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Bu araştırmanın amacı, lise fizik dersi öğretim programlarının bilgi ve bilim anlayışına yönelik fizik dersi öğretmenlerinin görüşlerini değerlendirmektir. Araştırma, toplam 290 lise fizik dersi öğretmeni üzerinde yürütülmüştür. Betimsel nitelikte ve tarama modelindeki araştırmada, veriler, ilgili ölçekle elde edilmiştir. Araştırmada veriler, betimsel istatistiki tekniklerden aritmetik ortalama ve standart sapma ile analiz edilmiştir. Analizler sonucunda, katılımcı lise fizik dersi öğretmenlerinin, epistemolojik anlamda newton veya kuantum paradigmalarından birine taraf olmak yerine, her iki anlayışa da yer veren holistik orta bir yolu benimsedikleri belirlenmiştir. Araştırmada, öğretmenlerin bu epistemolojik tercihleri, bilinçli bir tercih olabileceği gibi, epistemoloji konusundaki bilgi yetersizliğine de bağlı olabilir, şeklinde değerlendirilmiştir. Bu tercihe göre katılımcı öğretmenlerin, fizik dersinde bu anlayışa paralel olarak hem nesnel ve hem de öznel bilgiye yer vermeleri beklenebilir. Araştırmada bu durum şu şekilde değerlendirilmiştir: Katılımcı fizik öğretmenlerinin öznel bilgi tecihleri mevcut öğretim programlarının doğasını dikkate almalarından; nesnel bilgi tercihleri ise yine mevcut merkezi yerleştirme sınavlarını dikkate almalarına bağlı olabilir.
The aim of this study was to evaluate the opinions of physics teachers on the knowledge and science understanding of high school physics curriculum. This study was conducted on a total of 290 high school physics teachers. In this descriptive study with a screening model, the data were obtained with the relevant scale. In the study, the data were analyzed with arithmetic mean and standard deviation, which are among descriptive statistical techniques. As a result of the analyses, it was determined that participating high school physics teachers were not epistemologically a party to a newton or quantum paradigm, instead, they adopted a holistic common ground including both perspectives. In the study, it was considered that these epistemological preferences of teachers could be a conscious choice or they may be associated with the lack of knowledge about epistemology. According to this preference, the participant teachers can be expected to include both objective and subjective knowledge in the physics course in parallel with this understanding. In the study, it was considered that participating physics teachers’ preference for subjective knowledge was caused by the fact that they took into account the nature of the current curriculum, and that their preference for objective knowledge may also be caused by the fact that they took into account the current central placement exams.
The aim of this study was to evaluate the opinions of physics teachers on the knowledge and science understanding of high school physics curriculum. This study was conducted on a total of 290 high school physics teachers. In this descriptive study with a screening model, the data were obtained with the relevant scale. In the study, the data were analyzed with arithmetic mean and standard deviation, which are among descriptive statistical techniques. As a result of the analyses, it was determined that participating high school physics teachers were not epistemologically a party to a newton or quantum paradigm, instead, they adopted a holistic common ground including both perspectives. In the study, it was considered that these epistemological preferences of teachers could be a conscious choice or they may be associated with the lack of knowledge about epistemology. According to this preference, the participant teachers can be expected to include both objective and subjective knowledge in the physics course in parallel with this understanding. In the study, it was considered that participating physics teachers' preference for subjective knowledge was caused by the fact that they took into account the nature of the current curriculum, and that their preference for objective knowledge may also be caused by the fact that they took into account the current central placement exams.
Alan : Eğitim Bilimleri
Dergi Türü : Ulusal
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