Identification of The Physics Subjects That Are Liked/Disliked and Why These Subjects Are Liked/Disliked By Student Teachers / Öğretmen Adaylari Tarafindan Sevilen Ya Da Sevilmeyen Fizik Konularinin Ve Bu Konularinin Neden Sevildiğinin Ya Da Sevilmediğini

Yıl 2016, Cilt: 12 Sayı: 4, 827 - 843, 06.08.2016

Serkan Kapucu

Öz

In this study, the physics subjects that student teachers liked or disliked and the reasons of why they liked or disliked these subjects were determined. A total of 322 student teachers from different departments participated in the study. As a main data collection tool, an open-ended questionnaire was delivered to the student teachers. Then interviews were conducted with some student teachers to confirm the results obtained from an open-ended questionnaire. The results revealed that student teachers who liked the physics subjects indicated the subjects such as ‘vectors’, ‘torque’ and ‘optics I’ more. On the other hand, student teachers who disliked the physics subjects indicated the subjects such as ‘projectile motion’, and ‘magnetism II’ more. It was found that some of the reasons of why student teachers liked or disliked the physics subjects were closely related to their successfulness in solving some physics problems about the physics subjects, their past learning experiences, and difficulty level of some physics subjects.

(ÖĞRETMEN ADAYLARI TARAFINDAN SEVİLEN YA DA SEVİLMEYEN FİZİK KONULARININ VE BU KONULARININ NEDEN SEVİLDİĞİNİN YA DA SEVİLMEDİĞİNİN BELİRLENMESİ)

Öz

Bu çalışmada öğretmen adaylarının sevdiği ya da sevmediği fizik konuları ve onların bu konuları neden sevip ya da sevmediğinin sebepleri belirlenmiştir. Çalışmaya farklı bölümlerden toplamda 322 öğretmen adayı katılmıştır. Veriler kesitsel tarama araştırması ile toplanmıştır. Ana veri toplama aracı olarak açık uçlu anket öğretmen adaylarına dağıtılmıştır. Sonrasında açık uçlu anketten elde edilen verilerin doğrulanması amacı ile bazı öğretmen adayları ile mülakatlar yapılmıştır. Elde edilen sonuçlar fizik konularını seven öğretmen adaylarının ‘vektörler’, ‘moment’ ve ‘optik I’ gibi konuları daha çok belirttiklerini göstermiştir. Diğer taraftan fizik konularını sevmeyen öğretmen adayları ‘atışlar’ ve ‘manyetizma II’ gibi konuları daha fazla belirtmişlerdir. Öğretmen adaylarının fizik konularını neden sevip ya da sevmediğinin bazı sebepleri, onların fizik konuları hakkındaki problemleri çözerken ki başarıları, onların geçmiş öğrenme deneyimleri ve bazı fizik konuların zorluk seviyesi ile yakından ilişkili olduğu bulunmuştur

Anahtar Kelimeler

Tutum, ilgi, fizik eğitimi, fizik konuları, öğretmen adayları

Kaynakça

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