Examining the high school students' transfer levels of modern physics topics to daily life

Yalcin, Onur; Emrahoğlu, Nuri

doi:10.14527/pegegog.2017.005

Cited by 3 publications

(1 citation statement)

References 12 publications

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“…In the studies that they review the levels to transfer the modern physical substances to the daily life levels of the high school students by the high school students, Yalçın and Emrahoğlu (2017) conclude that the levels to transfer the substances such as physics, electric, optic -matter, electric -light, thermodynamic and heattemperature, etc. by the high school students were very low.…”

Section: Discussionmentioning

confidence: 99%

Teacher Candidates’ Levels of Relating the Scientific Knowledge to Their Daily Lives

Anılan¹,

Atalay²,

Kılıç³

2018

INT J INSTRUCTION

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The most important indicator of meaningful learning in science education is that the students learn and often encounter in their daily life in the description. To be able to implement this, students need to be a good science literate. This study was carried out in order to reveal to what extent the teacher candidates can explain the relationship between scientific information of the candidates and events in daily life. To that end, 86 third-grade candidate science teachers were selected as the study group. The study was formulated by the scanning model. To collect the data in the study, prospective teachers were asked to explain survey questions in a scientific way by asking 28 questions about daily life on 11 different topics. It is concluded that they cannot explain the questions on state change in a scientific way, while the teacher candidates can explain the questions that correlate heat insulation and solvents with daily life are correct. As a result of the study, it was determined that the science teachers had difficulties in correlating the scientific

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Section: Discussionmentioning

confidence: 99%

Teacher Candidates’ Levels of Relating the Scientific Knowledge to Their Daily Lives

Anılan¹,

Atalay²,

Kılıç³

2018

INT J INSTRUCTION

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The Effect of 7E Learning Model on Conceptual Understandings of Prospective Science Teachers on 'de Broglie Matter Waves' Subject

Baybars¹,

Küçüközer²

2018

EUROPEAN J ED RES

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The object of this study is to determine the conceptual understanding that prospective Science teachers have relating "de Broglie: Matter waves" and to investigate the effect of the instruction performed, on the conceptual understanding. This study was performed at a state university located in the western part of Turkey, with the Faculty of Education-Science Teaching students (2nd year / 48 individual) in the academic year of 2010-2011. The study was planned as a single group pretest-posttest design. A two-step question was used in the study, prior to and after the instruction. Lessons were conducted using the 7E learning model in the instruction process. When all these results are evaluated, it can be said that the conceptual understanding of the prospective teachers regarding "de Broglie; matter waves" has been taken place. In general, when all the sections are examined, it has been observed that the prospective teachers have more alternative concepts prior to the instruction and more scientific concepts after the instruction. In this process, besides instruction, the prospective teachers have not taken any place in a different application regarding the basic concepts of quantum physics. Therefore, it has been determined that the 7E learning model used in the research and the activities included in the 7E learning model are effective in conceptual understanding.

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What does black-body radiation mean for pre-service physics teachers?

Bezen¹,

Aykutlu²,

Bayrak³

2021

tused

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This study aims to determine pre-service teachers’ conceptual understanding of black-body radiation. Designed as a qualitative study, it was realized by employing a case study, which is one of the descriptive research methods. The study group consists of 18 pre-service teachers enrolled as seniors. An opinion form and a concept map were used as data collection tools. In other words, results were intended to be comparatively examined by using two different qualitative data collection methods. Pre-service teachers’ answers were analysed with the help of answer sculptures. At the end of the study, it was determined that while pre-service teachers generally have the correct conceptual structure, they still have some specific points. It was seen that pre-service teachers have problems with understanding especially the Wien law and electromagnetic radiation taking place in black-body radiation.

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Examining the high school students' transfer levels of modern physics topics to daily life

Cited by 3 publications

References 12 publications

Teacher Candidates’ Levels of Relating the Scientific Knowledge to Their Daily Lives

Teacher Candidates’ Levels of Relating the Scientific Knowledge to Their Daily Lives

The Effect of 7E Learning Model on Conceptual Understandings of Prospective Science Teachers on 'de Broglie Matter Waves' Subject

What does black-body radiation mean for pre-service physics teachers?

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