Proje 2061 in Işığında Fizik Ders Kitaplarının Eğitimsel Tasarımına Eleştirel Bir Bakış
A Critical Look at Instructional Design for Physics Textbooks in Secondary School in the Light of Project 2061
Yazar: Kanlı, Uygar; Yağbasan, Rahmi
Dergi: Gazi Eğitim Fakültesi Dergisi, Vol. 24 No. 2, 2014
Anahtar kelimeler: Science Physics education, physics textbooks, instructional design. ; Fen Fizik Eğitimi, Fizik Ders Kitapları, Eğitimsel Tasarım.

Bu araştırmada, ortaöğretim fizik ders kitaplarının sahip olması gereken eğitimsel  kriterleri belirlemek ve bu kriterlere göre ders kitaplarının değerlendirilmesi  amaçlanmaktadır. Bu bağlamda, belirlenmeye çalışılan kriterler, ülke gerçekleri  doğrultusunda Amerikan Bilimi İlerletme Kurulu (American Association for the  Advancement of Science-A.A.A.S-) tarafından hazırlanan Proje-2061\'den uyarlanmıştır.  İlk olarak bu kriterlere göre fizik ders kitapları incelenmiş ve örneklerle  değerlendirilmiştir. İkinci olarak, bu kriterlere göre hazırlanan likert tipi bir anket  formu 15 farklı lisede ve 43 fizik öğretmenine uygulanmıştır. Uygulanan bu anketin alfa  güvenirlilik katsayısı 0,82 bulunmuştur.  Araştırmanın sonucunda yedi ana eğitimsel kategori belirlenmiştir. Bu kategoriler 1.  Amaçları Ortaya Koyma, 2. Öğrenci FikIn this research, determining the educational criteria for science textbooks in secondary  schools and for evaluation of these books according to these criteria is aimed. These  criteria are adapted from Project-2061 organized by American Association for the  Advancement of Science (A.A.A.S.). Firstly, physics textbooks was examined and  determined with examples, according to these criteria. Secondly, a likert type  questionnaire prepared according to these criteria was applied to 43 physics teachers  in 15 different schools. The alfa reliability coefficient of this questionnaire is found as  0,82.  As a result of this research, 7 major educational categories are specified: 1.Providing  a Sense of Purpose, 2. Taking Account of Student Ideas, 3. Engaging Students with  Relevant Phenomena, 4. Developing and Using Scientific Ideas, 5. Promoting Student  Thinking about Phenomena, Experiences anFen Fizik Eğitimi, Fizik Ders Kitapları, Eğitimsel Tasarım.Science Physics education, physics textbooks, instructional design. Tam Metin

In this research, determining the educational criteria for science textbooks in secondary  schools and for evaluation of these books according to these criteria is aimed. These  criteria are adapted from Project-2061 organized by American Association for the  Advancement of Science (A.A.A.S.). Firstly, physics textbooks was examined and  determined with examples, according to these criteria. Secondly, a likert type  questionnaire prepared according to these criteria was applied to 43 physics teachers  in 15 different schools. The alfa reliability coefficient of this questionnaire is found as  0,82.  As a result of this research, 7 major educational categories are specified: 1.Providing  a Sense of Purpose, 2. Taking Account of Student Ideas, 3. Engaging Students with  Relevant Phenomena, 4. Developing and Using Scientific Ideas, 5. Promoting Student  Thinking about Phenomena, Experiences anFen Fizik Eğitimi, Fizik Ders Kitapları, Eğitimsel Tasarım.Science Physics education, physics textbooks, instructional design. Tam Metin