anon-line questionnaire consisting of 12 open-ended questions. The participants’ responses to the questionnairewere analyzed using content analysis. The findings pointed out that the pre-service teachers perceived the microteaching program as effective especially to overcome their anxiety, nervousness and time management skills.
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This study determined the 8th grade middle school students' mind maps for all secondary school basicconcepts in the “World and the Universe” learning area, by using the qualitative case study method. The studygroup was randomly selected using the 2013-2014 academic year, Turkey's interior area of a secondary school inthe province of random sampling consisted of 40 students.Word association test form was used as data collectiontool. The word association test was analyzed through the intersection point technique. As a result of the analyzes,it was found that the students' learning levels in the World and Universe learning area were low and the studentsdid not have a high level of mental level. As a result of the research, suggestions were made about theimplementation of practical trainings in which the students participated in the teaching of World and Universelearning area subjects, increasing the researches including the new concepts, and the formation of astronomyclasses in educational institutions.
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This study aims to investigation of sixth-grade students’ mathematical connection self-efficacy levelsin terms of perceived teacher affective support, gender, and mathematics achievement. A total of 259 students,138 girls, and 121 boys participated in the study, which was adopted the relational survey model. Data collectiontools of the study; mathematical connection self-efficacy and perceived teacher affective support scales. End ofterm mathematics course notes was used to determine the students' mathematics achievement. In addition to thedescriptive statistical techniques, Spearman-Brown Rank Differences correlation coefficient, Mann Whitney U,and Kruskal Wallis tests were used for data analysis. According to the findings obtained from the study, it wasdetermined that as the perceived teacher affective support for the students increased, mathematical connectionself-efficacy belief difficulties of the students decreased but using mathematics, associating mathematics initself, associating with daily life, and associating with different disciplines increased. On the other hand, whilethere was no significant difference between mathematical connection self-efficacy and gender variable, it wasfound that mathematics achievement was significantly differentiated. As the students’ mathematics achievementincreases, their mathematical connection self-efficacy is increased. Finally, several suggestions were maderegarding the findings obtained from the study.
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Textbooks are one of the most commonly used instructional resources by teachers. Using textbookswithout critical evaluation has a direct impact on instruction. For this reason, it is important to examine how preservice teachers evaluate and criticize textbooks. The aim of this study is to examine how pre-service mathematicsteachers evaluate the introductory sections of three different mathematics textbooks on functions each of whichembraces a different function idea. In the study, pre-service teachers’ written evaluation reports on the introductorysections were examined. It was found that they could evaluate the introductory sections of the books with a criticallens along with providing mathematical and pedagogical justification. However, a significant weakness of preservice teachers’ mathematical justifications is the difficulty in supporting their ideas about the limitations andaffordances of function ideas. A major weakness in pedagogical justifications was that the examples of daily lifewere privileged regardless of to what extent they represented the mathematical meaning of function.
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In this study, a learning environment was designed based on the First Principles of Instructiondeveloped by Merrill (2002) for the effective use of the flipped learning model in mathematics. The study groupconsisted of 95 first year students studying in an associate degree program of a public university in 2018-2019academic year. In the study, activities were conducted according to the flipped learning method designed on thebasis of Merrill's first principles, while traditional teaching methods were conducted in the control group. Thedata of the study consisted of achievement test and motivation questionnaire. According to the results of theresearch, there was a significant difference between the experimental group and the control group in terms ofmathematics achievement and motivation in favor of the experimental group. In addition, it was determined thatthere was a significant difference between the adjusted post-test scores of the experimental and control groupsregarding the attention-relevance and confidence-satisfaction sub-factors of the motivation scale and thisdifference was in favor of the experimental group..
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In this study, it was aimed to develop a scientific process skills test for the reliability and validity ofthe mathematics course in to measure the scientific process skills of middle school students. For this purpose, thetest consisting of 35 multiple choice items was developed using appropriate techniques. The necessary reliabilityand item analyzes of the test, which was applied to a total of 353 students in the 7th and 8th grades of secondaryschool, were performed. The Cronbach alpha reliability coefficient was 0.90. In the item analysis of the test, theindices of discrimination and difficulty were examined and it was found that the test was a medium difficulty testwith 0.56 and the discrimination was high. According to these results, it is concluded that the test is a validity andreliability test which can be used to measure the scientific process skills of 7th and 8th grade students.
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Bu çalışmada, 2012 yılı itibari ile öğretim programında seçmeli bir ders olarak yer alan Zekâ Oyunlarıdersine yönelik öğretmenlerin düşüncelerinin belirlenmesi ve bu derse ilişkin önerilerinin sunulmasıamaçlanmıştır. Çalışmanın modeli, nicel ve nitel araştırmanın birlikte yer aldığı karmaşık desendir. Bu araştırma2018-2019 eğitim öğretim yılında, Balıkesir’deki ortaokullarda görev yapan 52 öğretmen ile yürütülmüştür.Araştırmada öncelikle öğretmenlere “Seçmeli Zekâ Oyunları Dersine Dair Öğretmen Görüşleri” anketiuygulanmış, elde edilen veriler SPSS istatistik paket programıyla analiz edilmiştir. Araştırmanın ikincibölümünde ise dersin işlenişiyle ilgili sorunları ve öğretmenlerin çözüm önerilerini sunmak amacıyla ileöğretmenlerle yarı yapılandırılmış görüşmeler yapılmıştır. Görüşmeler, anketin uygulandığı öğretmenlerinarasından gönüllülük esasına göre belirlenen, 6 öğretmene uygulanmış, veriler içerik analizi yöntemiyle analizedilmiştir. Sonuçta, öğretmenlerin bu dersin öğretim programının kazanımları, içeriği, süreci vedeğerlendirilmesiyle alakalı görüşlerinin mesleki kıdem, öğrenim durumu, branş ve cinsiyet değişkenleribakımından hiçbir durumda farklılaşmadığı sonucuna varılmıştır. Hem de dersin işlenişindeki problemlerbelirlenmiş, bu problemlere çözüm önerileri sunulmuştur.
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Bu çalışmada, 46 ortaokul matematik öğretmen adayının çözüm yöntemleri, orantısal olan ve olmayanilişkileri belirleyebilmeleri ve temsil edebilmeleri problem içerikleri bağlamında incelenmiştir. Öğretmenadaylarına, 2017 ve 2018 güz dönemlerinde, iki adet sorudan oluşan bir kağıt-kalem testi verilmiştir. Adaylarınkağıt-kalem testine verdikleri cevaplar içerik analizi yöntemi kullanılarak analiz edilmiştir. Analizler sonucundasekiz öğretmen adayı ile yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Elde edilen bulgular, öğretmenadaylarının çözüm yöntemlerinin ve orantısal olan ve olmayan ilişkileri belirleyebilmelerinin ve temsiledebilmelerinin problem içeriklerinden etkilendiğini göstermiştir. Alan yazında belirtilenin aksine, öğretmenadayları ters orantılı ilişkiyi belirleme ve temsil etme konusunda doğru orantılı ilişkiyi belirleme ve temsiletmeye göre daha başarılı olmuşlardır. Öte yandan, adaylar en çok orantısal olmayan ilişkinin belirlenmesi vetemsil edilmesinde zorlanmışlardır. Derinlemesine inceleme gerektiren problemler daha gelişmiş çözümyöntemlerinin ortaya çıkmasını sağlayıp, öğretmen adaylarının ezbere hesaplamaları kullanmaktan kaçınmasınayardımcı olmuştur.
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The potential of Dynamic Geometry Software (DGS) in exploring, conjecturing and proving processhas been revealed and the complexity of an effective use of DGS in this purpose has been underlined. The aim ofthis study is to examine this process in a teaching session which was designed to allow 7th grade students comparingthe lengths of the auxiliary elements of a triangle. This case study focuses on that teaching session prepared by amathematics teacher who has used DGS in her courses. The data of the study included the detailed plan of theteacher, the video and audio recording of the teaching session and the teacher’s report about the session. The datawere descriptively analyzed according to the teaching design principles of the theory of didactical situations, whichhad also been used by the teacher in planning the teaching. The results showed that students exclusively usedmeasuring tools and the teacher could not help students move from empirical verifications based on measurementsto mathematical arguments as a first step pf proving.
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