Araştırma Makalesi
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Yıl 2022, Sayı: 64, 466 - 497, 28.10.2022

Merve Lütfiye Şentürk Halil Turgut Seher Boyacı

https://doi.org/10.21764/maeuefd.1110523
Cited By: 1

Öz

Kaynakça

  • Abdüsselam, M. S. (2014). Artırılmış gerçeklik ortamı kullanılarak fizik dersi manyetizma konusunda öğretim materyallerinin geliştirilmesi ve değerlendirilmesi. Unpublished doctoral thesis). Karadeniz Teknik University, Institute of Educational Sciences: Trabzon, Turkey.
  • Abuhammad, S. (2020). Barriers to distance learning during the COVID-19 outbreak: A qualitative review from parents’ perspective. Heliyon, 6(11), 1-5.
  • Adey, P. (2004). The professional development of teachers: Practice and theory. Springer Science & Business Media.
  • Agbom, A. P. (2018). Socio-Economic Factors Affecting Quality and Effective Practical Work in Senior Secondary School Physics in Southeast Nigeria. American Journal of Educational Research, 6(12)1654-1661.
  • Amadi, N. M. (2013). In-service training and professional development of teachers in Nigeria: through open and distance education. Bulgarian Comparative Education Society, Paper presented at the Annual Meeting of the Bulgarian Comparative. Erişim adresi: https://files.eric.ed.gov/fulltext/ED567172.pdf
  • Ayvacı, H. Ş., & Bebek, G. (2018). Fizik öğretimi sürecinde yaşanan sorunların değerlendirilmesine yönelik bir çalışma. Kastamonu Eğitim Dergisi, 26(1), 125-134.
  • Azam, S. (2018). Physics for teaching high school physics: Views of prospective physics teachers and teacher educators about undergraduate physics study. Journal of Teacher Education and Educators, 7(2), 147-164.
  • Baran, M. (2016). An Analysis on High School Students' Perceptions of Physics Courses in Terms of Gender (A Sample from Turkey). Journal of Education and Training Studies, 4(3), 150-160.
  • Bates, C. C., & Morgan, D. N. (2018). Seven elements of effective professional development. The Reading Teacher, 71(5), 623-626.
  • Bodegom, E., Jensen, E., & Sokoloff, D. (2019). Adapting realtime physics for distance learning with the IOLab. The Physics Teacher, 57(6), 382-386.
  • Bogdan, R. C. & Biklen, S. K. (2007). Qualitative research for education: An introduction to theories and methods. Boston: Allyn and Bacon.
  • Bozkurt, E., & Sarıkoç, A. (2008). Fizik eğitiminde sanal laboratuar, geleneksel laboratuarın yerini tutabilir mi. Selçuk Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 25, 89-100.
  • Bray, A. & Williams, J. (2020). Why is physics hard? unpacking students’ perceptions of physics. Journal of Physics Conference Series, 1512, 012002. Erişim: https://iopscience.iop.org/article/10.1088/1742-6596/1512/1/012002/pdf
  • Buabeng, I. (2015). Teaching and learning of physics in New Zealand high schools (Doctoral dissertation). School of Educational Studies and Leadership, University of Canterbury, New Zealand.
  • Bülbül, O. (2010). 9 Sınıf Fizik Dersi Optik Ünitesinin Bilgisayar Destekli Öğretiminde Kullanılan Animasyonların Ve Simülasyonların Akademik Başarıya Ve Akılda Kalıcılığa Etkisinin incelenmesi. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 19(3), 409-422.
  • Çepni, S., Ayas, A., Johnson, D., & Turgut, M. F. (1997). Fizik öğretimi. Ankara: YÖK/Dünya Bankası Milli Eğitimi Geliştirme Projesi, Hizmet Öncesi Öğretmen Eğitimi.
  • Chambers, S. K & Andre, T. (1997). Gender, prior knowledge, interest, and experience in electricity and conceptual change text manipulations in learning about direct current. Journal of Research in Science Teaching, 34, 107-123.
  • Checkley, D. (2010). High School Students’ Perceptions of Physics. (Master’s Thesis). University of Lethbridge, Alberta. Erişim adresi: http://opus.uleth.ca/bitstream/handle/10133/2584/CHECKLEY_DOUG_MED_2010.pdf?sequence=3&isAllowed=y
  • Creswell, J. W. (2005). Educational research: Planning, conducting and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Pearson Education, Inc.
  • Darling-Hammond, L. (2000). Teacher quality and student achievement: a review of state policy evidence. Education Policy Analysis Archives, 8(1), 1-44.
  • Darling-Hammond, L., Hyler, M.E., & Gardner, M. (2017). Effective Teacher Professional Development (research brief). Palo Alto, CA: Learning Policy Institute.
  • Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational researcher, 38(3), 181-199.
  • Duit, R., & von Rhöneck, C. (1997). Learning and understanding key concepts of electricity. Connecting research in physics education with teacher education, 1, 1-6.
  • Duit, R., Schecker, H., Höttecke, D., & Niedderer, H. (2014). Teaching physics. In Handbook of Research on Science Education, Volume II (pp. 448-470). Routledge.
  • Eckert, B., Gröber, S. & Jodl, H. J. (2009) Distance Education in Physics via the Internet, The Amer. Journal of Distance Education, 23(3), 125-138.
  • Efremova, O. N., Plotnikov, I. A., Plotnikova, I. V., Chicherina, N. V., Tchaikovskaya, O. N., & Bastida, J. (2017). the use of distance learning by students: Advantages and disadvantages. International Journal of Sciences and Research, 73(9), 51-58.
  • Erdem, A. (2020). Teknoloji destekli fizik laboratuvarı etkinliklerindeki kısıtlar ve engeller konusunda öğretmen görüşlerinin değerlendirilmesi. Elektronik Sosyal Bilimler Dergisi, 19(74), 916-933.
  • Fadieny, N., & Fauzi, A. (2021). Usefulness of E-module Based on Experiential Learning in Physics Learning. International Journal of Progressive Sciences and Technologies, 25(1), 410-414.
  • Fauza, N., Ernidawati, E., & Syaflita, D. (2020). Difficulty Analysis of Physics Students in Learning Online during Pandemic Covid-19. Jurnal Geliga Sains: Jurnal Pendidikan Fisika, 8(1), 49-54.
  • Galusha, J. (1998). Barriers to Learning in Distance Education. Interpersonal Computing and Technology, 1-26. Erişim adresi: https://files.eric.ed.gov/fulltext/ED416377.pdf
  • Grayson, D. J. (2020). Physics education for 21st century graduates. Journal of Physics Conference Series, 1512, 012043. Erişim adresi: https://iopscience.iop.org/article/10.1088/1742-6596/1512/1/012043/pdf
  • Günbatar, S., & Sarı, M. (2005). Elektrik ve manyetizma konularında anlaşılması zor kavramlar için model geliştirilmesi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 25(1), 185-197.
  • Guo, S. (2020). Synchronous versus asynchronous online teaching of physics during the COVID-19 pandemic. Physics Education, 55(6), 1-9.
  • Herliana, F., Halim, A., Farhan, A., & Kasli, E. (2020). Identification of Lecturer Difficulties in Implementing of Blended Learning in the Covid-19 era. Asian Journal of Science Education, 2(2), 106-113.
  • Hillesheim, G. (1998). Distance learning: Barriers and strategies for students and faculty. The Internet and Higher Education, 1(1), 31-44.
  • Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review. Erişim: https://vtechworks.lib.vt.edu/bitstream/handle/10919/104648/facdev-article.pdf?sequence=1&isAllowed=y
  • Irvin, M. J., Hannum, W. H., de la Varre, C., & Farmer, T. W. (2010). Barriers to distance education in rural schools. Quarterly Review of Distance Education, 11(2), 73-78.
  • Kumar, P. R., Subramaniam, T. & Mukherjee, T. K. (2005). Issues in physics practicals in an open and distance learning environment. Asian Journal of Distance Education, 3(1), 1-5.
  • Leontyeva, I.A. (2018). Modern distance learning technologies in higher education: Introduction problems. Eurasia Journal of Mathematics, Science and Technology Education, 14(10), 1-8.
  • Leung, P. K., & Cheng, M. M. (2021). Practical Work or Simulations? Voices of Millennial Digital Natives. Journal of Educational Technology Systems, 50(1), 48-72.
  • Lim, J. H. (2011). Qualitative methods in adult development and learning: Theoretical traditions, current practices, and emerging horizons. In C. Hoare (Ed.), The Oxford handbook of reciprocal adult development and learning (2nd ed., pp. 39–60). New York, NY: Oxford University Press.
  • Merriam, S. B. (2002). Basic interpretive qualitative research. In S. B. Merriam (Ed.), Qualitative research in practice (pp. 37–39). San Francisco, CA: Jossey-Bass.
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  • Nalçacı, I. O., Akarsu, B., & Kariper, A. I. (2011). Orta öğretim öğrencileri için fizik tutum ölçeği derlenmesi ve öğrenci tutumlarının değerlendirilmesi. Journal of European Education, 1(1), 1-6.
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FİZİK ÖĞRETMENLERİNİN UZAKTAN EĞİTİM SÜRECİNDE KARŞILAŞTIKLARI SORUNLAR VE HİZMET İÇİ EĞİTİM BEKLENTİLERİ

Yıl 2022, Sayı: 64, 466 - 497, 28.10.2022

Merve Lütfiye Şentürk Halil Turgut Seher Boyacı

https://doi.org/10.21764/maeuefd.1110523
Cited By: 1

Öz

Bu araştırmanın amacı fizik öğretmenlerinin uzaktan eğitim sürecinde karşılaştıkları sorunları ve bu sorunlar temelinde planlanabilecek hizmet içi eğitimlere dair görüşlerini açığa çıkarmaktır. Temel nitel araştırma yaklaşımıyla yürütülen araştırmanın katılımcıları amaçlı örnekleme türlerinden kartopu örnekleme yöntemi ile ve gönüllülük esasına dayalı olarak belirlenmiştir. Çalışma grubunda 10’u kadın, 20’si erkek olmak üzere farklı kıdem yıllarında mesleki tecrübeye sahip ve farklı okul türlerinde görev yapmakta olan toplam 30 fizik öğretmeni yer almıştır. Veriler, araştırmacılar tarafından geliştirilmiş görüşme formu yardımıyla toplanmış ve içerik analizine tabi tutulmuştur. Ulaşılan sonuçlar fizik öğretmenlerinin bilişim teknolojilerinden, öğrencilerinden, kendilerinden ve konu alanlarından kaynaklı bir dizi sorunla karşılaştıklarını, kurumsal anlamda ise önemli bir sıkıntı yaşamadıklarını göstermiştir. Söz konusu sorunlar kapsamında özellikle öğrencilerin motivasyonu ile manyetizma gibi konuların öğretiminde yaşanan zorluklar ön plana çıkmıştır. Karşılaştıkları sorunların çözümüne ilişkin girişimde bulunma hususunda farklı beyanlarda bulunan katılımcılar çoğunlukla mevcut koşulları kabullenerek öğretim uygulamalarını sürdürdüklerini ifade etmişlerdir. Uzaktan fizik eğitimine yönelik hizmet içi eğitimlerde ise fizik ve bilişim alanında nitelikli bilgi birikimine sahip eğitmenlere ve sürece yayılmış uygulamalı programlara yer verilmesinin gerektiğini kaydetmişlerdir. Böyle bir bağlamda süreç içinde ve sonrasında sağlanacak uzman desteği, teknolojik uygulamaların tanıtımı ve öğretim materyali hazırlama becerilerinin kazandırılması yoluyla önemli kazanımlara ulaşılabileceğini öne sürmüşlerdir.

Anahtar Kelimeler

Uzaktan fizik eğitimi hizmet içi eğitim mesleki gelişim

Kaynakça

  • Abdüsselam, M. S. (2014). Artırılmış gerçeklik ortamı kullanılarak fizik dersi manyetizma konusunda öğretim materyallerinin geliştirilmesi ve değerlendirilmesi. Unpublished doctoral thesis). Karadeniz Teknik University, Institute of Educational Sciences: Trabzon, Turkey.
  • Abuhammad, S. (2020). Barriers to distance learning during the COVID-19 outbreak: A qualitative review from parents’ perspective. Heliyon, 6(11), 1-5.
  • Adey, P. (2004). The professional development of teachers: Practice and theory. Springer Science & Business Media.
  • Agbom, A. P. (2018). Socio-Economic Factors Affecting Quality and Effective Practical Work in Senior Secondary School Physics in Southeast Nigeria. American Journal of Educational Research, 6(12)1654-1661.
  • Amadi, N. M. (2013). In-service training and professional development of teachers in Nigeria: through open and distance education. Bulgarian Comparative Education Society, Paper presented at the Annual Meeting of the Bulgarian Comparative. Erişim adresi: https://files.eric.ed.gov/fulltext/ED567172.pdf
  • Ayvacı, H. Ş., & Bebek, G. (2018). Fizik öğretimi sürecinde yaşanan sorunların değerlendirilmesine yönelik bir çalışma. Kastamonu Eğitim Dergisi, 26(1), 125-134.
  • Azam, S. (2018). Physics for teaching high school physics: Views of prospective physics teachers and teacher educators about undergraduate physics study. Journal of Teacher Education and Educators, 7(2), 147-164.
  • Baran, M. (2016). An Analysis on High School Students' Perceptions of Physics Courses in Terms of Gender (A Sample from Turkey). Journal of Education and Training Studies, 4(3), 150-160.
  • Bates, C. C., & Morgan, D. N. (2018). Seven elements of effective professional development. The Reading Teacher, 71(5), 623-626.
  • Bodegom, E., Jensen, E., & Sokoloff, D. (2019). Adapting realtime physics for distance learning with the IOLab. The Physics Teacher, 57(6), 382-386.
  • Bogdan, R. C. & Biklen, S. K. (2007). Qualitative research for education: An introduction to theories and methods. Boston: Allyn and Bacon.
  • Bozkurt, E., & Sarıkoç, A. (2008). Fizik eğitiminde sanal laboratuar, geleneksel laboratuarın yerini tutabilir mi. Selçuk Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 25, 89-100.
  • Bray, A. & Williams, J. (2020). Why is physics hard? unpacking students’ perceptions of physics. Journal of Physics Conference Series, 1512, 012002. Erişim: https://iopscience.iop.org/article/10.1088/1742-6596/1512/1/012002/pdf
  • Buabeng, I. (2015). Teaching and learning of physics in New Zealand high schools (Doctoral dissertation). School of Educational Studies and Leadership, University of Canterbury, New Zealand.
  • Bülbül, O. (2010). 9 Sınıf Fizik Dersi Optik Ünitesinin Bilgisayar Destekli Öğretiminde Kullanılan Animasyonların Ve Simülasyonların Akademik Başarıya Ve Akılda Kalıcılığa Etkisinin incelenmesi. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 19(3), 409-422.
  • Çepni, S., Ayas, A., Johnson, D., & Turgut, M. F. (1997). Fizik öğretimi. Ankara: YÖK/Dünya Bankası Milli Eğitimi Geliştirme Projesi, Hizmet Öncesi Öğretmen Eğitimi.
  • Chambers, S. K & Andre, T. (1997). Gender, prior knowledge, interest, and experience in electricity and conceptual change text manipulations in learning about direct current. Journal of Research in Science Teaching, 34, 107-123.
  • Checkley, D. (2010). High School Students’ Perceptions of Physics. (Master’s Thesis). University of Lethbridge, Alberta. Erişim adresi: http://opus.uleth.ca/bitstream/handle/10133/2584/CHECKLEY_DOUG_MED_2010.pdf?sequence=3&isAllowed=y
  • Creswell, J. W. (2005). Educational research: Planning, conducting and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Pearson Education, Inc.
  • Darling-Hammond, L. (2000). Teacher quality and student achievement: a review of state policy evidence. Education Policy Analysis Archives, 8(1), 1-44.
  • Darling-Hammond, L., Hyler, M.E., & Gardner, M. (2017). Effective Teacher Professional Development (research brief). Palo Alto, CA: Learning Policy Institute.
  • Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational researcher, 38(3), 181-199.
  • Duit, R., & von Rhöneck, C. (1997). Learning and understanding key concepts of electricity. Connecting research in physics education with teacher education, 1, 1-6.
  • Duit, R., Schecker, H., Höttecke, D., & Niedderer, H. (2014). Teaching physics. In Handbook of Research on Science Education, Volume II (pp. 448-470). Routledge.
  • Eckert, B., Gröber, S. & Jodl, H. J. (2009) Distance Education in Physics via the Internet, The Amer. Journal of Distance Education, 23(3), 125-138.
  • Efremova, O. N., Plotnikov, I. A., Plotnikova, I. V., Chicherina, N. V., Tchaikovskaya, O. N., & Bastida, J. (2017). the use of distance learning by students: Advantages and disadvantages. International Journal of Sciences and Research, 73(9), 51-58.
  • Erdem, A. (2020). Teknoloji destekli fizik laboratuvarı etkinliklerindeki kısıtlar ve engeller konusunda öğretmen görüşlerinin değerlendirilmesi. Elektronik Sosyal Bilimler Dergisi, 19(74), 916-933.
  • Fadieny, N., & Fauzi, A. (2021). Usefulness of E-module Based on Experiential Learning in Physics Learning. International Journal of Progressive Sciences and Technologies, 25(1), 410-414.
  • Fauza, N., Ernidawati, E., & Syaflita, D. (2020). Difficulty Analysis of Physics Students in Learning Online during Pandemic Covid-19. Jurnal Geliga Sains: Jurnal Pendidikan Fisika, 8(1), 49-54.
  • Galusha, J. (1998). Barriers to Learning in Distance Education. Interpersonal Computing and Technology, 1-26. Erişim adresi: https://files.eric.ed.gov/fulltext/ED416377.pdf
  • Grayson, D. J. (2020). Physics education for 21st century graduates. Journal of Physics Conference Series, 1512, 012043. Erişim adresi: https://iopscience.iop.org/article/10.1088/1742-6596/1512/1/012043/pdf
  • Günbatar, S., & Sarı, M. (2005). Elektrik ve manyetizma konularında anlaşılması zor kavramlar için model geliştirilmesi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 25(1), 185-197.
  • Guo, S. (2020). Synchronous versus asynchronous online teaching of physics during the COVID-19 pandemic. Physics Education, 55(6), 1-9.
  • Herliana, F., Halim, A., Farhan, A., & Kasli, E. (2020). Identification of Lecturer Difficulties in Implementing of Blended Learning in the Covid-19 era. Asian Journal of Science Education, 2(2), 106-113.
  • Hillesheim, G. (1998). Distance learning: Barriers and strategies for students and faculty. The Internet and Higher Education, 1(1), 31-44.
  • Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review. Erişim: https://vtechworks.lib.vt.edu/bitstream/handle/10919/104648/facdev-article.pdf?sequence=1&isAllowed=y
  • Irvin, M. J., Hannum, W. H., de la Varre, C., & Farmer, T. W. (2010). Barriers to distance education in rural schools. Quarterly Review of Distance Education, 11(2), 73-78.
  • Kumar, P. R., Subramaniam, T. & Mukherjee, T. K. (2005). Issues in physics practicals in an open and distance learning environment. Asian Journal of Distance Education, 3(1), 1-5.
  • Leontyeva, I.A. (2018). Modern distance learning technologies in higher education: Introduction problems. Eurasia Journal of Mathematics, Science and Technology Education, 14(10), 1-8.
  • Leung, P. K., & Cheng, M. M. (2021). Practical Work or Simulations? Voices of Millennial Digital Natives. Journal of Educational Technology Systems, 50(1), 48-72.
  • Lim, J. H. (2011). Qualitative methods in adult development and learning: Theoretical traditions, current practices, and emerging horizons. In C. Hoare (Ed.), The Oxford handbook of reciprocal adult development and learning (2nd ed., pp. 39–60). New York, NY: Oxford University Press.
  • Merriam, S. B. (2002). Basic interpretive qualitative research. In S. B. Merriam (Ed.), Qualitative research in practice (pp. 37–39). San Francisco, CA: Jossey-Bass.
  • Minishi, O., Muni, E., Okumu, O., Mutai P., Mwangasha, G., Omolo, H., & Munyeke, F. (2004). Secondary Physics form one (3rd ed.). Nairobi: Kenya Literature Bureau. Erişim adresi: https://books.google.com.tr/books?id=QZe3DwAAQBAJ&pg=PT91&dq=Secondary+Physics+Form+One+3rd+ed&hl=tr&sa=X&ved=2ahUKEwjJz5vym5_3AhUyRPEDHYZSAmEQ6AF6BAgHEAI#v=onepage&q=Secondary%20Physics%20Form%20One%203rd%20ed&f=false
  • Mulhall, P., & Gunstone, R. (2008). Views about physics held by physics teachers with differing approaches to teaching physics. Research in Science Education, 38(4), 435-462.
  • Nalçacı, I. O., Akarsu, B., & Kariper, A. I. (2011). Orta öğretim öğrencileri için fizik tutum ölçeği derlenmesi ve öğrenci tutumlarının değerlendirilmesi. Journal of European Education, 1(1), 1-6.
  • Nancheva, N., & Stoyanov, S. (2005, October). Simulations laboratory in physics distance education. In Proceedings of the Workshop on Multimedia in Physics Teaching and Learning (EPS–MPTL10), Berlin. National Research Council. (1996). National Science Education Standards. Washington, DC: National Academy Press.
  • Ng, W. (2012). Can we teach digital natives digital literacy? Computers & education, 59(3), 1065-1078.
  • Ng, W. (2015). Adopting new digital technologies in education: Professional learning. In New Digital Technology in Education (pp. 25-48). Springer, Cham.
  • Özdaş, K. (1990). Uzaktan öğretim sisteminde fizik eğitimi ve fizik ders kitapları. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 2(2), 167-174.
  • Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri. (Çev. edt. M. Bütün & S. B. Demir). Ankara: Pegem Akademi.
  • Perreault, H., Waldman, L., Alexander, M., & Zhao, J. (2002). Overcoming barriers to successful delivery of distance-learning courses. Journal of Education for Business, 77(6), 313-318.
  • Pols, F. (2020). A Physics Lab Course in Times of COVID-19. Electronic Journal for Research in Science & Mathematics Education, 24(2), 172-178.
  • Prensky, M. (2001). Digital Natives, Digital Immigrants Part 1. On the horizon, 9(5).
  • Prensky, M. (2005). Listen to the natives. Educational leadership, 63(4), 8-13.
  • Prensky, M. (2011). The reformers are leaving our schools in the 20th century. On the Horizon, 1-18.
  • Puntambekar, S., Gnesdilow, D., Dornfeld Tissenbaum, C., Narayanan, N. H., & Rebello, N. S. (2021). Supporting middle school students’ science talk: A comparison of physical and virtual labs. Journal of Research in Science Teaching, 58(3), 392–419.
  • Roberts, J. (2018). Future and changing roles of staff in distance education: a study to identify training and professional development needs. Distance Education, 39(1), 37-53.
  • Rotherham, I. D. (2010). Environment, economy and community: responding to future environmental change with reducing public sector resources. People, Place & Policy Online, 4(1), 33-37.
  • Santos, J.S., & Boyon, M. (2020). Effect of Inquiry-based lessons on STEM student’s learning competencies on limits and continuity. International Journal of Social Science, 5(2), 782-792.
  • Schröder-Turk, G. E., & Kane, D. M. (2020). How will COVID-19 change how we teach physics, post pandemic? Physical and Engineering Sciences in Medicine, 43(3), 731-733.
  • Seferoğlu, S. S. (2009, Kasım). Yeterlikler, standartlar ve bilişim teknolojilerindeki gelişmeler ışığında öğretmenlerin sürekli mesleki eğitimi. Eğitimde Yansımalar IX: Türkiye'nin Öğretmen Yetiştirme Çıkmazı Ulusal Sempozyumu, ss. 204-217.Başkent Üniversitesi 250 Eğitim Fakültesi ve Tekışık Eğitim Araştırma Geliştirme Vakfı, 12-13 Kasım, Başkent Üniversitesi Bağlıca Kampüsü, Ankara.
  • Semela T, (2010). Who is joining physics and why? Factors influencing the choice of physics among Ethiopian university Students. International Journal of Environmental & Science Education, 5(3), 319-340.
  • Sokoloff, K. L., & Zolt, E. M. (2007). Inequality and the Evolution of Institutions of Taxation: Evidence from the Economic History of the Americas. NBER Chapters, 83-138. Erişim: https://www.nber.org/system/files/chapters/c10654/c10654.pdf
  • Valentine, D. (2002). Distance learning: Promises, problems, and possibilities. Online journal of distance learning administration, 5(3), 1-11.
  • Wosilait, K., Heron, P. R. L., Shaffer, P. S., & McDermott, L. C. (1999). Addressing Student Difficulties in Applying a Wave Model to the Interference and Diffraction of Light. Physics Education Research, American Journal of Physics supplement, 67(7), 5-15.
Toplam 65 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Merve Lütfiye Şentürk

Halil Turgut 0000-0002-9201-923X

Seher Boyacı

Yayımlanma Tarihi 28 Ekim 2022
Gönderilme Tarihi 28 Nisan 2022
Yayımlandığı Sayı Yıl 2022 Sayı: 64

Kaynak Göster

APA Şentürk, M. L., Turgut, H., & Boyacı, S. (2022). FİZİK ÖĞRETMENLERİNİN UZAKTAN EĞİTİM SÜRECİNDE KARŞILAŞTIKLARI SORUNLAR VE HİZMET İÇİ EĞİTİM BEKLENTİLERİ. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi(64), 466-497. https://doi.org/10.21764/maeuefd.1110523

Cited By

Fizik Öğretmenlerinin Uzaktan Eğitimde Yaşadığı Zorluklar
Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi
https://doi.org/10.53444/deubefd.1389185

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