Öğretmen adaylarının duran dalga kavramına yönelik kavramsal anlamaları

Year 2021, , 1 - 22, 31.01.2021

Işıl Aykutlu , Sevim Bezen , Celal Bayrak

https://doi.org/10.19128/turje.744113

Abstract

Araştırmada öğretmen adaylarının duran dalga kavramına yönelik kavramsal anlamalarının belirlenmesi amaçlanmıştır. Öğretmen adaylarının duran dalgaya yönelik kavramsal anlamaları fenomenoloji deseni aracılığıyla belirlenmiş ve onların bu fenomene yükledikleri anlamın ve o kavramı nasıl algıladıklarının, deneyimlediklerinin ortaya konması hedeflenmiştir. Araştırma 13 öğretmen adayı ile yürütülmüştür. Araştırmada veri toplama aracı olarak öğretmen adaylarının demografik özelliklerinin belirlenmesi için bir kapalı uçlu sorudan ve duran dalgaya yönelik kavramsal anlamaların belirlenmesi için beş açık uçlu sorudan yararlanılmıştır. Veriler öğretmen adayları ile bireysel olarak gerçekleştirilen yarı yapılandırılmış görüşmelerle toplanmıştır. Araştırmada öğretmen adaylarından gelen yanıtlar farklılık gösterdiğinden, ‘Answer Sculptures’ modeli tercih edilerek yeni bir harita aracılığıyla betimlenerek analiz edilmiştir. Araştırma sonucunda öğretmen adaylarının duran dalga kavramına yönelik kavramsal anlamalarında sorunlar olduğu, eksik bilgiye ve bilimsel olmayan görüşlere de sahip oldukları belirlenmiştir. Duran dalga kavramını sadece birkaç öğretmen adayının tam olarak anlamlandırdığı ortaya çıkmıştır.

Keywords

Duran dalga, Fen eğitimi, Kavramsal anlama, Öğretmen adayları

Pre-service teachers’ conceptual understanding of the standing wave concept

Abstract

In this study, the aim is to determine pre-service teachers’ conceptual understanding of the standing wave concept. Pre-service teachers’ conceptual understanding of the standing wave concept was determined through the phenomenological pattern, and the aim was to lay bare how they made sense of this phenomenon, how they perceived and experienced it. The study was conducted with the participation of 13 pre-service teachers. One closed-end question was used to determine pre-service teachers’ demographic characteristic, and five open-ended questions were used to determine their conceptual understanding of the standing wave concept. Data were obtained through semi-structured interviews conducted individually with the pre-service teachers. Because their answers varied, they were defined and analyzed through a new map with “Answer Sculptures.” At the end of the study, it was determined that pre-service teachers have issues with their conceptual understanding of the standing wave concept; they have incomplete and non-scientific information. It was also seen that only a couple of pre-service teachers have a complete understanding of the standing wave concept.

Keywords

Conceptual understanding, Pre-service teachers, Science education, Standing wave

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