Mekanik Konularındaki Kavramları Anlama Düzeyi ve Problem Çözme Becerilerine Cinsiyetin Etkisi

Bu çalışmanın amacı, üniversite birinci sınıfta okuyan öğrencilerin mekanik konularındaki kavramları anlama düzeyleri ve problem çözme yetenekleri ile Cinsiyet arasındaki ilişkiyi belirlemektir. Araştırmanın örneklemini Abant İzzet Baysal Üniversitesi, Eğitim Fakültesi, İlköğretim Bölümü, Fen Bilgisi Öğretmenliği Anabilim Dalı'nm birinci sınıflarında okuyan toplam 242 (kız=125, erkek=117 ) öğrenci oluşturmaktadır. Öğrencilere dönemin başında Kuvvet Konulan Kavram Testi (KKKT) öntest olarak uygulanmıştır. Dönem sonunda KKKT ve Temel Mekanik Bilgi Testi (TMBT) sontest olarak uygulanmıştır. Sonuçlar, kız ve erkek öğrencilerin son-TMBT puan ortalamaları arasında istatistiksel olarak anlamlı bir farkın olmadığını, fakat kız ve erkek öğrencilerin hem ön-KKKT hem de son-KKKT puan ortalamaları arasında erkek öğrenciler lehine istatistiksel olarak anlamlı bir fark olduğunu göstermiştir. Bu sonuçlar, kız ve erkek öğrencilerin fizik başarıları arasındaki ilişkinin, başarıyı ölçmek için kullanılan veri toplama araçlarındaki soruların içeriğine bağlı olduğunu ve klasik fizik problemlerini çözmenin kavramsal anlamanın gerçekleştiği anlamına gelmeyeceğini göstermektedir.

The Effects of Gender on Conceptual Understanding and Problem Solving Skills in Mechanics

The purpose of this study was to determine the effects of gender on university students' conceptual understandings and problem solving skills in mechanics. Participants were 242 freshmen (125 females and 117 males) from the department of science education at the AIBU. Students were administered a test called Force Concept Inventory (FCI) as a pretest at the beginning of the semester. After completing the Physics I course, students were administered the FCI and Mechanics Baseline Test (MBT) as the post-test. The results of analyses revealed that there was no significant difference between male and female students' MBT mean scores, but there were significant differences between males and females' FCI mean scores in both pretest and posttest in favor of the males. Theses results show that the effects of gender on students' physics achievement depend on how physics achievement was defined operationally. The results also show that facility in solving quantitative end of the chapter problems is not an adequate criterion for conceptual understanding.

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