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İLKÖĞRETİM MATEMATİK ÖĞRETMENİ ADAYLARININ BAZI ASTRONOMİ KAVRAMLARINA İLİŞKİN FİKİRLERİNE ÖĞRETİMİN ETKİLERİ

EFFECTS OF INSTRUCTION ON PRE-SERVICE MATHEMATICS TEACHERS’ IDEAS ABOUT SOME ASTRONOMY CONCEPTS

Journal Name:

  • Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi

Publication Year:

  • 2010

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
The purpose of this study is to reveal the ratio of misconceptions pre-service mathematics teachers have about astronomy before and after instruction and to determine the conceptual change rate. With the increased importance given to astronomy education, the number of studies in this field has increased. In Turkey and abroad, a large number of studies have aimed at revealing the astronomy concepts pre-service teachers have. In this study, a literature-aided multiple-choice test of 31 questions has been developed. After the revision of the survey by 3 physics experts, reliability studies have been done with 55 pre-service science teachers, and α=0.61 has been obtained. This questionnaire was applied to 78 pre-service mathematics teachers before the instruction. After a 10- week instruction, the questionnaire was carried out again with the same subjects. A significant difference has been found between the results of pre and post-tests of four sections and the general questionnaire. It can be said that instruction has lead to a conceptual change.
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Abstract (Original Language): 
Bu çalışmanın amacı, astronominin bazı temel kavramlarına yönelik İlköğretim Matematik Öğretmenliği 2. sınıf öğrencilerinin öğretim öncesi ve sonrası fikirlerinin ne olduğu ve yapılan öğretimin kavramsal değişime etkisini belirlemektir. Astronomi eğitimine verilen önemin artması ile bu alanda yapılan çalışma sayısında artış olmuştur. Hem yurt içinde hem de yurt dışında öğretmen adaylarının astronomi kavramlarını ortaya çıkarmaya yönelik çok sayıda çalışma yapılmıştır. Verileri elde etmek için, literatür destekli olarak hazırlanan 31 soruluk çoktan seçmeli bir test geliştirilmiştir. Anket 3 fizik eğitimcisi tarafından gözden geçirildikten sonra 55 Fen Bilgisi öğretmen adayı ile yapılan güvenirlik çalışmasında α=0.61 elde edilmiştir. Öğretim öncesi 78 İlköğretim Matematik öğretmen adayına bu anket uygulanmıştır. 10 haftalık öğretimin ardından aynı örnekleme anket tekrar uygulanmıştır. Ön-test ve son-test sonuçları arasında son-test lehine anlamlı bir fark bulunmuştur. Kavramsal değişim açısından yapılan öğretimin etkili olduğu sonucuna ulaşılmıştır.
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  • 1
105-124
  • Turkish

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