Uncovering the Undergraduate Physiotherapy Students’ Conceptual Understanding Levels and Misconceptions of Simple Electric Circuits from 2018 to 2023

Kübra Özmen

Makale detayları

Uncovering the Undergraduate Physiotherapy Students’ Conceptual Understanding Levels and Misconceptions of Simple Electric Circuits from 2018 to 2023

Yazarlar:

Kübra Özmen

Yayıncı:

Balıkesir University

Ana Başlıklar:

Fizik Eğitimi

Dergi:

Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi Vol.18 Issue 2, pp.404-429

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001335751

pISSN:

1307-6086

Anahtar kelimeler:

Özet:

 This study aimed to investigate undergraduate physiotherapy students conceptual understanding levels of simple electric circuits and the misconceptions they brought to introductory physics courses, over five years, from 2018 to 2023. This retrospective study adopted an exploratory research methodology. Using purposive sampling, undergraduate students majoring in physiotherapy and rehabilitation and attending the Physics II course at a private university from 2018 to 2023 were selected as participants. In total, the results of the Simple Electric Circuit Diagnostic Test SECDT voluntarily taken by 296 students 209 females and 87 males aged 18 to 22 were included in the study. The students responses in the SECDT were analyzed using MS Excel and further analysis with IBM PASW18. The researcher calculated the frequency of each misconception category by adding up the students responses to all questions related to that category. The independent samples Kruskal Wallis test with post-hoc analysis pairwise comparisons was conducted to determine whether student groups in different academic years were statistically different regarding SECDT scores. The results showed that students held five common misconceptions over five years: clashing current model, short circuit misconception, power supply as constant current source model, sequential reasoning, and local reasoning. Moreover, the study revealed a peak in 2021-2022 regarding students having better conceptual understanding levels than other years. Five-year data showed that minimal changes have occurred, and that prevalent misconceptions did not change over time. These findings can help educators when designing their courses, explicitly focusing on these misconceptions to promote a better conceptual understanding of electricity.

 This study aimed to investigate undergraduate physiotherapy students conceptual understanding levels of simple electric circuits and the misconceptions they brought to introductory physics courses, over five years, from 2018 to 2023. This retrospective study adopted an exploratory research methodology. Using purposive sampling, undergraduate students majoring in physiotherapy and rehabilitation and attending the Physics II course at a private university from 2018 to 2023 were selected as participants. In total, the results of the Simple Electric Circuit Diagnostic Test SECDT voluntarily taken by 296 students 209 females and 87 males aged 18 to 22 were included in the study. The students responses in the SECDT were analyzed using MS Excel and further analysis with IBM PASW18. The researcher calculated the frequency of each misconception category by adding up the students responses to all questions related to that category. The independent samples Kruskal Wallis test with post-hoc analysis pairwise comparisons was conducted to determine whether student groups in different academic years were statistically different regarding SECDT scores. The results showed that students held five common misconceptions over five years: clashing current model, short circuit misconception, power supply as constant current source model, sequential reasoning, and local reasoning. Moreover, the study revealed a peak in 2021-2022 regarding students having better conceptual understanding levels than other years. Five-year data showed that minimal changes have occurred, and that prevalent misconceptions did not change over time. These findings can help educators when designing their courses, explicitly focusing on these misconceptions to promote a better conceptual understanding of electricity.

 This study aimed to investigate undergraduate physiotherapy students conceptual understanding levels of simple electric circuits and the misconceptions they brought to introductory physics courses, over five years, from 2018 to 2023. This retrospective study adopted an exploratory research methodology. Using purposive sampling, undergraduate students majoring in physiotherapy and rehabilitation and attending the Physics II course at a private university from 2018 to 2023 were selected as participants. In total, the results of the Simple Electric Circuit Diagnostic Test SECDT voluntarily taken by 296 students 209 females and 87 males aged 18 to 22 were included in the study. The students responses in the SECDT were analyzed using MS Excel and further analysis with IBM PASW18. The researcher calculated the frequency of each misconception category by adding up the students responses to all questions related to that category. The independent samples Kruskal Wallis test with post-hoc analysis pairwise comparisons was conducted to determine whether student groups in different academic years were statistically different regarding SECDT scores. The results showed that students held five common misconceptions over five years: clashing current model, short circuit misconception, power supply as constant current source model, sequential reasoning, and local reasoning. Moreover, the study revealed a peak in 2021-2022 regarding students having better conceptual understanding levels than other years. Five-year data showed that minimal changes have occurred, and that prevalent misconceptions did not change over time. These findings can help educators when designing their courses, explicitly focusing on these misconceptions to promote a better conceptual understanding of electricity.

 Bu çalışmanın amacı, 2018-2023 yılları arasında, fizyoterapi lisans öğrencilerinin basit elektrik devreleri ile ilgili kavramsal anlama düzeyleri ile fizik derslerine getirdikleri kavram yanılgılarının ortaya çıkartılmasıdır. Bu retrospektif çalışmada açıklayıcı bir araştırma metodolojisi benimsenmiştir. Katılımcılar, amaca uygun örnekleme yöntemi kullanılarak, 2018-2023 yılları arasında bir vakıf üniversitesinde Fizik II dersine kayıt olan fizyoterapi ve rehabilitasyon lisans öğrencilerinden seçilmiştir. Yaşları 18 ila 22 arasında değişen toplam 296 öğrenci 209 kadın ve 87 erkek tarafından gönüllü olarak doldurulan Basit Elektrik Devreleri Tanı Testi BEDTT sonuçları çalışmaya dahil edilmiştir. Öğrencilerin BEDTTye verdikleri yanıtlar MS Excel programı kullanılarak analiz edilmiş ve IBM PASW18 programı ile ileri analizler yapılmıştır. Her bir kavram yanılgısı kategorisinin frekansı, öğrencilerin o kategoriyle ilgili tüm sorulara verdikleri yanıtları toplayarak hesaplanmıştır. Farklı akademik yıllarda oluşturulan öğrenci gruplarının BEDTT puanları açısından istatistiksel olarak farklı olup olmadığını belirlemek için bağımsız örneklem Kruskal Wallis testi ve post hoc analizi ikili karşılaştırmalar yapılmıştır. Sonuçlar, öğrencilerin beş yıl boyunca beş ortak kavram yanılgısına sahip olduğunu göstermiştir: Bunlar, çarpışan akımlar modeli, kısa devre kavram yanılgısı, sabit akım kaynağı olan güç kaynağı modeli, sıralı muhakeme akıl yürütme ve bölgesel muhakeme modelleridir. Ayrıca, çalışma 2021-2022 yıllarında öğrencilerin diğer yıllara kıyasla daha iyi bir kavramsal anlama düzeyine sahip olduklarını ortaya koymuştur. Beş yıllık veri, genel olarak kavram yanılgılarının çok az değiştiğini, yaygın kavram yanılgılarının ise zaman içinde aynı kaldığını göstermiştir. Bu bulgular göz önünde bulundurularak, eğitimcilerin derslerini tasarlarken özellikle bu kavram yanılgılarına odaklanarak elektrik konusunun kavramsal olarak daha iyi anlaşılmasını sağlamalarına yardımcı olabileceği düşünülmektedir.

Makale detayları

Uncovering the Undergraduate Physiotherapy Students’ Conceptual Understanding Levels and Misconceptions of Simple Electric Circuits from 2018 to 2023

Yazarlar:

Kübra Özmen

Yayıncı:

Balıkesir University

Ana Başlıklar:

Fizik Eğitimi

Dergi:

Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi Vol.18 Issue 2, pp.404-429

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001335751

pISSN:

1307-6086

Physics for non-physicists

non-physics science majors

conceptual understanding levels

health sciences

misconception

physiotherapy

simple electric circuitsFizikçi olmayanlar için fizik

fizik dışı bilim dalları

sağlık bilimleri

kavramsal anlama düzeyi

kavram yanılgısı

fizyoterapi

basit elektrik devreleri

Sayı

Makale detayları

Yazarlar: Kübra Özmen

Yayıncı: Balıkesir University

Ana Başlıklar: Fizik Eğitimi

Dergi: Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi Vol.18 Issue 2, pp.404-429

Belge Tipi: Makale

Yayın Tarihi: 12/2024

Belge Dili: İngilizce

Document ID (Org No.): 2001335751

pISSN: 1307-6086

Sayı

Yazarlar:

Kübra Özmen

Yayıncı:

Balıkesir University

Ana Başlıklar:

Fizik Eğitimi

Dergi:

Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi Vol.18 Issue 2, pp.404-429

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001335751

pISSN:

1307-6086