Yrd. Doç. Dr. Erdal TAŞLIDERE, Doç. Dr. Ali ERYILMAZ

Öğretmen Adaylarının Geometrik Optik Konusundaki Kavram Yanılgılarının Üç-Aşamalı Kavram Yanılgısı Testi ile Değerlendirilmesi

Bu çalışma öğretmen adaylarının üniversitede geometrik optik konularını işlemeden önce ışık, gölge ve ayna görüntüleri ile ilgili kavram yanılgılarını tespit etmek amacı ile gerçekleştirilmiştir. Fen Bilgisi Öğretmenliği ve Bilgisayar ve Öğretim Teknolojileri Eğitimi bölümü birinci ve ikinci sınıflarında öğrenim gören 317 öğretmen adayı çalışmanın katılımcılarını oluşturmuştur. Adayların kavram yanılgıları, revize edilmiş üç-aşamalı geometrik optik kavram yanılgısı testi ile ölçülmüş ve testin geçerlilik ve güvenilirlik analizleri tekrar yapılmıştır. Sonuçlar, revize edilen testin öğretmen adaylarının ışık, gölge ve düzlem ayna konularındaki kavram yanılgılarını tespit etmek için geçerli ve güvenilir bir ölçüm aracı olduğunu göstermiştir. Testin iç güvenilirlik katsayısı olan Croanbach alfa değeri 0,65 olarak bulunmuştur. Elde edilen sonuçlar, öğretmen adaylarının çoğunun geometrik optik dersleri öncesinde ışık, gölge ve düzlem ayna görüntüleri ile ilgili kavramsal anlama düzeylerinin oldukça zayıf ve 12 yaygın kavram yanılgısına sahip olduklarını göstermiştir. Bu çalışmanın sonuçlarının; geometrik optik konularını anlatan öğreticilerin, fen bilgisi ve bilgisayar öğretmenliği lisans programlarındaki öğrenciler için öğretim planlarını hazırlamalarında yararlı olacağı düşünülmektedir.

Anahtar Kelimeler:

Kavram yanılgısı, Geometrik optik, Üç-aşamalı kavram testi, Kavramsal anlama, Öğretmen adayı

Assessment of Pre-Service Teachers’ Misconceptions in Geometrical Optics via a Three-Tier Misconception Test (Öğretmen Adaylarının Geometrik Optik Konusundaki ...) Doi: 10.14686/BUEFAD.2015111057

This study was undertaken to describe pre-service elementary teachers’ misconceptions about various aspects of light, shadow and mirror images before they learn the geometrical optics at the university level. The participants of the study were 317 junior and sophomore level students studying at the departments of science and computer education. Students’ misconceptions were assessed via a revised three-tier geometrical optics misconception test. Its’ validity and reliability evidences were rechecked. The findings denoted that the revised test is a valid and reliable measuring tool for assessing pre-service elementary teachers' misconceptions of geometrical optics. The internal consistency of the test was measured via Cronbach alpha and it was found as 0.65. The results revealed that most of the pre-service elementary teachers have limited conceptual understanding and they hold 12 prevalent misconceptions in geometrical optics. The instructors can consider the findings of current study while making their teaching plans for geometrical optics for pre-service science and computer elementary teachers.

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