EXAMINATION OF CONTEXT-BASED PROBLEM-SOLVING ABILITIES OF PRE-SERVICE PHYSICS TEACHERS

Author:

Ültay Eser1

Affiliation:

1. Giresun University, Turkey

Abstract

In recent years, while the context-based approach has been popular and the teachers have been using it in the classrooms, it is seen that they do not prefer using context-based evaluation techniques. This becomes a problem for students because they used to be taught in the context-based approach enriched by daily life examples and then they are measured by paper and pencil tests. From this point of view, the aim of this research was to examine the ability of the pre-service physics teachers creating context-based problem about pressure. A case study approach was used to answer the research questions. The research was carried out in a university on the north coast of Turkey. Participants were 25 pre-service physics teachers between 20-24 ages. Pre-service teachers were firstly taught the context-based approach and then to write context-based problems. In data collection process, they prepared context-based problems and they were evaluated by a rubric consisting six criteria and three categories. After data analysis, it was found that pre-service teachers remained in the middle level in terms of creating context-based problems. In undergraduate or graduate programs, pre-service teachers and teachers should be informed about the context-based approach and context-based evaluation techniques so that they can effectively use them. Key words: context-based evaluation, context-based problem, pre-service physics teachers.

Publisher

Scientia Socialis Ltd

Subject

Education

Reference51 articles.

1. Akpınar, M. (2012). The effect of the conceptual change texts on student achievement gain at physics education carried out with context based approach. Unpublished PhD thesis, Gazi University, Ankara, Turkey.

2. Ayvacı, H. Ş. (2010). Views of physics teachers about context based approach. Dicle University Journal of Ziya Gökalp Faculty of Education, 15, 42-51.

3. Basca, B. B., & Grotzer, T. A. (2001). Focusing on the nature of causality in a unit on pressure: How does it affect student understanding? Paper presented at the American Educational Research Association (AERA). Seattle, MA.

4. Basir, M. A., Alinaghizadeh, M. R., & Mohammedpour, H. (2008). A suggestion for improving students’ abilities to deal with daily real-life problems. Physics Education, 43 (4), 407-411.

5. Bennett, J., & Lubben, F. (2006). Context-based chemistry: The salters approach. International Journal of Physics Education, 28 (9), 999-1015.

Cited by 7 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

同舟云学术

1.学者识别学者识别

2.学术分析学术分析

3.人才评估人才评估

"同舟云学术"是以全球学者为主线,采集、加工和组织学术论文而形成的新型学术文献查询和分析系统,可以对全球学者进行文献检索和人才价值评估。用户可以通过关注某些学科领域的顶尖人物而持续追踪该领域的学科进展和研究前沿。经过近期的数据扩容,当前同舟云学术共收录了国内外主流学术期刊6万余种,收集的期刊论文及会议论文总量共计约1.5亿篇,并以每天添加12000余篇中外论文的速度递增。我们也可以为用户提供个性化、定制化的学者数据。欢迎来电咨询!咨询电话:010-8811{复制后删除}0370

www.globalauthorid.com

TOP

Copyright © 2019-2024 北京同舟云网络信息技术有限公司
京公网安备11010802033243号  京ICP备18003416号-3