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
efdergi@hacettepe.edu.tr http://www.efdergi.hacettepe.edu.tr Hacettepe University, Faculty of Education 06800 Beytepe / Ankara
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