Matematiksel Modelleme Kullanılan Fizik Derslerinin Öğretmen Adaylarının İlgi, Günlük Hayat ve Diğer Derslerle İlişkilendirmelerine Etkisi

Farklı disiplinlerin birbirleri ile ilişkilendirilerek öğrenilmesi bireylerin fen-teknolojitoplum bağını kurmalarına olumlu katkılar sağlamaktadır. Bu noktadan hareketle çalışmanın amacı; Doğrusal ve Düzlemde hareket ünitelerinde matematiksel modelleme kullanılan Fizik derslerindeki ilişkilendirme ile öğretmen adaylarının ilgileri arasındaki ilişkiyi belirlemektir. Bu amaç doğrultusunda uygulama öncesinde gönüllülük esas alınarak 8 ve uygulama sonrasında amaçlı belirlenen 10 Fen bilgisi öğretmen adayı ile yarı yapılandırılmış mülakatlar, ayrıca matematiksel modelleme uygulamaları süresince 17 ile 23 sayısı arasında değişen öğretmen adayı ile gözlemler yürütülmüştür. Çalışmada mülakatlardan elde edilen verilerin analizinde tümevarımsal tematik analiz, gözlemlerden elde edilen verilerin analizinde ise tümdengelimsel analiz kullanılarak veriler incelenmiştir. Araştırma sonucunda; disiplinler arası ilişkilendirme kullanılarak yürütülen derslerde öğretmen adaylarının ilgilerinin artmasına paralel olarak matematik, fizik ve günlük hayatla ilişkilendirme düzeylerinin de geliştiği ortaya çıkmıştır. Bu bağlamda farklı disiplinler arası ilişkilendirme yöntemlerinin kullanılarak öğretmen adaylarının ilgilerinin gelişimlerinin araştırılabileceği önerilmektedir

Anahtar Kelimeler:

Doğrusal hareket, düzlemde hareket, ilişkilendirme, matematiksel modelleme, ilgi

The Effect of Physics Courses Mathematical Modelling Used on Prospective Teachers’ Interests and How They Associate Physics with Real Life and Other Courses

Learning through relating different disciplines provide positive contribution to individuals for establishing connection between science- technology- society. From this point, the aim of this study is to determine the association between relating Physics course in which mathematical modeling was used in one and two dimensional motion units and prospective teachers’ interest. By this aim, semi- structured interviews were conducted with 8 volunteer prospective science teachers before the intervention and with 10 prospective science teachers selected through purposive sampling after the intervention, and also observations were carried out during the mathematical modeling intervention with the changing number of prospective teachers, 17 to 23 in different lessons. Data obtained from semi structured interviews were analyzed using inductive thematic analysis and observations were analyzed by employing deductive thematic analysis. Findings revealed that in parallel to increase in the participating prospective teachers’ interest in lessons in which interdisciplinary relating was used, their skills to relate physics, mathematics and real life have been developed. In this context, it is recommended that the development of prospective teachers’ interest could be further investigated through using different interdisciplinary relating methods

Keywords:

One dimensional motion, two dimensional motion, relating, mathematical modelling, interest,

PDF

___

Alev, N. (2010). Perceived Values of reading and writing in learning Physics in secondary classrooms. Scientific Research and Essays, 5 (11), 1333-1345.

Alıcı-İsen, İ.ve Kavcar N. (2006). Ortaöğretim Fizik Dersi “Yeryüzünde Hareket” ünitesindeki kavram yanılgılarının belirlenmesi ve ünitenin öğretim programı geliştirilmesi üzerine bir çalışma. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 20, 84-90.

Ang, K.,C. (2007, Aralık). Modelling with real data and technology, at Asian Technology Conference in Mathematics, Taiwan.

Ärlebäck, J. B. (2009). On the use of realistic fermi problems for ıntroducing mathematical modeling in school, The Montana Mathematics Ensthusiast, 6 (3), 331-364.

Ashmann, S., Zawojewski, J. ve Bowman, K. (2006). Integrated Mathematics and Science teacher education courses: a modelling perspective, Canadian Journal of Science, Mathematics, & Technology Education, 6 (2), 189-200. DOI: 10.1080/14926150609556695

Aydın, G. ve Balım, A. G. (2005). Yapılandırmacı yaklaşıma göre modellendirilmiş disiplinler arası uygulama: enerji konularının öğretimi, Ankara Üniversitesi Eğitim Fakültesi Dergisi, 38 (2), 145-166.

Blomhİj, M. ve Kjeldsen, T. (2007). Learning the ıntegral concept through mathematical modelling. Pitta-Pantazi, D., Philippou, G. (Ed): CERME 5 – Proceedings of the Fourth Congress of the European Society for Research in Mathematics Education, 2070-2079.

Blum, W. ve Borromeo-Ferri, R. (2009). Mathematical Modelling: can ıt be taught and learnt?, Journal of Mathematical Modelling and Application, 1 (1), 45-58.

Carrejo, D. (2004). Mathematical Modelling and Kinematics: a study of emerging themes and their implications for learning mathematics through an ınquiry-based approach, Doctoral Dissertation. University of Texas, Austin.

Carrejo, D. J. ve Marshall, J. (2007). What is Mathematical Modelling? exploring prospective teachers’ use of experiments to connect mathematics to the study of motion, Mathematics Education Research Journal, 19 (1), 45–76.

Crowe, M. ve Boston, K. (2004). Using animal burrows to ıntegrate Math and Biology. Science Activities, 40 (4), 34-38.

Çepni, S. (2005). Kuramdan uygulamaya fen ve teknoloji öğretimi, Ankara: Pegem A Yayıncılık.

Dervişoğlu, S. ve Soran H. (2003). Orta Öğretim Biyoloji eğitiminde disiplinler arası öğretim yaklaşımının değerlendirilmesi, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 25, 48-57.

Doruk, B. K. (2010). Matematiği günlük yaşama transfer etmede matematiksel modellemenin etkisi, Doktora Tezi, Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.

Engstrom, D.E., Boulton, J.L. ve Wurzelbacher, L. (2004). From old 2 new, Teaching Pre K- 8, 34 (6), 56-57.

Fasletti, M. C. ve Rodríguez, M. A. (2005). A proposal for improving students’ mathematical attitude based on mathematical modelling, Teaching Mathematics And Its Applications, 24 (1), 14-28. DOI: 10.1093/teamat/hrh015

Gross, H-E. ve Knauer, U. (1982). Mathematical modelling in university education an experiment at the University of Oldenburg, International Journal of Mathematical Education in Science and Technology, 13 (6), 779-787.

Güzel, H. (2004). Genel Fizik ve Matematik derslerindeki başarı ile matematiğe karşı olan tutum arasındaki ilişki, Türk Fen Eğitimi Dergisi,Tufed-Tused, 1 (1), 49-58.

Haynie, W.J. ve Greenberg, D. (2001). Genetic disorders: an ıntegrated curriculum project, The Technology Teacher, 60 (6), 10-13.

Hickman, F.R. (1986). Mathematical modelling in Physics, Physics Education, 21, 173–180.

Jiang, Q. ve Xie, J., (2007, Temmuz). Designing and teaching mathematical experiments course in china universities for non-mathematical specialties, 13th Conference of the International Community of Teachers of Mathematical Modeling and Applications. Indiana University Bloomington, USA.

Justi, R. ve Gilbert, J.K. (2002). Modelling, teachers' views on the nature of modelling, and

implications for the education of modellers, International Journal of Science

Education, 24 (4), 369–387. DOI: 10.1080/09500690110110142

Kaiser, G. (2005). Mathematical modelling in school – examples and experiences. In: Henn,

H.-W.,/ Kaiser, G. (Eds.), Mathematikunterricht im Spannungsfeld von Evolution und

Evaluation. Festband für Werner Blum. Hildesheim: Franzbecker, 99-108.

Kaiser, G. ve Schwarz, B. (2006). Mathematical modelling as bridge between school and university, Zentralblatt für Didaktik der Mathematik, 38 (2), 196-208.

Kaiser, G. ve Schwarz, B. (2010). Authentic modelling problems in mathematics education— examples and experiences, Journal für Mathematik-Didaktik, 31, 51–76. DOI: 10.1007/s13138-010-001-3

Klymchuk, S., Zverkova T., Gruenwald N. ve Sauerbier G. (2008). Increasing engineering students’ awareness to environment through innovative teaching of mathematical modelling, Teaching Mathematics And Its Applications, 27 (3), 123- 130. DOI: 10.1093/teamat/hrn007

Lim, L., L., Tso T.- Y. ve Lin F., L. (2009). Assessing science students’ attitudes to

mathematics: a case study on a modelling project with mathematical software,

International Journal of Mathematical Education in Science and Technology, 40 (4),

–453. DOI: 10.1080/00207390802566931

Lingefjärd, T. (2002). Mathematical modeling for preservice teachers: a problem from anesthesiology, International Journal of Computers for Mathematical Learning, 7, 117-143.

Lyublinskaya, I. (2006). Making connections: Science experiments for Algebra using Tı technology, Eurasia Journal of Mathematics, Science and Technology Education, 2 (3), 144- 157.

Merrill, C. (2002). Integrated learning: zoetropes in the classroom, Technology Teacher, 61 (5), 7-12.

Miles, M. B. ve Huberman, A. M., (1994). Qualitative Data Analysis, Second Edition, Sage

Publications, London, UK.

Ogunsola-Bandele, M. F. (1996, Eylül). Mathematics in Physics - which way forward: the influence of mathematics on students' attitudes to the teaching of physics, Paper presented at the Annual Meeting of the National Science Teachers Association, Nigeria.

Park, D., O'Brien, G., Eraso, M. ve McClintock, E. (2002). A Scooter Inquiry: An Integrated Science, Mathematics and Technology Activity, Science Activities, 39 (3), 27-32.

Perry, Z. H. ve Todder, D. (2009). Change in senior medical students’ attitudes towards the use of mathematical modeling as a means to ımprove research skills, Teaching Mathematics and its Applications, 28 (2), 88-100. DOI: 10.1093/teamat/hrp005

Potenza, S. A. (2007). Science is for the birds, Teaching Pre K-8, 37 (5), 50-51.

Prins, G., T., Bulte, A. M. W., Driel J. H. V. ve Pilot, A. (2009). Students’ ınvolvement in authentic modelling practices as contexts in chemistry education, Research Science Education, 39, 681–700. DOI 10.1007/s11165-008-9099-4

Saglam-Arslan, A. ve Arslan, S. (2010). Mathematical models in Physics: a study with prospective physics teacher, Scientific Research and Essays, 5 (7), 634-640.

Schraw, G., Flowerday, T. ve Lehman, S. (2001). Increasing situational ınterest in the classroom, Educational Psychology Review, 13 (3), 211-224.

Tanner, H. ve Jones S. (2002). Assessing children’s mathematical thinking in practical modelling situations, Teaching Mathematics and its Applications, 21 (4), 145-159.

West, S., Tooke J. ve Muller C. (2003). Integrated Science and Mathematics: doable? desirable?, Texas Science Teacher, 32 (1), 17-20.

White, A. (2000). Mathematical modelling and the general mathematics syllabus, Curriculum Support for Teaching in Mathematics, 5 (3), 7-12. http://www.curriculumsupport.education.nsw.gov.au/secondary/mathematics/assets/p df/s6_teach_ideas/cs_articles_s6/cs_model_s6.pdf, [7.05.2009]

Wood, J. (2005). Discovery central, Science and Children, 42 (7), 36-37.

Yarinovsky, B. ve Kangro I. (2009). Mathematıcal modelling with use ınformation- communication technologies ın course studying ecological toxicology, Problems of Education in the 21st Century, 16 (16), 59-65.

Yıldırım, A. (1996). Disiplinlerarası öğretim kavramı ve programlar açısından doğurduğu sonuçlar, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 12, 89-94.

Zawojewski, J., Lesh, R. ve English, L. (2003). A Models and modeling perspective on the role of small group learning activities, In R. Lesh , H. Doerr (Ed.), Beyond constructivism: A models and Modeling Perspective on Problem Solving, Learning and Instruction in Mathematics and Science Education (pp337-358). Mahwah, NJ: Lawrence Erlbaum Associates.

Zbiek, R. M. ve Conner, A. (2006). Beyond motivation: exploring mathematical modeling as a context for deepening students’ understandings of curricular mathematics, Educational Studies in Mathematics, 63 (1), 89-112.