Fizik Öğretmen Adaylarına Farklılaştırılmış Öğretimin Uygulanması: Ajandalar

Bu araştırmanın amacı, fizik öğretmeni adaylarının, optik, enerji, kuvvet ve hareket konularındaki eksik bilgilerini belirlemek ve ardından bu eksiklikleri farklılaştırılmış öğretim kullanarak gidermeye çalışmaktır. Çalışma 26 öğretmen adayı ile gerçekleştirilmiştir. Uygulamadan önce, üç farklı çoktan seçmeli test (ön-test) öğretmen adaylarının eksik bilgilerini belirlemek amacıyla uygulanmıştır. Daha sonra, farklılaştırılmış öğretim kullanarak sekiz hafta süren uygulama yapılmıştır. Uygulamadan iki hafta sonra, çoktan seçmeli testler son-test olarak tekrar uygulanmıştır. Ön testler ile son testler arasında anlamlı farkın olup olmadığını anlamak amacıyla bağımlı gruplar t-testi yapılmıştır. Sonuç olarak, son testler lehine anlamlı bir fark çıkmıştır. Bu sonuca bakılarak, öğretmen adaylarının eksik bilgilerinin büyük ölçüde giderildiği söylenebilir.

Anahtar Kelimeler:

ajandalar, farklılaştırılmış öğretim, fizik eğitimi, öğretmen adayları

Implementing Differentiated Instruction on Pre-Service Physics Teachers: Agendas /Fizik Öğretmen Adaylarına Farklılaştırılmış Öğretimin Uygulanması: Ajandalar).... Doi: 10.14686/buefad.v4i2.5000136908

The purpose of this study is to determine missing knowledge of pre-service physics teachers related to the subjects of optics, energy, force and motion and try to overcome the imperfect knowledge problem using differentiated instruction. The study was conducted with 26 pre-service physics teachers. Before intervention three different multiple choice tests (pre-tests) was implemented to pre-service physics teachers for determine their missing knowledge. After this determination, one of the researchers lectured pre-service physics teachers during eight weeks using differentiated instruction. Two weeks after instruction multiple choice tests was implemented again as post-tests. Paired sample t-test was conducted to determine whether there is a significant difference between the tests. There were significant differences in all three units in favor of post-test results. This means that the lack of knowledge of the teachers have been largely resolved.

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