Fizik öğretmenlerinin ölçme ve öğretim uygulamaları arasındaki ilişkinin incelenmesi

Tanuğur, Bekir; Bekiroğlu, Feral Ogan

doi:10.14527/9786052412480.15

Cited by 1 publication

(1 citation statement)

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“…According to these results, one could argue that the physics curriculum is designed with a disciplinary perspective, perpetuates the classical physics understanding, and does not adequately ensure relevance to current issues and daily life. Research conducted on the physics curriculum implemented in Turkey also indicates that the learning outcomes are predominantly in the cognitive domain, the content is theoretical knowledge-focused, the examples provided are not current, the teaching-learning process does not include practices that enhance science-technology-society-environment awareness, and alternative assessment tools are not indicated (Erdamar, 2019;Geçici, 2020;Tanuğur & Ogan-Bekiroğlu 2018;Yayla & Yayla, 2018). These results are similar to those reported in the international literature, where many studies have highlighted such shortcomings regarding the physics curriculum (Belo et al, 2014;Hansson et al, 2020;Vinitsky-Pinsky & Galili, 2014;Yates & Millar, 2016).…”

Section: Discussionmentioning

confidence: 99%

Curriculum Development Based on an Interdisciplinary Context-Based Learning Approach in the Context of Electricity and Magnetism

Yalçin,

Sadik

2024

JBSE

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This research is a needs analysis study aimed at developing a curriculum based on an interdisciplinary context-based learning approach within the 10th-grade physics course, focusing on the electricity and magnetism unit. The research was designed according to the case study model and data were collected from expert, teacher, and student sample groups through questionnaires and interview forms. Descriptive statistics were utilized for quantitative data analysis, while content analysis technique was employed for qualitative data. The results indicated that the physics curriculum continued to maintain a disciplinary perspective and a classical understanding of physics, with insufficient connection with daily life and adaptation to contemporary conditions. Similar results were identified in the 10th-grade physics textbooks and in-class instructional practices concerning the unit of electricity and magnetism. In this respect, the research identified the needs for developing a curriculum based on an interdisciplinary context-based learning approach to address these negative results. These needs, while enhancing interdisciplinary context-based understanding, can also contribute to the emergence of various opportunities and different perspectives in physics education. It is recommended to identify needs in other subfields of physics as well and develop curricula designed with an interdisciplinary context-based approach for more effective and efficient physics education. Keywords: interdisciplinary understanding, context-based learning, electricity and magnetism, physics education, high school students

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