Examining Students' Explanations of Some Physics Topics with Diagrams and Association of Them with Daily Life

Emine Didem Sönmez; Ayşe Nesibe Önder; Ezgi Güven Yıldırım

Makale detayları

Examining Students' Explanations of Some Physics Topics with Diagrams and Association of Them with Daily Life

Yazarlar:

Emine Didem Sönmez | Ayşe Nesibe Önder | Ezgi Güven Yıldırım

Yayıncı:

Zonguldak Bulent Ecevit University

Ana Başlıklar:

Uygulamalı ve Gelişimsel Psikoloji (Diğer)

Dergi:

Karaelmas Eğitim Bilimleri Dergisi Vol.12 Issue 1, pp.61-77

Belge Tipi:

Makale

Yayın Tarihi:

6/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001321915

pISSN:

2148-2888

Anahtar kelimeler:

Özet:

 This study aims to evaluate the students conceptual learning through the diagrams created by the students regarding the physics concepts, phenomena, and events within the scope of the questions prepared by considering the science objectives of the students. Another purpose of the study was to examine the level of associating students scientific concepts, facts, and events related to physics objectives with daily life. Phenomenological research design was used as one of the qualitative research approaches. The research study group comprised 123 7th-grade students in three public secondary schools. Thirty-eight students from the first school, 62 from the second school, and 23 from the third school participated in the research. Data were collected through a form developed by the researchers, and a document analysis method was applied to the collected data. As a result of the analysis of the diagrams created by the students, it was concluded that most of the diagrams created by the students regarding physics concepts, events, and phenomena were in the no understanding category. In other words, most students left the questions blank, repeated, or created incomprehensible diagrams. In addition, most students could not relate science class concepts, facts, and events to daily life.

 This study aims to evaluate the students conceptual learning through the diagrams created by the students regarding the physics concepts, phenomena, and events within the scope of the questions prepared by considering the science objectives of the students. Another purpose of the study was to examine the level of associating students scientific concepts, facts, and events related to physics objectives with daily life. Phenomenological research design was used as one of the qualitative research approaches. The research study group comprised 123 7th-grade students in three public secondary schools. Thirty-eight students from the first school, 62 from the second school, and 23 from the third school participated in the research. Data were collected through a form developed by the researchers, and a document analysis method was applied to the collected data. As a result of the analysis of the diagrams created by the students, it was concluded that most of the diagrams created by the students regarding physics concepts, events, and phenomena were in the no understanding category. In other words, most students left the questions blank, repeated, or created incomprehensible diagrams. In addition, most students could not relate science class concepts, facts, and events to daily life.

 This study aims to evaluate the students conceptual learning through the diagrams created by the students regarding the physics concepts, phenomena, and events within the scope of the questions prepared by considering the science objectives of the students. Another purpose of the study was to examine the level of associating students scientific concepts, facts, and events related to physics objectives with daily life. Phenomenological research design was used as one of the qualitative research approaches. The research study group comprised 123 7th-grade students in three public secondary schools. Thirty-eight students from the first school, 62 from the second school, and 23 from the third school participated in the research. Data were collected through a form developed by the researchers, and a document analysis method was applied to the collected data. As a result of the analysis of the diagrams created by the students, it was concluded that most of the diagrams created by the students regarding physics concepts, events, and phenomena were in the no understanding category. In other words, most students left the questions blank, repeated, or created incomprehensible diagrams. In addition, most students could not relate science class concepts, facts, and events to daily life.

 Bu çalışmada öğrencilerin fen kazanımları dikkate alınarak hazırlanan sorular kapsamında fizik kavram, olgu ve olaylara ilişkin öğrenciler tarafından oluşturulan diyagramlar aracılığıyla öğrencilerin kavramsal öğrenmelerinin değerlendirilmesi amaçlanmaktadır. Araştırmanın bir diğer amacı ise öğrencilerin fizik kazanımlarıyla ilgili bilimsel kavram, olgu ve olayları günlük hayatla ilişkilendirme düzeylerini incelemektir. Nitel araştırma yaklaşımlarından biri olan fenomenolojik araştırma deseni kullanılmıştır. Araştırmanın çalışma grubunu üç devlet ortaokulunda öğrenim gören 123 7. sınıf öğrencisi oluşturmaktadır. Araştırmaya birinci okuldan 38, ikinci okuldan 62 ve üçüncü okuldan 23 öğrenci katılmıştır. Veriler araştırmacılar tarafından geliştirilen bir form aracılığıyla toplanmış ve toplanan verilere doküman analizi yöntemi uygulanmıştır. Öğrencilerin oluşturduğu diyagramların analizi sonucunda öğrencilerin fizik kavram, olay ve olgularına ilişkin oluşturdukları diyagramların çoğunun anlamama kategorisinde olduğu sonucuna varılmıştır. Yani çoğu öğrenci soruları boş bırakmış, tekrarlamış veya anlaşılmaz diyagramlar oluşturmuştur. Ayrıca öğrencilerin çoğu fen bilgisi dersindeki kavram, olgu ve olayları günlük hayatla ilişkilendirememiştir.

Makale detayları

Examining Students' Explanations of Some Physics Topics with Diagrams and Association of Them with Daily Life

Yazarlar:

Emine Didem Sönmez | Ayşe Nesibe Önder | Ezgi Güven Yıldırım

Yayıncı:

Zonguldak Bulent Ecevit University

Ana Başlıklar:

Uygulamalı ve Gelişimsel Psikoloji (Diğer)

Dergi:

Karaelmas Eğitim Bilimleri Dergisi Vol.12 Issue 1, pp.61-77

Belge Tipi:

Makale

Yayın Tarihi:

6/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001321915

pISSN:

2148-2888

Concept Learning

Diagram

Physics Education

Qualitative Research

Secondary School StudentsKavram Öğrenme

Diyagram

Fizik Eğitimi

Nitel Araştırma

Ortaokul Öğrencileri

Sayı

Makale detayları

Yazarlar: Emine Didem Sönmez | Ayşe Nesibe Önder | Ezgi Güven Yıldırım

Yayıncı: Zonguldak Bulent Ecevit University

Ana Başlıklar: Uygulamalı ve Gelişimsel Psikoloji (Diğer)

Dergi: Karaelmas Eğitim Bilimleri Dergisi Vol.12 Issue 1, pp.61-77

Belge Tipi: Makale

Yayın Tarihi: 6/2024

Belge Dili: İngilizce

Document ID (Org No.): 2001321915

pISSN: 2148-2888

Sayı

Yazarlar:

Emine Didem Sönmez | Ayşe Nesibe Önder | Ezgi Güven Yıldırım

Yayıncı:

Zonguldak Bulent Ecevit University

Ana Başlıklar:

Uygulamalı ve Gelişimsel Psikoloji (Diğer)

Dergi:

Karaelmas Eğitim Bilimleri Dergisi Vol.12 Issue 1, pp.61-77

Belge Tipi:

Makale

Yayın Tarihi:

6/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001321915

pISSN:

2148-2888