SavedAdd your journal

Journals / Hacettepe Üniversitesi Eğitim Fakültesi Dergisi / 2012 / Cilt: 2012 - Sayı: 43

Fizik öğrencilerinin problem çözmelerinin bilgisayara-dayalı teknoloji ile gerçek zamanlı değerlendirilmesi

Real-time assessment of problem-solving of physics students using computer-based technology

Tolga GÖK
Pages
210–221
Publication Date
2022-10-19
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Results indicated that the students were used to apply problem solving strategies frequently by the end of the semester.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Tlıe change in students' problem solving ability in upper-level course through the application of a technological interactive environment-Tablet PC running İnkSurvey- was investigated in present study.
📊
Key Findings & Data:Tablet PC/lnkSurvey interactive technology allowing the instructor to receive real-time formative assessment as the class works through the problem solving strategies was used to improve students' problem solving skills.
💡
Conclusion & Impact:Results indicated that the students were used to apply problem solving strategies frequently by the end of the semester.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

Tlıe change in students' problem solving ability in upper-level course through the application of a technological interactive environment-Tablet PC running İnkSurvey- was investigated in present study. Tablet PC/lnkSurvey interactive technology allowing the instructor to receive real-time formative assessment as the class works through the problem solving strategies was used to improve students' problem solving skills. The method was evaluated by developed problem solving strategies survey as well as quizzes after each chapter of eleven chapters for Advanced Electricity arid Magnetism course. Results indicated that the students were used to apply problem solving strategies frequently by the end of the semester.

Özet

Bu çalışmada, öğrencilerin problem çözme yeteneklerinin İnkSurvey yazılımlı Tablet bilgisayardan oluşan interaktif ortamdaki değişimi verilmektedir. Öğrencilerin problem çözme becerilerini geliştirmek amacıyla, eğitimciye problem çözme stratejileri uygulayan sınıfı gerçek zamanlı olarak değerlendirmesine olanak sağlayan Tablet bilgisayar/InkSurvey interaktif teknolojisi kullanılmıştır. Yöntem, problem çözme stratejileri ölçeği ve İleri Elektrik ve Manyetizma dersinde görülen onbir konunun her biri için yapılan kısa sınavlar ile değerlendirilmiştir. Eide edilen sonuçlar, öğrencilerin problem çözme stratejilerini dönemin sonuna doğru sıklıkla kullandıklarını göstermiştir.

🔖

Cite This Article

GÖK, T. (2022). Fizik öğrencilerinin problem çözmelerinin bilgisayara-dayalı teknoloji ile gerçek zamanlı değerlendirilmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 2012 - Sayı: 43, 210–221. https://ajindex.com/articles/532179

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (8)

  1. Anderson, R., Anderson, R., McDowell, L., & Simon. B. (2005, October). Use of'classroom presenter in engineering courses. 35lh ASEE/fEEE Frontiers in Education Conference, Indianapolis, IN. Bagno, E„ & Eylon, Bat-5. (1997). From problem solving to a knowledge s tincture: An example from the domain of clectromagnetism. American Journal of Physics, 65(8), 726-736.
  2. Berque, D. (2006). An evaluation of a broad deployment of DyKnow software to support not taking and interaction tising pen-based computers. Journal of Computing Sciences in Colleges, 2/(6), 204-216.
  3. Bolton, J., & Ross, S. (1997). Developing students' physics problem-solving skills. Physics Education, 32, 176-185.
  4. Chi, M. T. H„ Feltovich, P, J., & Glaser, R. (1981), Categorization and representation of physics problems by experts and novices. Cognitive Science, 5, 121 -152. Chi, M. T. H„ Glaser, R., & Rees, E. (1982). Expertise in problem solving, (in Sternberg. R. J. ed.) Advances in the psychology of human intelligence. Lawrence Erlbaum, Hillsdale. Cohen. J. (1988). Statistical power analysis for the behavioral sciences. (2ra! ed.) New Jersey: Earlbaum Hillsade. Coombs, W„ & Schroeder, H. (1988). An analysis of factor analytic data. Personality and Individual Differences. 9, 79-85
  5. De Jong, T., & Ferguson-Messier, M. G. M. (1986). Cognitive structures of good and poor novice problem solvers in physics. Journal of Educational Psychology, 75( 4), 279-288.
  6. Dewey, J. (1910). How we think. London: D. C. Heath & Company. Dufrense, R. J., Gerace, W. J., & Leonard, W. J. (1997). Solving physics problems with multiple representations. Physics Teacher. 35, 270. Elshout, J. J. (1987). Problem-solving and education, (in deCoite, E., Lodewijks. H„ Pannentier, R., & Span. P. eds.) Learning and instruction. Oxford: Pergoman Books Ltd. Leuven: University Press. Ferro. P. (2008, October). Using Tablet PC and DyKnow in a mechanics of materials course. 38th ASEE/IEEE Frontiers in Education Conference, Saratoga Spring, NY. Garrett, R. M. (1986). Problem-solving in science education. Studies in Science Education, 13, 70-95.
  7. Gil-Perez, D., Dumas-Carre. A., Caillot. M„ & Martiiiez-Torregrosa, J. (1990). Paper and pencil problem solving in the physical sciences as a research activity. Studies in Science Education, IS, 137-151.
  8. Harsicamp, E., & Ding, N. (2006). Structured collaboration versus individual learning in solving physics problems. International Journal of Science Education, 14(17 ). 1669- 1688. Heller, J. L, & Ri