Examining the Development Process of Middle School Students’ Knowledge Structures for the Concepts of Melting and Dissolution According to Conceptual Change Theories

Mehmet Ali Kandemir; Zeki Apaydın

Makale detayları

Examining the Development Process of Middle School Students’ Knowledge Structures for the Concepts of Melting and Dissolution According to Conceptual Change Theories

Yazarlar:

Mehmet Ali Kandemir | Zeki Apaydın

Yayıncı:

Afyon Kocatepe University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Kuramsal Eğitimbilim Dergisi Vol.17 Issue 1, pp.122-144

Belge Tipi:

Makale

Yayın Tarihi:

1/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001309680

pISSN:

1308-1659

Anahtar kelimeler:

Özet:

 The aim of this longitudinal research is to examine the development process of scientific and consistent knowledge structures of first, second, and third-grade students in middle school within the concepts of melting and dissolution according to conceptual change theories at the end of the education and training processes carried out in educational institutions. The research is carried out in a district of a metropolitan city in the Marmara Region with the participation of 43 middle school students. Open-ended questions developed for concepts were used to collect data. Friedman test is used to determine whether there is a difference between students consistent and scientific knowledge structure scores regarding the concepts of melting and dissolution. As there is a significant difference between the students consistent and scientific knowledge structure scores regarding the concepts of melting and dissolution, the Wilcoxon Signed Rank Test is used for dual comparisons between student levels. In addition, Spearmans correlation coefficient of rank differences is used to determine if there is a relationship between the class levels of the students and the scores of students consistent and scientific knowledge structure regarding the concepts of melting and dissolution. As a result of the research, it is determined that the students consistent and scientific knowledge structure scores regarding the concepts of melting and dissolution differ depending on the students levels. When all the findings obtained from the research are evaluated together, it can be said that the development process of students knowledge structures regarding the relevant concepts is more compatible with the knowledge in pieces conceptual change theory. Based on the results of the research, some suggestions were made.

 The aim of this longitudinal research is to examine the development process of scientific and consistent knowledge structures of first, second, and third-grade students in middle school within the concepts of melting and dissolution according to conceptual change theories at the end of the education and training processes carried out in educational institutions. The research is carried out in a district of a metropolitan city in the Marmara Region with the participation of 43 middle school students. Open-ended questions developed for concepts were used to collect data. Friedman test is used to determine whether there is a difference between students consistent and scientific knowledge structure scores regarding the concepts of melting and dissolution. As there is a significant difference between the students consistent and scientific knowledge structure scores regarding the concepts of melting and dissolution, the Wilcoxon Signed Rank Test is used for dual comparisons between student levels. In addition, Spearmans correlation coefficient of rank differences is used to determine if there is a relationship between the class levels of the students and the scores of students consistent and scientific knowledge structure regarding the concepts of melting and dissolution. As a result of the research, it is determined that the students consistent and scientific knowledge structure scores regarding the concepts of melting and dissolution differ depending on the students levels. When all the findings obtained from the research are evaluated together, it can be said that the development process of students knowledge structures regarding the relevant concepts is more compatible with the knowledge in pieces conceptual change theory. Based on the results of the research, some suggestions were made.

 The aim of this longitudinal research is to examine the development process of scientific and consistent knowledge structures of first, second, and third-grade students in middle school within the concepts of melting and dissolution according to conceptual change theories at the end of the education and training processes carried out in educational institutions. The research is carried out in a district of a metropolitan city in the Marmara Region with the participation of 43 middle school students. Open-ended questions developed for concepts were used to collect data. Friedman test is used to determine whether there is a difference between students consistent and scientific knowledge structure scores regarding the concepts of melting and dissolution. As there is a significant difference between the students consistent and scientific knowledge structure scores regarding the concepts of melting and dissolution, the Wilcoxon Signed Rank Test is used for dual comparisons between student levels. In addition, Spearmans correlation coefficient of rank differences is used to determine if there is a relationship between the class levels of the students and the scores of students consistent and scientific knowledge structure regarding the concepts of melting and dissolution. As a result of the research, it is determined that the students consistent and scientific knowledge structure scores regarding the concepts of melting and dissolution differ depending on the students levels. When all the findings obtained from the research are evaluated together, it can be said that the development process of students knowledge structures regarding the relevant concepts is more compatible with the knowledge in pieces conceptual change theory. Based on the results of the research, some suggestions were made.

 Bu boylamsal araştırmanın amacı; eğitim kurumlarında gerçekleştirilen eğitim ve öğretim süreçleri sonunda ortaokul birinci, ikinci ve üçüncü sınıf öğrencilerinin erime ve çözünme kavramlarına yönelik bilimsel ve tutarlı bilgi yapılarının gelişim sürecini kavramsal değişim teorilerine göre incelemektir. Araştırma Marmara Bölgesindeki bir büyükşehrin bir ilçesinde 43 ortaokul öğrencisinin katılımı ile gerçekleştirilmiştir. Araştırmada verilerin elde edilmesinde erime ve çözünme kavramlarına yönelik geliştirilen açık uçlu sorular kullanılmıştır. Araştırma verilerinin analizinde Friedman testi, Wilcoxon İşaretli Sıralar Testi ve Spearmanın sıra farkları korelasyon katsayısı kullanılmıştır. Araştırma sonucunda, öğrencilerin erime ve çözünme kavramlarına ilişkin tutarlı ve bilimsel bilgi yapısı puanlarında, sınıf düzeyine göre farklılıklar olduğu saptanmıştır. Araştırmadan sağlanan tüm bulgular birlikte değerlendirildiğinde öğrencilerin ilgili kavramlara yönelik bilgi yapılarının gelişim sürecinin, daha çok parça nitelikli kavramsal değişim kuramıyla uyumlu olduğu söylenebilir. Araştırma sonuçlarına dayanarak bazı önerilerde bulunulmuştur.

Makale detayları

Examining the Development Process of Middle School Students’ Knowledge Structures for the Concepts of Melting and Dissolution According to Conceptual Change Theories

Yazarlar:

Mehmet Ali Kandemir | Zeki Apaydın

Yayıncı:

Afyon Kocatepe University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Kuramsal Eğitimbilim Dergisi Vol.17 Issue 1, pp.122-144

Belge Tipi:

Makale

Yayın Tarihi:

1/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001309680

pISSN:

1308-1659

knowledge in pieces structure conceptual change theory

theory-like conceptual change theory

mental modelparça nitelikli kavramsal değişim teorisi

teori benzeri kavramsal değişim teorisi

zihinsel model

Sayı

Makale detayları

Examining the Development Process of Middle School Students’ Knowledge Structures for the Concepts of Melting and Dissolution According to Conceptual Change Theories

Yazarlar: Mehmet Ali Kandemir | Zeki Apaydın

Yayıncı: Afyon Kocatepe University

Ana Başlıklar: Alan Eğitimleri

Dergi: Kuramsal Eğitimbilim Dergisi Vol.17 Issue 1, pp.122-144

Belge Tipi: Makale

Yayın Tarihi: 1/2024

Belge Dili: İngilizce

Document ID (Org No.): 2001309680

pISSN: 1308-1659

knowledge in pieces structure conceptual change theory

theory-like conceptual change theory

mental modelparça nitelikli kavramsal değişim teorisi

teori benzeri kavramsal değişim teorisi

zihinsel model

Sayı

Yazarlar:

Mehmet Ali Kandemir | Zeki Apaydın

Yayıncı:

Afyon Kocatepe University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Kuramsal Eğitimbilim Dergisi Vol.17 Issue 1, pp.122-144

Belge Tipi:

Makale

Yayın Tarihi:

1/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001309680

pISSN:

1308-1659