Ay'ın evreleri ve tutulmalar konusunda modellemeye dayalı öğretimin fen bilgisi öğretmen adaylarının uzamsal yeteneklerine, zihinsel modellerine ve başarılarına etkisi
Küçük Resim Yok
Tarih
2025
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırma, modele dayalı öğretim yaklaşımının fen bilgisi öğretmen adaylarının Ay'ın evreleri ve tutulmalar konusundaki akademik başarılarına, uzamsal yeteneklerine ve zihinsel model gelişimlerine etkisini incelemek amacıyla karma yöntem deseninde yürütülmüştür. Çalışma grubunu (Deney 1, Deney 2 ve kontrol grubu) iki devlet üniversitesinde öğrenim gören toplam 64 fen bilgisi öğretmen adayı oluşturmaktadır. Deney 1 grubunda somut modeller, Deney 2 grubunda somut ve sanal gerçeklik (VR) destekli modeller, kontrol grubunda herhangi bir model kullanılmadan Ay'ın evreleri ve tutulmalar konusu işlenmiştir. Veriler, araştırmacı tarafından geliştirilen Uzamsal Yetenek Testi, Ay'ın Evreleri ve Tutulmalar Başarı Testi, Zihinsel Model Belirleme Formu ve Yarı Yapılandırılmış Görüşme Formu ile toplanmıştır. Nicel veriler analiz edilerek, ön test puanlarının kovaryant olarak kontrol edildiği Çok Değişkenli Kovaryans Analizi (MANCOVA) ile gruplar arası farklar incelenmiştir. Nitel verilerden zihinsel model değişim düzeyleri betimsel analiz ile görüşme formları ise içerik analizi ile çözümlenmiştir. MANCOVA sonuçları, modellemeye dayalı öğretimin akademik başarı ve uzamsal yetenek değişkenlerini bütüncül düzeyde etkilediğini göstermiştir. Modellemeye dayalı öğretim uygulanan gruplarda akademik başarı düzeyi anlamlı biçimde artmıştır. Ayrıca nitel bulgular, öğrencilerin zihinsel modellerinin daha bilimsel bir düzeye taşındığını açık biçimde ortaya koymuştur. Uzamsal yetenek puanlarında anlamlı farka ilişkin kanıt bulunmamasına rağmen, nitel bulgular öğretmen adaylarının üç boyutlu düşünme, mekânsal ilişkileri analiz etme ve astronomik olayları zihinde yapılandırma becerilerinde belirgin gelişmeler gösterdiğini ortaya koymuştur. Öğretmen adayları, somut model ve VR tabanlı modelin birlikte kullanımının, astronomi dersine yönelik ön yargılarını azalttığını, sanal gerçeklik destekli model sayesinde farklı referans noktalarından (Dünya'dan, uzaydan, Ay'dan) gözlem yapabilmenin kavramsal anlamayı güçlendirdiğini ve üç boyutlu düşünmeye katkı sağladığını ifade etmiştir. Araştırma bulguları doğrultusunda fen eğitiminde modellemeye dayalı öğretim yaklaşımlarının daha sistematik ve çoklu temsillere dayalı biçimde kullanılması ile uzamsal yeteneğin güçlenmesi için daha uzun süreli, strateji odaklı ve tekrara dayalı öğretim süreçlerinin programlara bütüncül biçimde entegre edilmesi önerilmektedir.
This study was conducted using a mixed-methods research design to examine the effects of a model-based instruction approach on preservice science teachers' academic achievement, spatial ability, and mental model development regarding the topics of Moon phases and eclipses. The study group consisted of a total of 64 preservice science teachers enrolled at two public universities, distributed across Experiment 1, Experiment 2, and a control group. In Experiment 1, instruction was supported by physical (concrete) models; in Experiment 2, instruction incorporated both physical models and virtual reality (VR)–supported models; and in the control group, the topics of Moon phases and eclipses were taught without the use of any models. Data were collected using a Spatial Ability Test, a Moon Phases and Eclipses Achievement Test, a Mental Model Identification Form, and Semi-Structured Interview Forms, all developed by the researcher. Quantitative data were analysed using Multivariate Analysis of Covariance (MANCOVA), with pretest scores controlled as covariates, to examine differences among groups. Qualitative data on levels of mental model change were analysed through descriptive analysis, while interview data were examined using content analysis. The MANCOVA results indicated that model-based instruction had a holistic effect on academic achievement and spatial ability variables. Academic achievement levels increased significantly in the groups receiving model-based instruction, and qualitative findings clearly revealed that students' mental models progressed toward more scientifically accurate representations. Although no statistically significant differences were found in spatial ability scores, qualitative findings demonstrated notable improvements in preservice teachers' three-dimensional thinking, analysis of spatial relationships, and mental structuring of astronomical phenomena. Preservice teachers reported that the combined use of physical models and VR-based models reduced their preconceived biases toward astronomy courses, enabled observation from multiple reference frames (Earth-based, space-based, and Moon-based perspectives), enhanced conceptual understanding, and supported three-dimensional thinking. Based on the findings, it is recommended that model-based instructional approaches be implemented more systematically and through multiple representations in science education. Additionally, to strengthen spatial ability, longer-term, strategy-oriented, and repetitive instructional processes should be holistically integrated into teacher education curricula.
This study was conducted using a mixed-methods research design to examine the effects of a model-based instruction approach on preservice science teachers' academic achievement, spatial ability, and mental model development regarding the topics of Moon phases and eclipses. The study group consisted of a total of 64 preservice science teachers enrolled at two public universities, distributed across Experiment 1, Experiment 2, and a control group. In Experiment 1, instruction was supported by physical (concrete) models; in Experiment 2, instruction incorporated both physical models and virtual reality (VR)–supported models; and in the control group, the topics of Moon phases and eclipses were taught without the use of any models. Data were collected using a Spatial Ability Test, a Moon Phases and Eclipses Achievement Test, a Mental Model Identification Form, and Semi-Structured Interview Forms, all developed by the researcher. Quantitative data were analysed using Multivariate Analysis of Covariance (MANCOVA), with pretest scores controlled as covariates, to examine differences among groups. Qualitative data on levels of mental model change were analysed through descriptive analysis, while interview data were examined using content analysis. The MANCOVA results indicated that model-based instruction had a holistic effect on academic achievement and spatial ability variables. Academic achievement levels increased significantly in the groups receiving model-based instruction, and qualitative findings clearly revealed that students' mental models progressed toward more scientifically accurate representations. Although no statistically significant differences were found in spatial ability scores, qualitative findings demonstrated notable improvements in preservice teachers' three-dimensional thinking, analysis of spatial relationships, and mental structuring of astronomical phenomena. Preservice teachers reported that the combined use of physical models and VR-based models reduced their preconceived biases toward astronomy courses, enabled observation from multiple reference frames (Earth-based, space-based, and Moon-based perspectives), enhanced conceptual understanding, and supported three-dimensional thinking. Based on the findings, it is recommended that model-based instructional approaches be implemented more systematically and through multiple representations in science education. Additionally, to strengthen spatial ability, longer-term, strategy-oriented, and repetitive instructional processes should be holistically integrated into teacher education curricula.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
