FİZİK DERSİNDE ÖĞRENCİLERİN ÖĞRENME DOYUMLARININ YORDANMASI

Year 2010, Issue: 28, 96 - 102, 01.12.2010

Gamze Sezgin Selçuk Burak Karabey , Serap Çalışkan

Abstract

Bu araştırmanın amacı, fizik dersine yönelik öğrenci doyumları üzerinde öğrencilerin inanışlarının (yani fizik dersinden hoşlanma ve fizik öğrenmeye yönelik yeterlik algıları) belirleyiciliğini incelemektir. Araştırmada Dokuz Eylül Üniversitesi Eğitim Fakültesindeki beş ayrı bölümde öğrenim gören toplam 189 öğrenciden “Öğrenci Doyum Ölçeği” ve “Öğrenci Bilgi Formu” nu cevaplandırmaları istenmiştir. Katılımcı öğrencilerin tamamı fiziğe giriş dersi almaktadırlar. Araştırmanın verileri betimsel istatistikler ve çoklu doğrusal regresyon analizi ile çözümlenmiştir. Araştırmanın bulguları öğrenci inanışlarının öğrenci doyumuna ait toplam varyansın %29’unu açıkladığını ve öğrenci inanışlarının öğrenci doyumu ile pozitif şekilde ilişkili olduğunu göstermektedir. Bu sonuçlar aynı zamanda “fizik dersinden hoşlanmanın”, “fizik öğrenmeye yönelik yeterlik algıları” na göre daha önemli bir belirleyici olduğunu ortaya çıkarmıştır. Araştırmada sonuçlara dayalı olarak öneriler vurgulanmıştır.

Keywords

Öğretmen Eğitimi, Öğrenci Doyumu, Fizik Eğitimi, Yeterlik Algısı

PREDICTING STUDENT SATISFACTION IN PHYSICS COURSES

Abstract

The objective of this study was to investigate the predictive power of students’ beliefs (i.e. enjoyment in the physics course and students’ perception of their competence in learning physics) on student satisfaction towards physics courses. A total of 189 students from the five departments in the Faculty of Education at Dokuz Eylul University were asked to respond to “The Student Satisfaction Scale (α =0.92)” and “Student Information Form”. The participants were all enrolled in introductory physics courses. Data was statistically analyzed using descriptive statistics and multiple linear regression analysis. Findings indicate that student beliefs explain 29% of the total variance on student satisfaction and that student beliefs are positively correlated with student satisfaction. The results also indicate that “enjoyment in the physics course” is a more significant predictor than “student self-perception of competence in learning physics”. In the paper, recommendations based on the findings of the study are highlighted.

Keywords

Teacher Education, Student Satisfaction, Physics Education, Self-Perception

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