Geometrik Optik Konularında Hazırlanmış Bir Sanal Laboratuvar Uygulamasının Öğrencilerin Kavramsal Anlamaları ve Başarıları Üzerine Etkisi
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2022
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Selçuk Üniversitesi Fen Bilimleri Enstitüsü
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info:eu-repo/semantics/openAccess
Abstract
Bu araştırmanın amacı, geometrik optik konusunda yapılandırmacı düşünceyi temel alan ve simülasyonlar
kullanılarak hazırlanmış bir sanal laboratuvar uygulaması ile yapılan öğretimin, geleneksel laboratuvar
yöntemi ile yapılan öğretime göre öğrencilerin akademik başarıları, fiziğe karşı tutumları ve kavramsal
anlamaları üzerindeki etkisini incelemektir. Araştırmada, kullanılan öğretim yönteminin akademik başarı
ve fiziğe karşı tutuma etkisini belirlemek için ön test - son test kontrol gruplu yarı deneysel model
kullanılmıştır. Çalışmanın bağımsız değişkeni sanal laboratuvar uygulamasına dayalı öğretim yöntemi
iken bağımlı değişkenleri ise öğrencilerin fizik dersi başarısı ve öğrencilerin fiziğe karşı tutumları
şeklindedir. Diğer taraftan öğrencilerin kavramsal anlamalarını incelemek amacıyla da nitel veri toplama
tekniklerinden odak grup görüşmesi tekniği kullanılmıştır. Araştırma 2013-2014 bahar döneminde
Bilgisayar ve Öğretim Teknolojileri Bölümünde (BÖTE) okutulan Fizik II dersini alan aynı sınıfın iki
farklı şubesindeki toplam 59 öğrenci üzerinde yürütülmüştür. Şubelerin birisi deney grubu diğeri kontrol
grubu şeklinde yansız olarak belirlenmiştir. İlgili konu deney grubundaki 29 öğrenciye simülasyonlar
kullanılarak oluşturulmuş sanal laboratuvar ortamında, kontrol grubundaki 30 öğrenciye ise geleneksel
laboratuvar ortamında işlenmiştir. Araştırmada öğrencilerin fizik başarılarını ölçmek amacıyla araştırmacı
tarafından hazırlanan “Geometrik Optik Başarı Testi”, fiziğe karşı tutumlarını belirlemek amacıyla da
“Fizik Tutum Ölçeği” kullanılmıştır. Her iki veri toplama aracı da uygulama öncesi ve sonrasında iki
gruba da ön test ve son test olarak uygulanmış ve elde edilen veriler t-testi ile analiz edilmiştir. Elde
edilen bulgulara göre, her iki grupta da fizik başarısında bir artış olmasına rağmen sanal laboratuvar
ortamında öğretimin yapıldığı deney grubunun başarısı ile geleneksel ortamda öğretimin yapıldığı kontrol
grubunun başarısı arasında deney grubu lehine istatistiksel olarak anlamlı farklılık çıkmıştır. İki grubun
fiziğe karşı tutumlarında da uygulamalar sonunda bir artış söz konusu iken uygulamalar sonrasındaki
tutumları karşılaştırıldığında iki grup arasında istatistiksel olarak anlamlı bir farkın olmadığı tespit
edilmiştir. Sonuç olarak bu çalışmada, Geometrik Optik konusunda simülasyonların kullanıldığı sanal
laboratuvar ortamındaki öğretimin fizik başarısında geleneksel laboratuvar ortamındaki öğretime göre
daha etkili olduğu fakat fiziğe karşı tutumda anlamlı bir etkisinin olmadığı görülmüştür. Bununla birlikte,
odak grup görüşmesi sonuçlarına göre öğrencilerin geometrik optik konularından düz aynada görüntü
oluşumu, yansıma kanunu, küresel aynalar ve ince merceklerde görüntü oluşumu ile ilgili kavramsal
anlamlarının istenen düzeyde olmadığı sonucuna ulaşılmıştır.
The purpose of this study is to investigate the effect of teaching through a virtual laboratory prepared using simulations teaching materials and that are based on constructivist thought about geometrical optics upon the students’ academic success and their attitudes towards physics. Semi-experimental method with pretest and posttest group was used as research method. While the independent variable of the study is teaching method that is based on virtual laboratory application, the dependents variables are students’ success at physics lesson and their attitude towards physics. The study was carried out with 59 students from the same grade but a different section and taking Physics II lesson that is taught in Department of Computer and Instructional Technologies in the spring term of 2013 and 2014 academic year. One of the sections was objectively determined as the experimental group and the other one is determined as the control group. The subject was taught to 29 students in the experimental group in a virtual laboratory environment which was created using simulations, and 30 students in the control group was taught the same subject in a traditional laboratory environment. In the study, “Geometrical Optics Achievement Test” developed by the researcher was used in order to measure students’ physics success, and “Attitude Scale towards Physics” was used to determine students’ attitude towards physics. Both data instruments were applied as pretest and posttest to two groups before and after application and obtained data were analyzed through t-test. According to the findings, although there was an increase in success of both groups, there was a meaningful statistical difference at physics success of the experimental group who was taught in the virtual laboratory environment in comparison to the success of the control group who was taught in traditional laboratory environment. While there was an increase in both groups’ attitude towards physics as a result of the applications, it was determined that there was not a meaningful difference statistically between the groups when compared to their attitudes after the applications. As a result in this study, it was seen that teaching in the virtual laboratory environment where simulations were used in the subject of Geometrical Optics was more affective in physics success than teaching in traditional laboratory environment but there was no meaningful difference in attitudes towards physics. In addition, according to the results of focus group interview it was concluded that the conceptual meanings of the students about the formation of images in flat mirrors, the law of reflection, image formation in spherical mirrors and thin lenses, which are among the subjects of geometric optics, are not at the desired level.
The purpose of this study is to investigate the effect of teaching through a virtual laboratory prepared using simulations teaching materials and that are based on constructivist thought about geometrical optics upon the students’ academic success and their attitudes towards physics. Semi-experimental method with pretest and posttest group was used as research method. While the independent variable of the study is teaching method that is based on virtual laboratory application, the dependents variables are students’ success at physics lesson and their attitude towards physics. The study was carried out with 59 students from the same grade but a different section and taking Physics II lesson that is taught in Department of Computer and Instructional Technologies in the spring term of 2013 and 2014 academic year. One of the sections was objectively determined as the experimental group and the other one is determined as the control group. The subject was taught to 29 students in the experimental group in a virtual laboratory environment which was created using simulations, and 30 students in the control group was taught the same subject in a traditional laboratory environment. In the study, “Geometrical Optics Achievement Test” developed by the researcher was used in order to measure students’ physics success, and “Attitude Scale towards Physics” was used to determine students’ attitude towards physics. Both data instruments were applied as pretest and posttest to two groups before and after application and obtained data were analyzed through t-test. According to the findings, although there was an increase in success of both groups, there was a meaningful statistical difference at physics success of the experimental group who was taught in the virtual laboratory environment in comparison to the success of the control group who was taught in traditional laboratory environment. While there was an increase in both groups’ attitude towards physics as a result of the applications, it was determined that there was not a meaningful difference statistically between the groups when compared to their attitudes after the applications. As a result in this study, it was seen that teaching in the virtual laboratory environment where simulations were used in the subject of Geometrical Optics was more affective in physics success than teaching in traditional laboratory environment but there was no meaningful difference in attitudes towards physics. In addition, according to the results of focus group interview it was concluded that the conceptual meanings of the students about the formation of images in flat mirrors, the law of reflection, image formation in spherical mirrors and thin lenses, which are among the subjects of geometric optics, are not at the desired level.
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Fizik eğitimi, geometrik optik, sanal laboratuvar, fizik başarısı, fiziğe karşı tutum, kavramsal anlama, Physics education, geometrical optics, virtual laboratory, physics success, attitude towards physics, conceptual understanding
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Erdoğan, Ş., (2022). Geometrik Optik Konularında Hazırlanmış Bir Sanal Laboratuvar Uygulamasının Öğrencilerin Kavramsal Anlamaları ve Başarıları Üzerine Etkisi. (Doktora Tezi). Selçuk Üniversitesi, Fen Bilimleri Enstitüsü, Konya.
