Akademik Veri Yönetim Sistemi
Tezin Türü: Doktora
Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Türkiye
Tezin Onay Tarihi: 2010
Tezin Dili: İngilizce
Öğrenci: Hanife Can Şen
Danışman: ALİ ERYILMAZ
Özet:This study investigates the effect of methods of instruction (inquiry-based versus lecture instruction) and their interactions with students’ cognitive styles (field-dependent, field-mixed, and field-independent) and with other independent variables on 11th grade students’ physics achievement in and attitude toward electric circuits concepts in central district of Aydın. Lesson plans, instructional materials were developed for the inquiry-based instruction. Teachers’ regular classroom practices were accepted as lecture method. Physics achievement test, physics attitude scale, observation checklists, and GEFT were used as data collection instruments. Treatment was implemented to 298 11th grade students in central district of Aydın. Physics achievement test and physics attitude scale were administered to the students as pre and post tests while GEFT was administered only as pre test. MANCOVA was used as statistical analysis method to analyze data. The dependent variables of this study were the achievement (PSTACH) and attitude (PSTATT) scores of the students. The covariate and gender were used to statistically equalize the students’ characteristics. Group membership with respect to two groups (inquiry or lecture groups) was named here as “MOI; methods of instruction” (2 level categorical) and used as fixed factor of this study with the other group membership variables, students’ physics achievement pretest scores (PREACH), physics attitude pretest scores (PREATT), School, previous physics course grades (PPCG), cognitive style (CoS, 3 level categorical), and the interaction terms of MOI*PREACH, MOI*PPCG, PREATT*MOI*PPCG*CoS, MOI*PPCG*CoS, PREACH*School, and PREACH*PREATT. In general, inquiry instruction was effective than the lecture instruction with respect to PSTACH in electric circuits subject. However, there was not a significant difference in effectiveness of both methods in improving students’ attitudes toward electric circuits subject. In essence, each method of instruction was not effective on improving students’ attitudes toward electric circuits subject. Although, this study could not find any statistically significant interaction effect of MOI and other independent variables on students’ PSTATT scores, practical significance was investigated for the interaction terms.