Content analysis of 9th grade physics curriculum, textbook, lessons with respect to science process skills

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Tezin Türü: Doktora

Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimi Bölümü, Türkiye

Tezin Onay Tarihi: 2013

Öğrenci: BERİL YILMAZ SENEM

Danışman: ALİ ERYILMAZ

Özet:

The purpose of this study is to investigate the extent in which science process skills are included in 9th grade physics curriculum (TTKB, 2011), 9th grade physics textbook (MONE, 2010) and 9th grade physics lessons. Moreover, it investigates to what degree the curriculum, the textbook and physics lessons were consistent with the inclusion of science process skills. A content analysis was conducted to the curriculum, textbook and observation of three physics teachers’ lessons. Science Process Skills Questionnaire and Observation Sheet were used to collect data about the physics lessons. Science Process Skills Code Book was constructed for analysis. NVIVO, software for content analysis was used during the data analysis process. The results showed that the 9th grade physics curriculum emphasizes collecting-interpreting data whereas disregards predicting, experimenting and inferring. This investigation found that 9th grade physics textbook highly includes collecting-interpreting data and measuring however, ignores hypothesizing and defining-controlling variables. The results of content analysis of 9th grade physics lessons in Energy chapter revealed that modeling highly takes place in lessons as use of mathematical equations in expressing the relationships among physical quantities. In contrast, hypothesizing, inferring, defining-controlling variables, experimenting and predicting almost never appear during physics lessons in Energy chapter. The similarity of the curriculum, textbook and physics lessons is that collecting-interpreting data highly involved in three of them. The physics textbook is parallel to the lessons regarding the levels of skill-based domain. The skill of measuring is involved in knowledge-based domain in all, while others are mainly included in the skill-based domain.