Öğretmen Adaylarının Faraday Yasasını Anlamalarında Video Deneylerin Rolünün ve Algılanan Öneminin Çevrimiçi Öğrenme Ortamında İncelenmesi

Bu çalışmada, gerçek deney videoları kullanılarak tasarlanan öğretimin üniversite öğrencilerinin Faraday'ın indüksiyon yasası hakkındaki fikirlerinin gelişimi üzerindeki etkisini ortaya koymak ve öğrencilerin indüksiyon olgusunu anlamalarında en etkili gördükleri deneyleri belirlemek amaçlanmıştır. Araştırma pandemi döneminde online olarak ve 52 birinci sınıf fen bilgisi öğretmen adayından oluşan bir örneklem ile yürütülmüştür. Öğretim sürecinde tahmin etme-gözleme-açıklama (POE) stratejisi kullanılmış ve öğretim öncesinde ve sonrasında dokuz öğrenci ile yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Görüşme verileri, öğrencilerin öğretim öncesinde Faraday yasası hakkında birçok bilimsel olarak kabul edilemez fikre sahip olduğunu gösterirken tasarlanan öğretim sonrasında bu fikirlerin bilimsel doğrulara dönüştüğünü ortaya koymaktadır. Ayrıca, öğretimden sonra öğrencilerin konuyu anlamalarında en etkili buldukları deney ya da deneyler belirlenmeye çalışılmıştır. Son olarak, online öğretimde kullanılan gerçek deney videoları ile desteklenen POE stratejisine dayalı öğretimin başarılı olduğu sonucuna ulaşılmış ve bu konuda çeşitli önerilerde bulunulmuştur.

Anahtar Kelimeler:

TGA stratejisi, uzaktan eğitim, Faraday yasası, fizik deneyleri, fen bilgisi öğretmen adayları.

Examining the Role and Perceived Importance of Video Experiments on Pre-service Teachers’ Understanding of Faraday’s Law in Online Learning Environment

In this study, it was aimed to reveal the effect of teaching designed using real experiment videos on the development of university students' ideas about Faraday's law of induction and to determine the experiments that students considered most effective in their understanding of the induction phenomenon. The study was conducted online during the pandemic period with a sample of 52 first-year pre-service science teachers. The predict-observe-explain (POE) strategy was used in the teaching process and semi-structured interviews were conducted with nine students before and after the teaching. The interview data showed that the students had many scientifically unacceptable ideas about Faraday's law before the instruction, while these ideas were transformed into scientific truths after the designed instruction. In addition, it was tried to determine the experiment or experiments that students found most effective in understanding the subject after the instruction. Finally, it was concluded that teaching based on the POE strategy supported by real experiment videos used in online teaching was successful in remedying students’ unacceptable notions about electromagnetic induction and various suggestions were made in this regard.

Keywords:

POE strategy, online learning, Faraday’ s law, physics experiments, pre-service science teachers.,

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