Pedagojik-Analojik Modellerin İş-Güç-Enerji Konusu ile İlgili Kavramları Anlamaya Etkisi
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Dosyalar
Tarih
2010
Yazarlar
Dergi Başlığı
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Yayıncı
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Araştırmanın amacı, pedagojik-analojik modellerin kullanımının, öğrencilerin iş-güç-enerji konusunu kavramalarına olan etkisini araştırmak ve geleneksel ders anlatım yöntemi ile karşılaştırmaktır. Bu amaç doğrultusunda iş, güç, enerji konusunda çeşitli pedagojik-analojik modeller geliştirilmiş ve iş, güç, enerji konusunu anlamaya olan etkisi incelenmiştir. Çalışmanın örneklemini, Konya Meram Muhittin Güzelkılınç Lisesi’ nin iki farklı şubesindeki toplam 53 10. sınıf öğrencisi oluşturmaktadır. Şubelerden biri pedagojik- analojik modellerden olan animasyonların ve analojilerin kullanılacağı deney grubu, diğeri ise geleneksel öğretim yöntemlerinin kullanılacağı kontrol grubu olarak seçilmiştir. Araştırmada deneysel araştırma yönteminin öntest-sontest deseni kullanılmıştır. 2006–2007 öğretim yılının ikinci döneminde dört hafta süreyle uygulama yapılmıştır. Araştırmada veri toplamak amacıyla iş-güç-enerji konusu ile ilgili bir kavram başarı testi ve yazılı cevap gerektiren bir test geliştirilmiştir. Hazırlanan kavram başarı testinin kapsam geçerliliği, yapı geçerliliği, güvenilirliği incelenmiş ve test maddelerinin analizi yapılmıştır. Pilot çalışma verilerine göre testin Cronbach Alfa güvenilirlik katsayısı 0,927, KR–20 güvenilirlik katsayısı ise 0,921 bulunmuştur. Kavram başarı testinden elde edilen veriler bağımsız grup t testi ile analiz edilmiştir. Sonuçlar modellerin kullanıldığı grup lehinde anlamlı çıkmıştır. Yazılı cevap gerektiren test yardımıyla nitel anlamda veri toplanmış ve öğrencilerin getirdikleri açıklamalar karşılaştırılmıştır.
Aim of this study is to compare the effect of using pedagogical- analogical models to understanding the work- power- energy concepts of the students. Because of this aim, in this study, various pedagogical- analogical models were developed and effectiveness of these tools on understanding work- powerenergy and subject were investigated. Sample of this study consisted 53 students of tenth class read at Konya Meram Muhittin Güzelkılınç High School’ s two class. One of this classes was selected as experimental group that was used animations and analogies. Other group was selected as control group that was used traditional methods. In the study, the pretest- posttest design of experimental investigation method was used. Applications of the lessons were carried out throughout 4 weeks at second semester of 2006- 2007 education year. For collecting the data, a concept achievement test and a written answer test were developed. In this way, both quantitative data and qualitative data were collected. Content validity, factoral validity, reliability of the concept achievement test and items of test were analysed. According to data of pilot study, cronbach alfa reliability coefficient was 0,927; KR- 20 reliability coefficient was 0,921. Data of concept achievement test were analysed by way of independent group t test. The results were meaningful in favour of experiment group on whıch pedagogical- analogical models were used. Qualitative data were collected by way of the written answer test and explanations of the students at two groups were compared.
Aim of this study is to compare the effect of using pedagogical- analogical models to understanding the work- power- energy concepts of the students. Because of this aim, in this study, various pedagogical- analogical models were developed and effectiveness of these tools on understanding work- powerenergy and subject were investigated. Sample of this study consisted 53 students of tenth class read at Konya Meram Muhittin Güzelkılınç High School’ s two class. One of this classes was selected as experimental group that was used animations and analogies. Other group was selected as control group that was used traditional methods. In the study, the pretest- posttest design of experimental investigation method was used. Applications of the lessons were carried out throughout 4 weeks at second semester of 2006- 2007 education year. For collecting the data, a concept achievement test and a written answer test were developed. In this way, both quantitative data and qualitative data were collected. Content validity, factoral validity, reliability of the concept achievement test and items of test were analysed. According to data of pilot study, cronbach alfa reliability coefficient was 0,927; KR- 20 reliability coefficient was 0,921. Data of concept achievement test were analysed by way of independent group t test. The results were meaningful in favour of experiment group on whıch pedagogical- analogical models were used. Qualitative data were collected by way of the written answer test and explanations of the students at two groups were compared.
Açıklama
Anahtar Kelimeler
Pedagojik-analojik modeller, İş-güç-enerji, Animasyonlar, Analojiler, Pedagogical-analogical models, Work-power-energy, Animations, Analogies
Kaynak
Milli Eğitim
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
185
Künye
Cerit Berber, N., Sarı, M., (2010). Pedagojik-Analojik Modellerin İş-Güç-Enerji Konusu ile İlgili Kavramları Anlamaya Etkisi. Milli Eğitim, (185), 240-265.
