Fizik Öğretmenleri İçin İçerik-temelli İhtiyaç Değerlendirme Anketinin Analizi

Çalışmanın amacı, fizik öğretmenleri için içerik temelli bir ihtiyaç değerlendirme anketinin geliştirilmesi ve analiz edilmesidir. Bu amaçla, Fiziğin Doğası Konulu Eğitime Yönelik Öğretmen Görüş Anketi (FDÖGA) ölçme aracı olarak geliştirilmiştir. FDÖGA, meslekteki fizik öğretmenlerinin Fiziğin Doğası (FD) konulu mesleki gelişim programına (MGP) dayalı ihtiyaç, istek, beklenti ve problemlerini ortaya çıkarmak için kullanılmıştır. Çalışmaya meslekteki 60 fizik öğretmeni katılmıştır. FDÖGA; FD bilgisi ve kavram yanılgıları, öğretim stratejileri (yöntemler, teknikler), materyaller/teknolojiler ve değerlendirme teknikleri olmak üzere dört özel içerik alanı içermektedir. FDÖGA, yapılandırılmış ve yapılandırılmamış soru formatlarından oluşmaktadır. Araştırma, anket boyutları bazında analiz edilmiştir. Tematik kodlama kullanılmış ve sonrasında frekans analizi yapılarak tablolar yoluyla veriler sunulmuştur. FDÖGA sonuçları dört boyutta verilmiş ve tartışılmıştır; (a) katılımcılardan gelen demografik bilgiler, (b) daha önceki öğretmenlerin mesleki deneyimleriyle ilgili bazı sorular, (c) MGP’nın nasıl organize edilebileceğine dair bazı spesifik sorular (örn., türü, içeriği, MGP’deki roller, zaman, vb.) (d) öğretmenlerin eğitimle ilgili ek fikir ve düşünceleri. Son olarak çalışmada öğretmen eğitimi ve mesleki gelişim açısından bazı öneriler tartışılmıştır.

Analysis of a Content-based Needs Assessment Survey for Physics Teachers

The purpose of the study is to develop and analyze a content-based needs assessment survey for physics teachers. With this aim, a Teacher Survey on the Nature of Physics (TSNOP) was developed as a measurement instrument for the study. The TSNOP was used to identify inservice physics teachers’ needs, wishes, expectations and problems for the Nature of Physics (NOP) unit of a Professional Development Program (PDP). A total of 60 inservice physics teachers participated in the study. TSNOP includes four specific content areas; NOP knowledge and its misconceptions, teaching strategies (methods, techniques), materials and technology, and assessment techniques. The TSNOP consists of structured and unstructured question formats. The survey was analyzed based on dimensions and thematic coding, followed by frequency analysis with data was represented through tables. The TSNOP results are presented and discussed under four dimensions; (a) participant demographics, (b) teachers’ previous professional experience, (c) how PDPs can be organized (e.g., type, context, roles, time), and (d) teachers’ opinions about the training. Implications for teacher training and professional development were also discussed in the study.

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