Akademik Veri Yönetim Sistemi
Tezin Türü: Doktora
Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimi Bölümü, Türkiye
Tezin Onay Tarihi: 2010
Öğrenci: ALMER ABAK GÜNGÖR
Danışman: ALİ ERYILMAZ
Özet:This study was aimed to provide insight about affective teaching practices that influence students' affective characteristics in physics lessons using mixed methodology. Affective characteristics consisted of attitudes and motivation. For this purpose Keller's ARCS (attention, relevance, confidence, satisfaction) model was revised by adding Communication category. The Affective Teaching Practices Questionnaire, including these categories, was administered to 1,138 students and 31 physics teachers in Ankara. Moreover, the Affective Characteristics Questionnaire was administered to students to find out the relationship between students' affective characteristics and their perceptions about the teaching practices used by teachers. Four physics teachers, who were performing teaching practices frequently, were purposefully selected according to results of quantitative phase. In qualitative phase, observations were conducted in these teachers' classrooms to find out teaching practices used to enhance affective characteristics and their effects. Besides, interviews were conducted to support observations. The quantitative data were analyzed by descriptive statistics, while qualitative data were analyzed by cross case analysis. Results revealed that affective teaching practices are related to students' affective characteristics. Assisting comprehension and providing role models to students are effective for enhancing affective characteristics. Similarly, providing students concrete materials; arousing their inquiry; organizing what is taught from simple to difficult; attributing success to effort; relating topic to students' experience; stating clearly what is expected of students; providing feedback; using positive outcomes; giving enough time to students; using clear, understandable, fluent language in lessons; caring about teaching; being self-confident; caring about students; and providing an atmosphere suitable for learning are also effective.