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TEMELFİZİK DERSİNDE PROBLEM TASARIMININ PROBLEM ÇÖZMEYE ETKİSİ

THE EFFECT OF PROBLEM POSING ON PROBLEM SOLVING IN INTRODUCTORY PHYSICS COURSE

Journal Name:

  • Deniz Harp Okulu Deniz Bilimleri ve Mühendisliği Dergisi

Publication Year:

  • 2010

Key Words:

Keywords (Original Language):

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Abstract (2. Language): 
In this study, it was aimed to determine the effects of the problem posing instruction on the students’ physics problem solving performances. The research was conducted in 2009-2010 academic year in introductory physics course. University freshman students were enrolled the study. The pretest and posttest research model with control group was used in the study. The research was performed on two groups, which are the control and the experimental groups. During the research, problem posing instruction was applied to the experimental group, whereas in the control group, traditional instruction was applied. The research data was collected by using Classical Physics Test, which was prepared to determine the problem solving performance of the students. The test results were evaluated by using a Problem Solving Rubric. The data was analyzed by SPPP.10.0 and it was found that the effect of problem posing instruction on the problem solving performance of the students was in a positive way and at a significant level.
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Abstract (Original Language): 
Bu çalışmada, problem tasarlayarak yapılan öğretimin, öğrencilerin fizik problemlerini çözme performanslarına etkisinin belirlenmesi amaçlanmıştır. Araştırma 2009-2010 eğitim ve öğretim yılında temel fizik dersinde üniversite birinci sınıf öğrencileriyle gerçekleştirilmiştir. Çalışmada öntest,-sontest kontrol gruplu deneme modeli kullanılmıştır. Araştırma kapsamında deney ve kontrol grupları oluşturulmuş, deney grubunda problem tasarlayarak yapılan öğretim yöntemi kullanılırken, kontrol grubunda geleneksel öğretim yöntemi kullanılmıştır. Araştırma verileri, öğrencilerin problem çözme performanslarını belirlemek amacıyla kullanılan Klasik Fizik Sınavı’ndan elde edilmiştir. Klasik Fizik Sınavı sonuçları Problem Çözme Rubriği kullanılarak değerlendirilmiş ve SPSS 10 paket programıyla analiz edilmiştir. Araştırma sonucunda, problem tasarlayarak yapılan öğretimin öğrencilerin problem çözme performanslarını istatiksel olarak anlamlı bir şekilde etkilediği belirlenmiştir.
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  • 3
1-10
  • English

REFERENCES

References: 

[1] McDermott, L.C. & Redish, E.F. (1999). Resource letter: PER-1: Physics education research. American Journal of Physics, 67 (9), 755-767.
[2] English, L., D. (1997). The Development of Fifth-Grade Children’s Problem Posing Abilities, Educational Studies in Mathematics, 34 (3), pp.183-217
[3] Silver, E. and Cai, J. (1996). An Analyses of Arithmetic Problem Posing by Middle School Students, Journal of Research in Mathematics Education, 27 (5), pp.521-539
[4] Gonzales, N. A. (1994). Problem Posing: A Neglected Component in Mathematics Courses for Prospective Elementary and Middle School Teachers, School Science and Mathematics, 94 (2),pp.78–84.
[5] Grunmeier, T.A.(2002). University Students’ Problem Posing Abilities and Attitudes Towards Mathematics, PRIMUS, 12(2), pp.122-134.
[6] Stoyanova, E. (2005). Problem Posing Strategies used by years 8 and 9 students, Australian Mathematics Teacher, 61 (3), pp.6-11.
[7] Silver, E. and Chi, J. (1995). Appepping students’ mathematical problem posing, Teaching Children Mathematics, 12 (3), pp.129-135

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