Modern Fizik Öğretiminde Argümantasyona Dayalı Sorgulama: Bir Durum Çalışması

Abstract

In this study focusing on technology-supported modern physics teaching based on the Argument Based Inquiry (ABI) approach, the purpose was threefold: (i) to investigate the development of pre-service physics teachers’ cognitive structures about the modern physics concepts, (ii) to reveal the development of the their written argument skills, and (iii) to explore their views on the implementation of the ABI approach in high school physics courses. In this qualitative study, case study was used as a research methodology. The participants were 12 pre-service physics teachers enrolled in an undergraduate physics education program at a state university in Ankara, Turkey. The data comprised of pre-service physics teachers’ drawn concept maps, the written argument reports, and their responses to the semi-structured interview questions. The analyses results have shown that technology-supported modern physics teaching based on the ABI approach helped the pre-service physics teachers to integrate many different modern physics concepts into their cognitive structures. However, there were differences in the participants’ understanding of modern physics concepts. In another perspective, the results have shown that the participants’ written argument skills did not continuously developed over time. Finally, the analyses of semi-structured interviews have revealed that the pre-service teachers focused more on the obstacles they might encounter during the implementation of the ABI approach in their classes in the future.