The Effect of Context-Based Problem-Solving Instructional Approach on Gender Differences in Affective Characteristics and Mechanics Achievement of Pre-Service Science Teachers

Haki Peşman; Üzeyir Arı

Article Details

The Effect of Context-Based Problem-Solving Instructional Approach on Gender Differences in Affective Characteristics and Mechanics Achievement of Pre-Service Science Teachers

Authors:

Haki Peşman | Üzeyir Arı

Publisher:

Tokat Gaziosmanpasa University

Main Topics:

Fen Bilgisi Eğitimi

Journal:

Uluslararası Türk Eğitim Bilimleri Dergisi Vol.2023 Issue 21, pp.616-641

Document Type:

Article

Publication Date:

10/2023

Document Language:

English

Document ID (Org No.):

2001303538

pISSN:

2148-2314

Keywords:

Abstract:

 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.

 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.

 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.

 Bu çalışmada, yaşam temelli problem çözme öğretim yaklaşımının fen bilimleri öğretmen adaylarının duyuşsal özelliklerinden fiziğe yönelik tutum ve motivasyonları ile mekanik başarıları arasındaki cinsiyet farkına etkisi araştırılmıştır. Fırat Üniversitesi Fen Bilgisi Öğretmenliği programında öğrenim gören 27 9 erkek ve 18 kadın son sınıf öğretmen adayı bu araştırmaya katılmıştır. Araştırma tek gruplu ön-test ve son-test deneysel desen olarak tasarlanmıştır. Fiziğe yönelik tutum ve motivasyonu ölçmek için kullanılan Duyuşsal Özellikler Anketi DÖA ile mekanik başarısını ölçmek için kullanılan ve araştırmacılar tarafından geliştirilen Mekanik Başarı Testi MBT hem ön test hem de son test olarak kullanılmıştır. Ayrıca, deneysel müdahale olarak bağlam temelli problem çözme öğretim yaklaşımını uygulamak için araştırmacılar tarafından 9 bağlam temelli soru geliştirilmiştir. Sonuç olarak, fen bilgisi öğretmen adaylarının fiziğe yönelik tutum ve motivasyonlarında istatistiksel olarak anlamlı bir gelişme gözlenmemesine rağmen, mekanik başarı testi puanlarında istatistiksel ve pratikte anlamlı bir ilerleme olduğu görülmüştür. Erkek ve kadın öğretmen adaylarının mekanik başarılarındaki ilerlemelerinin etkileşimine dayalı analizde, örneklem büyüklüğü sınırlılığına bağlı olarak istatistiksel anlamlı bir etkileşim gözlemlenememiştir. Buna karşın küçük-orta etki büyüklüğü ile kadın fen bilgisi öğretmen adaylarının uygulamadan erkeklere göre daha fazla yararlandıkları görülmüştür. Yani pratikte anlamlı bir etkileşim gözlenmiştir. Dolayısıyla, bağlam temelli problem çözme öğretim yaklaşımı, mekanik veya fizik başarısındaki cinsiyet farkını azaltma potansiyeline sahip görünmektedir.

Article Details

The Effect of Context-Based Problem-Solving Instructional Approach on Gender Differences in Affective Characteristics and Mechanics Achievement of Pre-Service Science Teachers

Authors:

Haki Peşman | Üzeyir Arı

Publisher:

Tokat Gaziosmanpasa University

Main Topics:

Fen Bilgisi Eğitimi

Journal:

Uluslararası Türk Eğitim Bilimleri Dergisi Vol.2023 Issue 21, pp.616-641

Document Type:

Article

Publication Date:

10/2023

Document Language:

English

Document ID (Org No.):

2001303538

pISSN:

2148-2314

Context-Based Problems

Problem-Solving Instructional Approach

Pre-Service Science TeachersYaşam Temelli Problem

Problem Çözme Öğretimi Yaklaşımı

Fen Bilimleri Öğretmen Adayı

Issues

Article Details

The Effect of Context-Based Problem-Solving Instructional Approach on Gender Differences in Affective Characteristics and Mechanics Achievement of Pre-Service Science Teachers

Authors: Haki Peşman | Üzeyir Arı

Publisher: Tokat Gaziosmanpasa University

Main Topics: Fen Bilgisi Eğitimi

Journal: Uluslararası Türk Eğitim Bilimleri Dergisi Vol.2023 Issue 21, pp.616-641

Document Type: Article

Publication Date: 10/2023

Document Language: English

Document ID (Org No.): 2001303538

pISSN: 2148-2314

Context-Based Problems

Problem-Solving Instructional Approach

Pre-Service Science TeachersYaşam Temelli Problem

Problem Çözme Öğretimi Yaklaşımı

Fen Bilimleri Öğretmen Adayı

Issues

Authors:

Haki Peşman | Üzeyir Arı

Publisher:

Tokat Gaziosmanpasa University

Main Topics:

Fen Bilgisi Eğitimi

Journal:

Uluslararası Türk Eğitim Bilimleri Dergisi Vol.2023 Issue 21, pp.616-641

Document Type:

Article

Publication Date:

10/2023

Document Language:

English

Document ID (Org No.):

2001303538

pISSN:

2148-2314