Öğretmen Adaylarının Grafik Çiziminde Karşılaştıkları Güçlüklerin Belirlenmesi

Abstract

Bu çalışma, fen bilgisi öğretmen adaylarının çözünürlük konusunda grafik çizmede karşılaştıkları güçlükleri belirlemek amacıyla yapılmıştır. Betimsel tarama modeli kapsamında; sudaki çözünürlüğü sıcaklıkla değişen beş bileşiğin belirli sıcaklıklarda sudaki çözünürlükleri bir tablo halinde verilmiş ve çözünürlüksıcaklık grafiklerini çizmeleri öğretmen adaylarından istenmiştir. Çalışmaya, toplam 96 fen bilgisi öğretmen adayı gönüllü olarak katılmıştır. Elde edilen veriler, literatürde önceden belirlenmiş kriterler çerçevesinde, basit istatistiksel yöntemler kullanılarak analiz edilmiştir. Çalışma sonunda; öğretmen adaylarının çözünürlük ile ilgili grafikleri çizerken birtakım güçlüklerle karşılaştıkları belirlenmiştir. Belirlenen güçlüklerin, bilimsel süreç becerilerinden biri olan grafik çizme ile ilgili becerilerin geliştirilmesi çalışmalarında etkin bir şekilde kullanılabileceğine inanılmaktadır.

High School Students’ User Skills Concerning Force and Motion Graphs

“…Similarly, Hale (1996) indicated that students find it difficult to find displacement by looking at the velocity-time graph. One reason for their low level of skills related to graph reading-interpretation and drawing can be their lack of enough experience in using graphs (Ercan, Coştu & Coştu, 2018). There are studies in the literature indicating that students should have a certain knowledge of mathematics and subject/field knowledge (Demirci & Uyanık, 2009;Bayazıt, 2011;Bütüner & Uzun, 2011).…”

Evaluation of Pre-Service Science Teachers' Visual and Cognitive Constructions of A Line Graph

“…It was noticed that at the very beginning of the misconceptions about graph drawings, pre-service teachers were inclined to draw linear graphs. Ercan et al (2018) emphasizes that if the merging of the dots appropriate lines is not done correctly, the tendency of the graph cannot be determined precisely, and it may cause a great mistake. Therefore, in this study, it was seen that this mistake emerged as an error in interpreting the graph.…”

“…They also found that these students rarely pointed the dots and stated that they did not find it necessary to complete the line graph. Ercan et al (2018) stated that pre-service science teachers were similarly weak in presenting the expected performance in the criteria of axis scaling, correct placement of data pairs on the axis, and bounding the points in their study with pre-service science teachers. Yayla and Özsevgeç (2014) found a positive relationship between students' drawing and interpretation of graphs in their study with secondary school (6,7, and 8th grade) students.…”

“…Incekabı et al (2015) state that among the graph drawing skills, reading, creating and interpreting skills are the most important. In the studies, it is understood that students still have problems with reading and interpreting graphs and have some misconceptions in the process from primary school to university (Aydan & Dönel Akgül, 2021;Berg & Smith, 1994;Erbilgin et al, 2015;Ercan et al, 2018;Kali, 2005;Kıranda & Akpınar, 2020;Wavering, 1985;Yelken, 2020). Studies reveal that students have difficulties structuring and interpreting the line graph, especially concerning its function (Dunham & Osborne, 1991, Dündar & Yaman, 2014Ercan et al, 2018;Aydan & Dönel Akgül, 2021).…”

Exploration of Pre-Service Science Teachers’ Perceptions towards Secondary School Science Curriculum

“…It is discussed in the literature that pre-service science teachers cannot completely adopt student-centred methods (Yıldırım, Sürmeli, Benzer, & Şahin, 2007), their levels of scientific processing skills are low (Çakır & Sarıkaya, 2018;Önal, Büyük, & Saraçoğlu, 2017), therefore they have difficulty in transferring their subject matter knowledge to practice (Ercan, Coştu, & Coştu, 2018). Pre-service science teachers' cognitive awareness levels are not adequate (Emrahoğlu & Öztürk, 2010) and they have problems with scientific creativeness (Demirhan, Önder, & Beşoluk, 2018).…”