Analyzing Science Activities in Force and Motion Concepts: A Design of an Immersion Unit

Ayar, Mehmet C.; Aydeniz, Mehmet; Yalvaç, Buğrahan

doi:10.1007/s10763-013-9476-y

Cited by 8 publications

(6 citation statements)

References 36 publications

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“…Giving students authority, control, and accountability is critical because they will have more autonomy to engage in activities they conduct with these feelings (Ayar, Aydeniz, & Yalvac, 2015). In this study, I uncover the critical elements of the robotics summer camp that nurtured and sustained student interest in engineering.…”

Section: Robotics Competitions and Science Classroomsmentioning

confidence: 98%

First-hand Experience with Engineering Design and Career Interest in Engineering: An Informal STEM Education Case Study

Ayar

2015

EDUC SCI-THEOR PRACT

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The purpose of this study is to present students' experiences, interest in engineering, and personal narratives while participating in a robotics summer camp in a metropolitan city in Turkey. In this study, I used qualitative data collection methods such as interviews, field notes, and observations. I used the four principles of Engle and Conant as a framework for analyzing their interactions and tasks as well as to make sense of their mutual interactions, tasks, and social structure in the robotics summer camp. The study findings indicated that the robotics summer camp was different from regular science classrooms in terms of goals, practical work, and social structure. The robotics summer camp provided students with the opportunity to engage in robotics activities and have personal interactions with engineering researchers about engineering and their future career plans. The robot design experience and close relationships with engineering professionals at the camp were sources that nurtured and maintained student interest in engineering. I concluded that the robotics summer camp was a venue for students to gain first-hand experiences, develop and sustain interest in engineering, and comprehend the nature of engineering in general. This in turn helped students to determine their career choice and sustain a lifelong interest in engineering.

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Section: Robotics Competitions and Science Classroomsmentioning

confidence: 98%

First-hand Experience with Engineering Design and Career Interest in Engineering: An Informal STEM Education Case Study

Ayar

2015

EDUC SCI-THEOR PRACT

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“…To do so, the potential audience of this study should adapt and translate perspectives, which have emerged from professional science communities. For example, they should encourage students to develop and pursue their own goals in a classroom community of practice (Ayar & Yalvac, 2010;Ayar, Aydeniz, & Yalvac, 2015). As mentioned in Apedoe and Ford's (2010) study, students should be motivated to build and re-build specially designed research instruments to collect data that relate to their research question.…”

Section: Implications For Science Educationmentioning

confidence: 99%

“…Data can be analyzed and argued among students about its reliability, and then they can generate meaning out of the data. In addition, students should be encouraged to develop their commitment to pursue their investigations and take ownership of their inquiries (Ayar et al, 2015).…”

Section: Implications For Science Educationmentioning

confidence: 99%

“…School science discourse activities are confirmative and informative rather than evaluative and persuasive (Ayar et al, 2015;Chinn & Malhotra, 2002;Lemke, 1990). Communications are employed between students and their teacher in such a way that the teacher initiates a question, then a student responds and the teacher evaluates or provides feedback.…”

Section: Implications For Science Educationmentioning

confidence: 99%

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Examining Interpretive Studies of Science: A Meta-ethnography

Ayar¹,

Bauchspies²,

Yalvaç³

2015

EDUC SCI-THEOR PRACT

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This paper aims to examine the interpretive studies of science. Meta-ethnography was employed along with some enhancement strategies supporting case collection, analysis, and synthesis. The study seeks to answer an overarching research question, "What are the descriptions of scientific practice as portrayed by ethnographic studies of science?" Three ethnographies of science were selected and analyzed. The results were organized along three elements: (1) overview of the ethnographic studies, (2) key descriptors, and (3) synthesis. It was found that the three interpretive studies of science had two converging themes: material culture and discursive activity. Each interpretive study revealed its distinct aspects of scientific practice. It was concluded that the material culture is the primary actant that shapes scientists' further activities, credibility and transformation of the community itself. The discursive activities inherent in scientific communities are a salient agency of doing scientific practice and the construction of scientific knowledge. Additionally, this paper highlights how the professional scientific laboratory is a system of literary inscription, the production of images, and reproduction of culture. This research into interpretive studies of science is to enrich our understanding of scientific practice and inform the potential audience to reconsider the practice of school science and its social structure.

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“…In Newtonian mechanics, perhaps, the domain most extensively analyzed-researchers have agreed that students' misconceptions about force and motion are the result of day-to-day experiences in the physical world (e.g. Ayar, Aydeniz, & Yalvac, 2015;Zajkov, Gegovska-Zajkova, Mitrevski, 2017). Students have common misconceptions on the work and energy concepts.…”

Section: Introductionmentioning

confidence: 99%

Reconstructing students’ misconceptions on work and energy through the PDEODE*E tasks with think-pair-share

Samsudin¹,

Afif²,

Nugraha³

et al. 2021

tused

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This study aimed to expand PDEODE*E Tasks with the Think-Pair-Share model for reconstructing students' misconceptions on work and energy. The PDEODE*E Tasks with Think-Pair-Share model implemented for students who had not taught the concept of work and energy. The participants include 36 students of tenth grade (22 girls and 14 boys, whose ages ranged from 15 to 16 years) at a senior high school in Bandung, Indonesia. Students' misconceptions evaluated by administering an Energy and Momentum Conceptual Survey (EMCS) comprised of 18 items in the form of four-tier, as pre-and post-test. Furthermore, students' thoughts also elicited using worksheets of seven PDEODE*E tasks. A qualitative approach is used to analyze the test and worksheets. The data analysis had mostly focused on work and energy concepts such as work, energy, and conservation of energy. The findings suggested that PDEODE*E Tasks with Think-Pair-Share model improved students' conceptual understanding and reduced most of their misconceptions despite a little misconception motionless occurred. Teachers can use PDEODE*E tasks with the Think-Pair-Share model to reconstruct students' misconceptions.

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Analyzing Science Activities in Force and Motion Concepts: A Design of an Immersion Unit

Cited by 8 publications

References 36 publications

First-hand Experience with Engineering Design and Career Interest in Engineering: An Informal STEM Education Case Study

First-hand Experience with Engineering Design and Career Interest in Engineering: An Informal STEM Education Case Study

Examining Interpretive Studies of Science: A Meta-ethnography

Reconstructing students’ misconceptions on work and energy through the PDEODE*E tasks with think-pair-share

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