Genel Fizik Laboratuvarı-II Dersinde Kullanılan Proje Tabanlı Öğretim Yönteminin Öz-Yeterlik, Tutum ve Başarıya Etkisi
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Dosyalar
Tarih
2016
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmada, Proje Tabanlı Öğretim (PTÖ) uygulamalarının fen bilgisi öğrencilerinin fiziğe yönelik öz-yeterlik, fiziğe yönelik tutum ve başarıya etkisi araştırılmıştır. Ayrıca öğrencilerin uygulanan yönteme ilişkin görüşleri tespit edilmiştir. Çalışma için 2013-2014 eğitim-öğretim yılı bahar dönemi Gazi Üniversitesi Gazi Eğitim Fakültesi Fen Bilgisi Eğitimi Anabilim Dalı 1. sınıfta yer alan iki şubeden biri rastgele seçilmiş ve uygulamalar bu şubedeki toplam 43 öğrenci ile gerçekleştirilmiştir. Yarı deneysel desen ile betimsel analiz tekniğinin kullanıldığı çalışmada veri toplama araçları olarak; Fizik Öz-Yeterlik Ölçeği, Fizik Dersi Tutum Ölçeği, Elektrik Akımı Kavram Testi ve açık-uçlu anket kullanılmıştır. Çalışmada; PTÖ yönteminin öğrencilerin özyeterliklerine etkisi olmadığı, tutum ve başarılarını artırdığı gözlenmiştir. Eta-kare korelasyon katsayısı analizi sonunda uygulanan yöntemin başarıyı ?2(b).33 ve tutumu ?2(t).36 orta düzeyde etkilediği belirlenmiştir. Cinsiyet açısından ön-test öz-yeterlik, tutum ve başarı puanlarının farklılaşmadığı, öz-yeterlik dışında son-test puanlarının farklılaştığı, son-test öz-yeterlik ve tutum puanları arasında ise yüksek düzeyde, pozitif yönde anlamlı bir ilişki olduğu tespit edilmiştir. Son olarak öğrencilerin; Genel Fizik Laboratuvarı-II dersinin proje etkinlikleriyle yürütülmesinin faydalı olacağı, bu yöntemi tavsiye ettikleri, derse ilişkin bakış açılarını iyi yönde etkilediği, yönünde düşüncelerinin olduğu tespit edilmiştir.
In this research, the effect of the Project-Based Teaching applications on science students' self-efficacy and attitude towards physics and their success in the physics has been examined. Moreover, views of the students about the method that is being applied have been identified. For the research, one of the two groups composed of 43 first grade students in total who study in the Department of Science Teaching of the Education Faculty in Gazi University during the 20132014 educational period is chosen randomly. In this research, in which quasi-experimental design and descriptive analysis techniques have been used, Physics Self-Efficacy Scale, Physics Attitude Scale and Electric Current Concept Test have been used as data collection tools along with open-ended survey. It is concluded in the research that Project-based teaching method has no effect on the students' self-efficacy, but it has a positive effect on their attitude and success. At the end of eta-square correlation coefficient analysis it was determined that the applied method affected the success ?(s).33 and the attitude ?2(a).36 moderately level. In terms of gender, it is revealed that there is not a meaningful difference among the self-efficacy, attitude and success scores of students that they get from the pre-test, on the other hand, there is a meaningful difference among the post-test scores for the variables except the self-efficacy. Furthermore, there was a meaningful positive relationship between the scores of post-test selfefficacy and attitude. Lastly, as a result of the students' views about the method, it is revealed that it will be useful to carry out the course of General Physics Laboratory-II through the project activities, they suggest the use of applications about this method and it is also concluded that this method affects their views about the course positively.
In this research, the effect of the Project-Based Teaching applications on science students' self-efficacy and attitude towards physics and their success in the physics has been examined. Moreover, views of the students about the method that is being applied have been identified. For the research, one of the two groups composed of 43 first grade students in total who study in the Department of Science Teaching of the Education Faculty in Gazi University during the 20132014 educational period is chosen randomly. In this research, in which quasi-experimental design and descriptive analysis techniques have been used, Physics Self-Efficacy Scale, Physics Attitude Scale and Electric Current Concept Test have been used as data collection tools along with open-ended survey. It is concluded in the research that Project-based teaching method has no effect on the students' self-efficacy, but it has a positive effect on their attitude and success. At the end of eta-square correlation coefficient analysis it was determined that the applied method affected the success ?(s).33 and the attitude ?2(a).36 moderately level. In terms of gender, it is revealed that there is not a meaningful difference among the self-efficacy, attitude and success scores of students that they get from the pre-test, on the other hand, there is a meaningful difference among the post-test scores for the variables except the self-efficacy. Furthermore, there was a meaningful positive relationship between the scores of post-test selfefficacy and attitude. Lastly, as a result of the students' views about the method, it is revealed that it will be useful to carry out the course of General Physics Laboratory-II through the project activities, they suggest the use of applications about this method and it is also concluded that this method affects their views about the course positively.
Açıklama
Anahtar Kelimeler
Eğitim, Eğitim Araştırmaları, Genel Fizik Laboratuvarı, Proje Tabanlı Öğretim, Fiziğe Yönelik Öz-Yeterlik, Fiziğe Yönelik Tutum, Başarı, General Physics Laboratory, Project-Based Teaching, Self-Efficacy Towards The Physics, Attitude Towards The Physics, Physics Success
Kaynak
Kastamonu Üniversitesi Kastamonu Eğitim Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
24
Sayı
2 (10.yıl özel sayıs
Künye
Sert Çıbık, A., İnce Aka, E., Kayacan, K. (2016). Genel Fizik Laboratuvarı-II Dersinde Kullanılan Proje Tabanlı Öğretim Yönteminin Öz-Yeterlik, Tutum ve Başarıya Etkisi. Kastamonu Eğitim Dergisi, 2, 24, 511-534.
