Kimya ve Fizik Öğretmen Adaylarının Kuantum Sayılarına Yönelik Bilişsel Yapılarının İncelenmesi

Bu çalışmada ilk olarak kimya ve fizik öğretmen adaylarının kuantum sayılarına yönelik bilişsel yapılarının ortaya konulması amaçlanmaktadır. İkinci olarak, her iki grup öğretmen adaylarının kuantum sayılarına yönelik anlama düzeylerindeki değişim incelenmiştir. Bu bağlamda çalışma nitel araştırma yöntemlerine göre yürütülmüştür ve katılımcılar amaçlı örnekleme yöntemine göre belirlemiştir. 8 kimya ve 9 fizik öğretmen adayının katılımıyla çalışma yürütülmüştür. Öğretmen adaylarının bilişsel yapılarını belirlemek için 7 açık uçlu sorudan oluşan veri toplama aracı kullanılmıştır. Öğretmen adaylarının bu sorulara verdikleri yazılı cevaplar analiz edilerek onların kavram yanılgıları/alternatif kavramları/yanlış kavramları, eksik bilgileri belirlenmiştir. Öğretmen adaylarının açık uçlu sorulara vermiş oldukları yazılı cevaplar her iki araştırmacı tarafından ayrı ayrı Abraham, Gryzybowski, Renner, and Marek in (1992)’ sınıflandırmasına göre analiz edilmiştir. İlk olarak kimya ve fizik öğretmen adaylarının kuantum sayıları ile ilgili hangi anlama düzeyinde oldukları tespit edilmiştir. İkinci olarak öğretmen adaylarının anlama düzeylerindeki değişkenlik incelenmiştir. Öğretmen adaylarının genel olarak konu ile ilgili kısmen anlama ile birlikte yanlış kavramlara sahip oldukları belirlenmiştir. Ayrıca öğretmen adaylarının anlama düzeylerinde dalgalanmaların oldukça fazla olduğu tespit edilmiştir. Bu bağlamda, öğretmen adaylarında kuantum sayıları ile ilgili ortaya çıkan bilgi yapılarının doğası detaylı olarak tartışılmıştır.

Anahtar Kelimeler:

Anlama düzeyleri, bilişsel yapı

The Examination of Prospective Chemistry and Physics Teachers’ Cognitive Structure Related to Quantum Numbers

This study firstly aimed to analyse prospective chemistry and physics teachers’ comprehension levels to quantum numbers. Secondly, the study analysed the changes in both groups of prospective teachers’ levels of comprehending quantum numbers. In this context, qualitative research method was used and purposeful sampling method was employed in the selection of the participants in this study. 8 prospective chemistry and 9 prospective physics teachers were included in the study. The prospective teachers’ responses to the seven open-ended questions were analysed separately by the two researchers according the classification made by Abraham, Grybowsky, Renner and Marek (1992). First, prospective chemistry and physics teachers’ level of understanding quantum numbers was determined. Then, variability in their levels of understanding was examined. In addition to that, prospective teachers’ probable misconceptions/alternative concepts/wrong concepts and deficient knowledge was also determined. It was concluded that prospective teachers in general had wrong concepts in addition to partial understanding the subject. It was also found that there were considerable changes in their comprehension levels. In this context, the nature of prospective teachers’ understanding of quantum numbers was discussed in details.

Keywords:

Comprehensive level, cognitive structure,

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