FİZİKTE KUVVET VE HAREKET KONULARINDAKİ KAVRAM YANILGILARININ ÜSTESİNDEN GELME: BİR WEB TABANLI FİZİK PROGRAMININ KULLANILMASI İLE İLGİLİ ÇALIŞMA


DEALING WITH MISCONCEPTIONS ABOUT FORCE AND MOTION CONCEPTS IN PHYSICS: A STUDY OF USING WEB-BASED PHYSICS PROGRAM


Assist. Prof. Dr. Neşet DEMİRCİ


ÖZET
Bu çal›şma, fizikte kuvvet ve hareket konular› hakk›ndaki kavram yan›lg›lar› ile ilgilidir. 1999-2000 öğretim yar›y›l›nda Florida/USA “Brevard County’de” toplam 125 öğrencinin kat›l›m›yla gerçekleşmiştir. Çoklu Kovaryet Analizi (MANCOVA) bağ›ms›z değişken olan kavram yan›lg›lar› için cinsiyet ve ön test sonuçlar› aras›nda bir ilişkiyi anlaml› ç›kard› ve buna bağl› olarak da Tav›r Davran›ş Etkileşimi (ATI) analizi yap›ld›. ATI analizini kullanarak kavram yan›lg›lar› için ön test sonuçlar› ile cinsiyet aras›ndaki ilişki incelendi. İncelemeler sonucu, öğrencilerin kuvvet ve hareket konulandaki kavram yan›lg›lar›n›n giderilmesinde deneysel grubun sonuçlar› ile diğer grubun sonuçlar› aras›nda anlaml› bir fark bulundu. Deneysel grupta bulunan öğrencilerin son teste katk›s› %12.6 olarak bulundu ve bu sonuç istatistiksel olarak anlaml› bir sonuçtu (F 1,9 = 20.03 p < .05). Bu sonuçlar baz al›nd›ğ›nda sonuç olarak denilebilir ki normal dersle birleştirilen web tabanl› fizik program› öğrencilerin bu konulardaki kavram yan›lg›lar›n› gidermede etkili olmuştur.


ABSTRACT
The aim of this study was to deal with misconceptions about force and motion concepts in physics. A total of 125 subjects, in Brevard County, Florida were selected by a sample of convenience to participate in this study during the fall of 1999-2000 academic years. The Multiple Analysis of Covariance (MANCOVA) analysis yielded a significant interaction for pretest and gender for dependent variable of Misconceptions. As a result of this, Attitude Treatment Interaction (ATI) was performed for dependent variable of misconceptions. ATI between pretest and gender relative to misconception was significant. When dependent variable is analyzed, there was a significance difference between treatment and control groups relative to misconceptions score. Group membership contributed 12.6% additional knowledge of posttest score variability, which was statistically significant for misconceptions (F 1,9 = 20.03, p < .05). Based on this result, it can be concluded that incorporating the web-based physics program with traditional lecturing did have a significant effect on dispelling students’ misconceptions about force and motion concepts.


ANAHTAR KELİMELER: fizik eğitimi, web tabanlı öğretim, bilgisayarla fizik öğretimi


KEYWORDS: science education, physics education, web-based instruction, computer based physics teaching

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