情境解决问题教学法对职前科学教师情感特征和力学成就性别差异的影响

Haki PEŞMAN, Üzeyir ARI
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引用次数: 0

摘要

本研究旨在探讨基于情境的问题解决教学法对男女理科教师候选人对物理和力学成绩的态度和动机差异的影响。27名(男9名,女18名)就读于Fırat大学科学教师教育项目的职前高级科学教师参与了本研究。本研究采用单组前测和后测设计。在本研究中,情感特征问卷(ACQ)用于评估学生对物理的态度和动机,而力学成就测验(MAT)用于评估学生在力学方面的成就,作为前测和后测的工具。此外,研究者还开发了9个情境问题,以实施情境解决问题的教学方法作为实验干预。结果表明,尽管职前理科教师对物理的态度和动机没有统计学上的显著改善,但在机械成就测试成绩方面却有统计学和实践上的显著进步。在基于男女力学成绩进步相互作用的分析中,由于样本量的限制,没有观察到统计学上显著的相互作用。然而,女性职前科学教师从中小型效应量的干预中获益多于男性。也就是说,观察到一个实际意义重大的相互作用。因此,基于情境的问题解决教学方法似乎可以最大限度地减少力学或物理成就方面的性别差距。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Effect of Context-Based Problem-Solving Instructional Approach on Gender Differences in Affective Characteristics and Mechanics Achievement of Pre-Service Science Teachers
This study investigated the effect of the context-based problem-solving instructional approach on the difference between female and male science teacher candidates in the attitudes and motivations toward physics and achievement in mechanics. 27 (9 males and 18 females) senior pre-service science teachers studying at the Science Teacher Education program at Fırat University participated in the study. The study was designed as a one-group pre-test and post-test design. In the study, the Affective Characteristics Questionnaire (ACQ), used for assessing attitude and motivation towards physics, and the Mechanics Achievement Test (MAT), used for assessing achievement in mechanics and developed by the researchers, were both used as pre-tests and post-tests as instruments. In addition, nine context-based questions were developed by the researchers in order to carry out the context-based problem-solving instructional approach as the experimental intervention. As a result, although no statistically significant improvement was observed in the preservice science teachers’ attitudes and motivations towards physics, it was observed that there was statistically and practically significant progress in the mechanical achievement test scores. In the analysis based on the interaction of males’ and females’ progress in mechanics achievement, statistically significant interaction could not be observed due to the limitation of the sample size. However, female preservice science teachers were observed to benefit more than the males from the intervention with a small-medium effect size. That is to say, a practically significant interaction was observed. Therefore, the context-based problem-solving instructional approach seems to minimize the gender gap in mechanics or physics achievement potentially.
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