Participatory Educational Research
Yazarlar: Süleyman AYDIN, Pınar URAL KELEŞ, Mehmet Akif HAŞILOĞLU, Leyla AYDIN
Konular:Eğitim, Bilimsel Disiplinler
DOI:10.17275/per.16.spi.2.13
Anahtar Kelimeler:Constructivist learning,Operational learning,Science education,Physics education,Academician views
Özet: The aim of this study was to get the views of academics on the importance of balancing and permanence of learning of the conceptual and operational learning. The sample group of the research was composed of eight academics employed in Science and Physics departments in Ağrı İbrahim Çeçen University and Atatürk University. In this study, 12 interview questions which are prepared with the aim of identifying the descriptions and steps of cognitive and operational learning are grouped based on phenomenographic approach which is an explicative approach. As a result of grouping, four different categories (A, B, C and D) have been formed. It is aimed at; identifying the relations between cognitive knowledge and operational knowledge in category A, identifying the importance of cognitive knowledge and operational knowledge in science education in category B, expressiveness of cognitive and operational learning and examination of the influence on each other in terms of permanence in category C, while in category D, it is aimed at examining the influence of learning mathematics and learning physics on each other. According to the results gained from the interviews, it is stated that cognitive learning and operational learning are of crucial importance in science education, operational knowledge includes cognitive knowledge and vice-versa, having gained the cognitive knowledge (or might have) has influence on gaining operational knowledge, whereas having gained the operational knowledge might not have influence on gaining cognitive knowledge, it is necessary that cognitive learning and operational learning be balanced, in case the balance is ruined/disturbed (in case of unbalance) the students might set up positive relations with their permanent learning, various factors emanating from teacher, student, educational system have influence on difficulties experienced by the students in using mathematics for solving physics problems