Ufuk Töman

7. SINIF IŞIK KONUSUNUN ÖĞRETİMİNDE AKRAN ÖĞRETİMİ TEKNİĞİ KULLANIMININ ÖĞRENCİLERİN BAŞARI DÜZEYLERİ ÜZERİNDEKİ ETKİSİ

Bu calismanin amaci, isik konusunda akran ogretimi teknigi kullaniminin 7. Sinif ogrencilerinin basari duzeyleri uzerinde etkisinin olup olmadiginin incelenmesidir. Calisma, tek grup on test - son test yari deneysel modelde tasarlanmistir. Calismaya Ankara ili Kecioren ilcesindeki ozel bir ortaokulun 7/A, 7/B ve 7C siniflarinda ogrenim goren 62 ogrenci katilmistir (Kiz: 38, Erkek: 24). Calismaya katilan ogrenciler arasindan her bir sinif icin 5’er ogrenci “Ogreten Akran” olarak belirlenmistir. Belirlenen ogrencilerin calisma oncesi, 40’ar dakikalik 5 oturumda ogreten akran olarak yetistirilme sureci gerceklestirilmistir. Ogreten akranlarin egitim surecinin ardindan, her uc sinifta da 4 hafta boyunca “Isik” konusu akran ogretimi teknigi ile yurutulmustur. Calisma verileri, Sayin (2015) tarafindan gelistirilen Akademik Basari Testi araciligiyla elde edilmistir. Yapilan calisma sonucunda, isik konusunda akran ogretimi teknigi kullaniminin calismaya katilan ogrencilerin basari duzeyleri uzerinde olumlu yonde etkisinin oldugu ortaya konulmustur.

An Investigation into the Learning of Ecological Concepts

The aim of this research; secondary, high school and university levels of the students to understand the concepts related to ecology of Bayburt in Turkey. In this study, a progressive research method was used. In this method, conceptual understanding test was used as data collection tool. Open-ended test questions were used in this study. The test consisted of 150 students, 50 were from the secondary school, 50 were from the high school and 50 from the university in Bayburt. The data obtained from the test indicate that the meanings of the ecological concept are in different categories and that this concept is not fully understood by the students at all three levels of learning. While students at secondary level relate the concepts related to ecology to their everyday use, high school and university students have more scientific definitions in their descriptions. In addition, misconceptions regarding these concepts have been identified at all levels of learning.

The viewpoints of physics teacher candidates towards the concepts in special theory of relativity and their evaluation designs

In this study, the viewpoints of physics teacher candidates at undergraduate level towards the concepts in special theory of relativity and the interpretations they made about these concepts were investigated. The viewpoints of the teacher candidates towards the concepts in the subject of special theory of relativity were revealed with six open ended questions prepared by the writers who are physics teachers as well. The research is a qualitative study and the study was conducted with eighteen teacher candidates. In this study, case study, one of the methods of qualitative research, was used. The study group of the research was chosen by convenience sampling. The data collected via open ended questions was analysed by descriptive analysis method. According to the results of the study, it was revealed that most of the students have not been introduced to the special theory of relativity and the concepts related to them. It could be stated that the candidates had difficulty with the relativity of time and its reference frame. Most of the teacher candidates could not make the interpretation that the speed of light was the limit speed and no other object could reach that speed.