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Bu çalışmanın amacı, fen bilgisi öğretmen adaylarının aynalarda görüntü konusuna dair kavramsal anlamalarını ve zihinsel modellerini tespit etmektir. Çalışmada, özel durum çalışma deseni benimsenmiştir. Çalışmanın katılımcılarını, Doğu Karadeniz bölgesindeki bir üniversitede eğitim fakültesinin 2. sınıfında öğrenim gören ve Genel Fizik III Laboratuvarı dersini alan gönüllü 29 fen bilgisi öğretmen adayı oluşturmaktadır. Çalışmanın verileri, araştırmacılar tarafından hazırlanmış üç açık uçlu sorudan oluşan bir form aracılığıyla toplanmıştır. Veri toplama aracında yer alan sorular, görüntü kavramının tanımlanmasına, görüntü oluşumunun açıklamasına ve farklı ayna türlerinde örnek görüntü çizimi yapılmasına yöneliktir. Elde edilen veriler içerik analizi ile analiz edilmiş, frekans ve yüzde değerleri ile birlikte tablolar halinde sunulmuştur. Çalışmada, öğretmen adaylarının görüntü kavramını görüntü oluşumu ile, aynalar/yansıtıcı yüzeyi olan cisimler kullanılarak oluşturulan şekil ile, yansıma olayı ile ve gölge oluşumu ile açıkladıkları tespit edilmiştir. Öğretmen adaylarının görüntü oluşumu için, en az iki ışın kullanılarak, yansıma kanunlarının ve cismin simetrik yansımasının alınması ile çizim yapıldığını belirttikleri ve örnek çizimler yaptıkları görülmüştür. Ayrıca adayların farklı ayna türlerinde örnek görüntü çizimi yapmakta zorlandıkları ve görüntü çizimini doğru yapamadıkları için oluşan görüntünün özelliklerini belirtemedikleri tespit edilmiştir. Çalışmada, ulaşılan sonuçlara dikkate alınarak görüntü kavramı, görüntü oluşumu ve aynalarda görüntü konularının öğretimine yönelik bazı önerilerde bulunulmuştur.
The aim of this study is to determine the conceptual understanding and mental models of science teacher candidates on the concept of image, image formation and image in mirrors. The study is carried out by case study method. The participants of the study consists of 29 science teacher candidates who study in the 2nd grade of the faculty of education in a university in the Eastern Black Sea region and taking the General Physics III Laboratory course. The data of the study were collected through a form consisting of three open-end questions prepared by the researchers. The questions in the data collection tool are aimed at defining the concept of the image, explaining the image formation and drawing images for sample situations in different mirror types. The obtained data were analyzed by content analysis and presented as tables with frequency and percentage values. In the study, it was determined that the science teacher candidates explained the concept of image by the image formation, with the shape created by using the mirrors/reflective surface objects, reflection and shadow formation. It was seen that the science teacher candidates did the image formation by using at least two beams, drawing the symmetrical reflection the object and the reflection laws and also they made the sample drawings. In addition, it was determined that the science teacher candidates had difficulty in making sample image in different mirror types and they could not determine the characteristics of the image because they could not make the image drawing correctly. In the study, some suggestions have been made regarding image concept, image formation and teaching of image subjects in mirrors by taking into consideration the results achieved.
The aim of this study is to determine the conceptual understanding and mental models of science teacher candidates on the concept of image, image formation and image in mirrors. The study is carried out case study method. The participants of the study consist of 29 science teacher candidates who studying in the 2nd grade of the faculty of education in a university in the Eastern Black Sea region and taking the General Physics III Laboratory course. The data of the study were collected through a form consisting of three open-ended questions prepared by the researchers. The questions in the data collection tool are aimed at defining the concept of the image, explaining the image formation and drawing images for sample situations in different mirror types. The obtained data were analysed by content analysis and presented as tables with frequency and percentage values. In the study, it was determined that the science teacher candidates explained the concept of image by the image formation, with the shape created by using the mirrors / reflective surface objects, reflection and shadow formation. It was seen that the science teacher candidates did the image formation by using at least two beams, drawing the symmetrical reflection the object and the reflection laws and also they made the sample drawings. In addition, it was determined that the science teacher candidates had difficulty in making sample image in different mirror types and they could not determine the characteristics of the image because they could not make the image drawing correctly. In the study, some suggestions have been made regarding image concept, image formation and teaching of image subjects in mirrors by taking into consideration the results reached.
Alan : Eğitim Bilimleri
Dergi Türü : Ulusal
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