Öğrencilerin Doppler Etkisinde Matematiksel Model Kullanımına Bağlı Problem Çözme Yaklaşımlarındaki Değişimin İncelenmesi

Bu çalışma, öğrencilerin matematiksel model kullanımını inceleyerek problem çözme yaklaşımlarını belirlemeyi amaçlamaktadır. Öğrencilerin çoğu görelilik kavramlarının alışılmadık, soyut ve zor olduğunu düşünmeleri sebebiyle, bu araştırmada göreli kinematiğe- göreli Doppler Etkisine- odaklanılmıştır. Araştırmaya bir üniversitenin ikinci sınıfında kayıtlı fizik (n=60) ve fizik eğitimi (n=32) olmak üzere modern fizik dersini alan iki grup öğrenci katılmıştır. Katılımcılardan testteki Doppler Etkisi problemlerine ayrıntılı olarak yazılı cevap vermeleri istenmiştir. Daha sonra yarı yapılandırılmış görüşmeler için altı öğrenci amaçsal örneklem ile seçilmiştir. Öğrencilerin matematiksel model kullanımları, frekans ve dalga boyu, kaynak ve gözlemci, kırmızıya kayma ve maviye kayma gibi bazı temel kavramları ayırt etmede zorluk yaşadıklarını ve bu kavramları birbiri yerine kullandıklarını ortaya çıkarmıştır. Ayrıca, öğrencilerin problemi verilen fiziksel bağlamda farklı formlarda ifade etme becerilerinin eksikliğinden dolayı öğrenciler uygun modeli belirlemekte de zorluk yaşamıştır. Bunun sonucunda öğrenciler hem fiziksel hem de matematiksel olarak anlamsız modeller kullanmış ve problem çözme yaklaşımları matematiksel model kullanımına göre değişkenlik göstermiştir

Examination of the Variation in Students' Problem Solving Approaches Due to the Use of Mathematical Models in Doppler Effect

This study aims to investigate students’ problem solving approaches by examining students' use of mathematical models. In this research, since many students think that the concepts of relativity are unfamiliar, abstract and difficult, it was focused on relativistic kinematics- the relativistic Doppler Effect. Sophomores from two cohorts of physics (n=60) and physics teaching (n=32) enrolled in a modern physics course at a university participated in the study. Participants were asked to provide extended written responses to the Doppler Effect problems with a test. Afterwards six students were purposefully selected for semi-structured interviews. Students’ use of mathematical models revealed that students had difficulty in discriminating between fundamental concepts such as frequency and wavelength, source and observer, red-shift and blue-shift, and they consequently used these concepts interchangeably. In addition, because of students' the lack of ability of representing the problem in different forms according to a given physical context, they also had difficulty in determining the appropriate model. In conclusion, students used both physically and mathematically meaningless models and their problem solving approaches varied due to the use of mathematical models

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