Modern Fizikte Öğrencilerin ve Öğretmen Adaylarının Algılama ve Mantık Yürütme Biçimleri Üzerine Bir Çalışma

Bu çalışma fen alanlarında (fizik ve kimya) öğrenim gören öğretmen adaylarının, modern bilimlerin temel kavramları (enerji, madde, atom, ışık…) karşısında algılama ve mantık yürütme biçimlerini incelemek amacıyla yapılmıştır. Buradaki temel sorgulama geleceğin öğretmenlerinin bilimsel edinimleri ile yaşadığımız dünyayı nasıl algıladıkları ve tasarımladıklarıdır. Çalışmada özellikle mikromakro dünya, bilinen-bilinmeyen ve son olarak algı - kavram arası olası ilişkiler incelenmiştir. Araştırma Fransa ve Türkiye’de öğretmen adaylarının görüş ve düşünceleri ile şekillenmiş, ilköğretim, lise ve üniversite birinci sınıf öğrencilerin katkılarıyla tamamlanmıştır. Çalışmada veri toplama aracı olarak geniş katılımlı anketler ve görüşmeler kullanılmıştır. Araştırma sonucunda öğrenciler ve öğretmen adaylarının günümüz fen bilimlerinin temel kavramları çerçevesinde kullandıkları mantık yürütme ve algılama biçimlerinin, bilimsel bilginin yapılanması sırasında gelişen düşünce ve algılama biçimiyle uyumlu olmadığı belirlenmiştir. Bu uyumsuzluk bilimsel bilginin bireyde yapılanmasında ve ediniminde birtakım zorluklar ve engeller ortaya koymaktadır. Algısal ve bilişsel etkinlikleri yapılandırma ve bütünleştirme, öğrenmenin merkezinde olan bireyde eş zamanlı olarak varolan iki farklı mantık yürütme ve bilgi (bilimsel ve bilimsel olmayan) biçimi arasındaki olası uzaklığı azaltacaktır

The thesis analyses students’ and future science teachers’ modes of reasoning and perception of some key concepts in modern science (energy, matter, atoms, light...) Is this knowledge useful for building a vision of the real world for themselves and for their pupils? To examine the following questions, the relationship between the macroscopic world and the microscopic one, the known and the unknown one, and the possible passage from sensory to conceptual representations in particular, a sample of students-teachers in France and Turkey has been surveyed. The results of additional questionnaires and interviews of secondary school pupils and first-year university students have been included. The results show that the modes of reasoning and perception used by the students/teachers about the concepts of modern science were not compatible with the types of thought developed during the construction of the scientific knowledge. This incompatibility impeded or prevented the acquisition and construction of scientific knowledge. This makeshift assembly of both systems may help to bridge the gap between the two modes of reasoning and knowledge (scientific et non-scientific) which coexist in the intellectual structure of individuals

Keywords:

didactic, modern physics, reasoning, concept, perception cognitive tools,

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