Bu makale, fizik öğretiminde deneylerin, laboratuvar becerilerini geliştirdiği fikrini desteklemek amacıyla
yapılan bir çalışmadır. Makale, Avrupa ve ABD’deki farklı müfredatlarda laboratuvar çalışmalarının rolünü
tartışarak, laboratuvar çalışmalarının laboratuvar becerilerinin geliştirilmesine sağladığı katkılara yönelik
müfredat dökümanlarına vurgu yapmaktadır. Ardından 123 fizik öğretmen adayı ile yapılan deneysel çalışmanın
bulguları rapor edilmektedir. Çalışma, eğitim fakültesi fizik öğretmenliği bölümünde öğrenim gören öğretmen
adaylarının eğitim programı kapsamında gerçekleştirilmiştir. Katılımcılar üç yıl süresince altı farklı yarıyılda
gruplandırılmıştır. Süreç boyunca katılımcılar deney yapma, laboratuvar raporu hazırlama ve okul ortamlarında
laboratuvar 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 uygulamaları
için ders planı hazırlarken karşılaştıkları zorlukları tespit etmektir. Program genel olarak, katılımcıların “deneyler,
bir hipotezi kanıtlamak veya bir teoriyi doğrulamak için kullanılır” fikrinden “deneyler, hedeflediğimiz
laboratuvar becerilerinin geliştirilmesini sağlar” fikrine doğru kademeli bir değişimi sağlamasında başarılı
olmuştur. 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 pedagogical
content knowledge in a compact setting. It also allows them to recognize their deficiencies that may lead
developing their professional skills. An effective micro-teaching practice is critical for pre-service teachers to be
ready 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 study
was carried out with 25 pre-service teachers who were enrolled in the MC of a pedagogical certificate program
for chemistry teaching of a faculty of education. The pre-service teachers views were gathered by answering an
on-line questionnaire consisting of 12 open-ended questions. The participants’ responses to the questionnaire
were 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 basic
concepts in the “World and the Universe” learning area, by using the qualitative case study method. The study
group was randomly selected using the 2013-2014 academic year, Turkey's interior area of a secondary school in
the province of random sampling consisted of 40 students.Word association test form was used as data collection
tool. 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 students
did not have a high level of mental level. As a result of the research, suggestions were made about the
implementation of practical trainings in which the students participated in the teaching of World and Universe
learning area subjects, increasing the researches including the new concepts, and the formation of astronomy
classes in educational institutions.
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This study aims to investigation of sixth-grade students’ mathematical connection self-efficacy levels
in 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 collection
tools of the study; mathematical connection self-efficacy and perceived teacher affective support scales. End of
term mathematics course notes was used to determine the students' mathematics achievement. In addition to the
descriptive 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 was
determined that as the perceived teacher affective support for the students increased, mathematical connection
self-efficacy belief difficulties of the students decreased but using mathematics, associating mathematics in
itself, associating with daily life, and associating with different disciplines increased. On the other hand, while
there was no significant difference between mathematical connection self-efficacy and gender variable, it was
found that mathematics achievement was significantly differentiated. As the students’ mathematics achievement
increases, their mathematical connection self-efficacy is increased. Finally, several suggestions were made
regarding the findings obtained from the study.
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Textbooks are one of the most commonly used instructional resources by teachers. Using textbooks
without 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 mathematics
teachers evaluate the introductory sections of three different mathematics textbooks on functions each of which
embraces a different function idea. In the study, pre-service teachers’ written evaluation reports on the introductory
sections were examined. It was found that they could evaluate the introductory sections of the books with a critical
lens 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 and
affordances of function ideas. A major weakness in pedagogical justifications was that the examples of daily life
were 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 Instruction
developed by Merrill (2002) for the effective use of the flipped learning model in mathematics. The study group
consisted of 95 first year students studying in an associate degree program of a public university in 2018-2019
academic year. In the study, activities were conducted according to the flipped learning method designed on the
basis of Merrill's first principles, while traditional teaching methods were conducted in the control group. The
data of the study consisted of achievement test and motivation questionnaire. According to the results of the
research, there was a significant difference between the experimental group and the control group in terms of
mathematics achievement and motivation in favor of the experimental group. In addition, it was determined that
there was a significant difference between the adjusted post-test scores of the experimental and control groups
regarding the attention-relevance and confidence-satisfaction sub-factors of the motivation scale and this
difference 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 of
the mathematics course in to measure the scientific process skills of middle school students. For this purpose, the
test consisting of 35 multiple choice items was developed using appropriate techniques. The necessary reliability
and item analyzes of the test, which was applied to a total of 353 students in the 7th and 8th grades of secondary
school, were performed. The Cronbach alpha reliability coefficient was 0.90. In the item analysis of the test, the
indices of discrimination and difficulty were examined and it was found that the test was a medium difficulty test
with 0.56 and the discrimination was high. According to these results, it is concluded that the test is a validity and
reliability 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 Oyunları
dersine yönelik öğretmenlerin düşüncelerinin belirlenmesi ve bu derse ilişkin önerilerinin sunulması
amaçlanmıştır. Çalışmanın modeli, nicel ve nitel araştırmanın birlikte yer aldığı karmaşık desendir. Bu araştırma
2018-2019 eğitim öğretim yılında, Balıkesir’deki ortaokullarda görev yapan 52 öğretmen ile yürütülmüştür.
Araştırmada öncelikle öğretmenlere “Seçmeli Zekâ Oyunları Dersine Dair Öğretmen Görüşleri” anketi
uygulanmış, elde edilen veriler SPSS istatistik paket programıyla analiz edilmiştir. Araştırmanın ikinci
bölümünde ise dersin işlenişiyle ilgili sorunları ve öğretmenlerin çözüm önerilerini sunmak amacıyla ile
öğretmenlerle yarı yapılandırılmış görüşmeler yapılmıştır. Görüşmeler, anketin uygulandığı öğretmenlerin
arasından gönüllülük esasına göre belirlenen, 6 öğretmene uygulanmış, veriler içerik analizi yöntemiyle analiz
edilmiştir. Sonuçta, öğretmenlerin bu dersin öğretim programının kazanımları, içeriği, süreci ve
değerlendirilmesiyle alakalı görüşlerinin mesleki kıdem, öğrenim durumu, branş ve cinsiyet değişkenleri
bakımından hiçbir durumda farklılaşmadığı sonucuna varılmıştır. Hem de dersin işlenişindeki problemler
belirlenmiş, bu problemlere çözüm önerileri sunulmuştur.
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Bu çalışmada, 46 ortaokul matematik öğretmen adayının çözüm yöntemleri, orantısal olan ve olmayan
ilişkileri belirleyebilmeleri ve temsil edebilmeleri problem içerikleri bağlamında incelenmiştir. Öğretmen
adaylarına, 2017 ve 2018 güz dönemlerinde, iki adet sorudan oluşan bir kağıt-kalem testi verilmiştir. Adayların
kağıt-kalem testine verdikleri cevaplar içerik analizi yöntemi kullanılarak analiz edilmiştir. Analizler sonucunda
sekiz öğretmen adayı ile yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Elde edilen bulgular, öğretmen
adaylarının çözüm yöntemlerinin ve orantısal olan ve olmayan ilişkileri belirleyebilmelerinin ve temsil
edebilmelerinin problem içeriklerinden etkilendiğini göstermiştir. Alan yazında belirtilenin aksine, öğretmen
adayları ters orantılı ilişkiyi belirleme ve temsil etme konusunda doğru orantılı ilişkiyi belirleme ve temsil
etmeye göre daha başarılı olmuşlardır. Öte yandan, adaylar en çok orantısal olmayan ilişkinin belirlenmesi ve
temsil edilmesinde zorlanmışlardır. Derinlemesine inceleme gerektiren problemler daha gelişmiş çözüm
yöntemlerinin ortaya çıkmasını sağlayıp, öğretmen adaylarının ezbere hesaplamaları kullanmaktan kaçınmasına
yardımcı olmuştur.
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The potential of Dynamic Geometry Software (DGS) in exploring, conjecturing and proving process
has been revealed and the complexity of an effective use of DGS in this purpose has been underlined. The aim of
this study is to examine this process in a teaching session which was designed to allow 7th grade students comparing
the lengths of the auxiliary elements of a triangle. This case study focuses on that teaching session prepared by a
mathematics teacher who has used DGS in her courses. The data of the study included the detailed plan of the
teacher, the video and audio recording of the teaching session and the teacher’s report about the session. The data
were descriptively analyzed according to the teaching design principles of the theory of didactical situations, which
had also been used by the teacher in planning the teaching. The results showed that students exclusively used
measuring tools and the teacher could not help students move from empirical verifications based on measurements
to mathematical arguments as a first step pf proving.
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