Elektrik konularının öğretiminde pedagojik - analojik modellerin öğrenci başarısına etkisi
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Dosyalar
Tarih
2009-07-30
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Selçuk Üniversitesi Fen Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmada elektrik konularının öğretiminde pedagojik-analojik modellerin öğrenci başarısına etkisinin araştırılması hedeflenmiştir. Bu çalışma, öğrencilerin konuyla ilgili kavramlarına etki edebileceği düşünülen önbilgileri mantıksal düşünme yetenekleri ve becerileri göz önüne alınarak yapılmıştır. 2008 - 2009 öğretim yılı güz döneminde 6 hafta süreyle uygulanan çalışma Selçuk Üniversitesi Teknik Bilimler Meslek Yüksek Okulu'nda 4 farklı 1. sınıf şubesinde toplam 185 öğrenciye uygulanmıştır. Şubelerden ikisi kontrol grubu diğer iki şube ise deney grubu olarak belirlenmiştir. Elektrik konusu kontrol grubuna geleneksel öğretim yaklaşımıyla, deney grubunda ise pedagojik analojik modellerle işlenmiştir. Konunun işlenmesinden önce öğrencilere ön test uygulanmıştır. Öğrencilerin elektrik konusuyla ilgili ön bilgilerinin ne düzeyde olduğunu ölçen başarı testi analiz edilmiştir. Elektrik konusunun işlenmesinden sonra öğrencilere başarı (son test) testi tekrar uygulanmıştır. Öğrencilere uygulanan test sonuçlarının değerlendirilmesinde t-testi ve Anova analizi yapılmıştır. Yapılan veri analizi sonucunda pedagojik-analojik modellerle anlatım yapılan deney grubunun klasik yöntemle antlım yapılan kontrol grubuna göre daha başarılı olduğu ve deney grupları lehine anlamlı farklılıklar olduğu gözlenmiştir.
In this study, it is aimed to research the effect of the pedagogic-analogical models at the teaching of the electrical subjects on the success of the student. This study has been done by considering the pre-knowledge, logical thinking abilities and talents of the students that can affect concepts of the related subject. This study was applied to 185 students of 4 different primary class branches of Technical Science College placed in Selcuk University during 6 weeks at 2008-2009 for semester. Two of branches were determined as control groups whereas the other two branches were determined as examination (test-sample) groups. Electrical subjects were instructed with traditional teaching approach and pedagogic- analogical models in control and examination group respectively. Pre-test had been applied to the student before the subjects were instructed. Achievement test that measured the levels of the pre-knowledge of the students about the electricity was analyzed. Achievement test (final test) had been reapplied to the students after electrical subject was lectured. T-test and Anova analysis were implemented for evaluation of the results of the test that were applied to the students. It has been observed that the experiment groups that were thought with pedagogical-analogical models were more successful than the control groups that were thought with traditional model. As a result, there were significant differences in the favor of examination groups.
In this study, it is aimed to research the effect of the pedagogic-analogical models at the teaching of the electrical subjects on the success of the student. This study has been done by considering the pre-knowledge, logical thinking abilities and talents of the students that can affect concepts of the related subject. This study was applied to 185 students of 4 different primary class branches of Technical Science College placed in Selcuk University during 6 weeks at 2008-2009 for semester. Two of branches were determined as control groups whereas the other two branches were determined as examination (test-sample) groups. Electrical subjects were instructed with traditional teaching approach and pedagogic- analogical models in control and examination group respectively. Pre-test had been applied to the student before the subjects were instructed. Achievement test that measured the levels of the pre-knowledge of the students about the electricity was analyzed. Achievement test (final test) had been reapplied to the students after electrical subject was lectured. T-test and Anova analysis were implemented for evaluation of the results of the test that were applied to the students. It has been observed that the experiment groups that were thought with pedagogical-analogical models were more successful than the control groups that were thought with traditional model. As a result, there were significant differences in the favor of examination groups.
Açıklama
Anahtar Kelimeler
Pedogojik-anolojik modeller, Modelleme, Elektrik dersi, Fizik eğitimi, Pedegogic-anologic models, Modelling, Electric class, Physics education
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Köklü, N. (2009). Elektrik konularının öğretiminde pedagojik - analojik modellerin öğrenci başarısına etkisi. Selçuk Üniversitesi, Yayımlanmış yüksek lisans tezi, Konya.
