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

Download
2013
Yılmaz Senem, Beril
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.

Suggestions

Explaining the relationship between high school students' selected affective characterstics and their physics achievement
Doğan Tekiroğlu, Özlem; Eryılmaz, Ali; Department of Secondary Science and Mathematics Education (2005)
The purpose of this study is to investigate the relationship between some of selected affective characteristics of high school students related to physics lesson and their physics achievement in electricity concept. These affective characteristics of the students includes their interest in physics, importance of physics, enjoyment of extra-curricular activities related to physics, physics course anxiety, physics test anxiety, achievement motivation in physics, student motivation in physics, self-efficacy in...
Mode-method interaction: the effects of inquıry vs. expository and blended vs. face-to-face instruction on 9th grade students’ achievement in, scıence process skills in and attitudes towards physics
Çetin, Ali; Özdemir, Ömer Faruk; Department of Secondary Science and Mathematics Education (2013)
The purpose of this study is to find out the main effects of instructional modes (blended and face-to-face), teaching methods (inquiry and expository) and the interaction effects between them on 9th grade students’ physics achievements, science process skills, and attitudes towards physics. To achieve this purpose, 2x2 factorial design with four treatment groups were constructed, blended inquiry (W-INQU), blended expository(W-EXPO), face-to-face inquiry (INQU), and face-to-face expository (EXPO). Two web en...
Science teachers’ theory and pedagogy of argumentation in science education: design, implementation, and evaluation of a graduate course through educational design research
Özdem Yılmaz, Yasemin; Çakıroğlu, Jale; Ertepınar, Hamide; Department of Elementary Education (2014)
The current study is an educational design research on the design, implementation and evaluation of a graduate course that is aimed at improving science teachers’ theory and pedagogy of argumentation in science education. It was aimed to describe the educational design process of a graduate course with a reflexive approach. In addition to the design process, the science teachers’ instructional practices in argumentation based lessons were explored in the study. The participants were 1 elementary school scie...
Project-based geometry learning: Knowledge and attitude of field-dependent/independent cognitive style students
Ubuz, Behiye (Informa UK Limited, 2019-01-01)
The authors in a convergent parallel mixed method design aimed to investigate whether and how the geometry knowledge and attitude toward geometry of students with field-dependent/independent cognitive style improve differentially within a project-based learning environment. Quantitative data were collected from 97 seventh-grade students before and after the treatment. Repeated measures multivariate analysis of covariance results, controlling for gender and prior mathematics achievement, revealed a statistic...
Science Teachers' Professional Development about Science Centers Enhancing Science Teachers' Views Concerning Nature of Science
Eren-Sisman, Ece N.; Cigdemoglu, Ceyhan; KANLI, UYGAR; KÖSEOĞLU, FİTNAT (Springer Science and Business Media LLC, 2020-10-01)
The purpose of this study is twofold: first, to delve into professional development (PD) of science teachers' views about nature of science (NOS) throughout activities linking NOS aspects to science centers (SCs), and second, to reveal how a science teacher uses NOS aspects while teaching in SCs. An instrumental qualitative case study method with different data sources was used. There were 18 elementary science teachers participating voluntarily in this study. Additionally, one science teacher among the par...
Citation Formats
B. Yılmaz Senem, “Content analysis of 9th grade physics curriculum, textbook, lessons with respect to science process skills,” Ph.D. - Doctoral Program, Middle East Technical University, 2013.