Probleme-dayalı öğrenmenin matematik öğretmen adaylarının ölçme ve vektörler konularındaki başarıları üzerindeki etkisi

Bu çalışmada, fizik ve matematik disiplinlerinin ortak ilgi alanına giren Ölçme ve Vektörler konularındaki bir PDÖ uygulamasının matematik öğretmen adaylarının bu konulardaki başarıları üzerindeki etkilerini belirlemek amaçlanmıştır. Çalışmada, yarı deneysel öntest-sontest araştırma deseni kullanılmıştır. Çalışmaya Dokuz Eylül Üniversitesi, Buca Eğitim Fakültesi Matematik Öğretmenliği programında öğrenim görmekte olan toplam 66 öğretmen adayı katılmıştır. Çalışma, bir deney ve bir kontrol olmak üzere iki grup ile yürütülmüştür. Çalışmanın uygulaması, 2010–2011 akademik yılının güz döneminde Genel Fizik I dersinde gerçekleştirilmiştir. Deney grubunda (n=30) yer alan öğrencilere "Ölçme" ve "Vektörler" konularında PDÖ yöntemiyle öğretim verilirken, aynı konuların öğretimi kontrol grubunda (n=36) geleneksel yöntemlerle gerçekleştirilmiştir. Çalışmanın verileri, "Ölçme ve Vektörler Başarı Testi (ÖVBT)" ile toplanmıştır. Verilerin analizinde frekans, yüzde, ortalama, standart sapma ve tekrarlı ölçümler için MANOVA testi kullanılmıştır. Sonuçlar, PDÖ yöntemi ile öğrenim gören öğretmen adaylarının adı geçen fizik konularındaki başarılarının, geleneksel yöntemlerle öğrenim gören öğretmen adaylarına göre önemli ölçüde daha yüksek olduğunu göstermektedir. Çalışmada, fizik öğretimine ve gelecek araştırmalara yönelik öneriler sunulmuştur.In this study, it is aimed to determine the effects of a PBL application related to Measurement and Vectors topics which are the common interest of both physics and mathematics disciplines on the achievements of pre-service mathematics teachers related to these topics. In the study, semi-experimental pre-test post-test research design was used. Totally 66 pre-service teachers who study at Dokuz Eylül University, Buca Education Faculty, Mathematics Education Department participated into the study. The study was executed with two groups consisting of one experimental and one control group. The application of this study was performed in General Physics I Course given in Fall Semester of 2010-2011 academic year. Whereas the students existing in the experimental group (n=30) were instructed by using PBL method on "Measurement" and "Vectors" topics, instruction of the same topics were given to control group (n=36) by using traditional methods. Data of the study were collected by "Measurement and Vectors Achievement Test (MVAT)". In data analysis, frequency, percentage, mean, standart deviation, and MANOVA test for repeated measurements were used. Results have displayed that for the aforementioned physics topics, achievements of pre-service teachers who were instructed by PBL method are significantly higher than the pre-service teachers' who were instructed by traditional instruction methods. In the study, certain suggestions were given related to physics education and for future researches.

Probleme-Dayalı Öğrenme ,

Fizik Dersi ,

Matematik Öğretmen Adayları ,

Fizik Başarısı ,

In this study, it is aimed to determine the effects of a PBL application related to Measurement and Vectors topics which are the common interest of both physics and mathematics disciplines on the achievements of pre-service mathematics teachers related to these topics. In the study, semi-experimental pre-test post-test research design was used. Totally 66 pre-service teachers who study at Dokuz Eylül University, Buca Education Faculty, Mathematics Education Department participated into the study. The study was executed with two groups consisting of one experimental and one control group. The application of this study was performed in General Physics I Course given in Fall Semester of 2010-2011 academic year. Whereas the students existing in the experimental group (n=30) were instructed by using PBL method on "Measurement" and "Vectors" topics, instruction of the same topics were given to control group (n=36) by using traditional methods. Data of the study were collected by "Measurement and Vectors Achievement Test (MVAT)". In data analysis, frequency, percentage, mean, standart deviation, and MANOVA test for repeated measurements were used. Results have displayed that for the aforementioned physics topics, achievements of pre-service teachers who were instructed by PBL method are significantly higher than the pre-service teachers' who were instructed by traditional instruction methods. In the study, certain suggestions were given related to physics education and for future researches.

Problem-Based Learning, ,

Physics Lesson, ,

Pre-Service Mathematics Teachers, ,

Physics Achievement ,