Knowledge levels of prospective science and physics teachers on basic concepts on sound (sample for Samsun city)

Bolat, Mualla; Sözen, Merve

doi:10.1016/j.sbspro.2009.01.220

Cited by 10 publications

(16 citation statements)

References 29 publications

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“…When the literature is reviewed, it is seen that students from each level have inadequate and incomplete knowledge and misconceptions related to the light and sound topics [28,32,35,36,37,38,40,41]. It is also seen that the teachers and pre-service teachers, who will educate those students, have deficient and inadequate knowledge and even misconceptions about this topic.…”

mentioning

confidence: 99%

“…As a result of the research carried out by Reference [33] with 99 pre-service secondary school science teachers, it was determined that a great many of the pre-service teachers had deficient knowledge about light [65%]; [38%] of them had deficient, incorrect and no knowledge and had misconceptions. Totally 62 students from 3rd class Secondary School Science Teacher Trainin Faculty attended the research carried out by Reference [41]. As a result of the research, it was noticed that the students had extremely low understanding levels for the light concept and misconceptions were encountered related to the concept.…”

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confidence: 99%

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The Effect of Teaching Practices with Real Life Content in Light and Sound Learning Areas

Yalçın¹,

Yalçın²,

Akar³

et al. 2017

ujer

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In this present study, it was aimed to investigate the effect of teaching practices with real life content in light and sound learning areas. With this purpose, it was intended to determine the contribution of teaching practices with real life content (TPRLC) to the levels of pre-service teachers' skills to associate the light and sound learning areas with daily life. The research was designed with an experimental basis and data were collected with the pre-test, post-test pattern. The participants consisted of 30 university students who were in fourth grade in Secondary School Science Teacher Training Department. Data were collected with questionnaires including open-ended questions related to the Use of Learning Areas in Daily Life. With the results, it was found out that the levels of pre-service teachers in associating the learning areas with daily life doubled in light learning areas and trebled in sound learning areas.

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confidence: 99%

mentioning

confidence: 99%

The Effect of Teaching Practices with Real Life Content in Light and Sound Learning Areas

Yalçın¹,

Yalçın²,

Akar³

et al. 2017

ujer

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show abstract

“…En cuanto al nivel de EU, se observa que muchas concepciones alternativas detectadas en los estudiantes de EP y ES se mantienen en estudiantes universitarios: atribución de propiedades materiales, dificultad de identificar la fuente vibratoria y confusión entre tono e intensidad. De hecho, las concepciones alternativas mostradas por estudiantes universitarios para el grado en profesorado de ES de Turquía (Bolat y Sözen, 2009) son muy similares a las detectadas en el alumnado de ES (Sözen y Bolat, 2016). Küçüközer (2009), en su estudio con 56 estudiantes universitarios del grado de profesorado de ES, muestra cómo el contexto influye en la capacidad de identificar la producción de sonido con la fuente vibratoria.…”

Section: Dificultades En La Comprensión De La Naturaleza Del Sonido Y Sus Propiedadesunclassified

Dificultades de aprendizaje del modelo de sonido: una revisión de la literatura

González

Azula²,

Guisasola

2021

ensciencias

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RESUMEN • El aprendizaje del modelo científico del sonido (MCS) está presente en el currículum de ciencias de todos los niveles educativos y es un componente crítico de la alfabetización científica. Este trabajo presenta una revisión sistemática sobre la comprensión de los estudiantes del MCS en torno a tres ideas claves que emergen del análisis epistemológico: naturaleza del sonido y sus propiedades, propagación del sonido y modelo de onda. Cabe destacar que, independientemente de la etapa educativa, existe una dificultad en relacionar las propiedades intrínsecas del sonido con las magnitudes de onda y la persistencia de concepciones que atribuyen propiedades materiales al sonido. Además, no existe una clara progresión del aprendizaje sobre el MCS desde la Educación Primaria hasta los primeros años de Universidad. Finalmente, se discuten las implicaciones para la enseñanza-aprendizaje del MCS.

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“…In this direction, teacher training and the capabilities they must possess have gained weight (Bolat & Sözen, 2009;Meriç& Tezcan, 2005). When the capabilities of a good teacher are considered, content knowledge comes to the fore (Appleton, 2003;Schempp, Manrooss & Tan, 1998;Tanışlı, 2013).…”

Section: Introductionmentioning

confidence: 99%

Development of Pedagogical Content Knowledge of Classroom Teachers on The Numbers in Terms of Two Components

Özdemir¹,

Şahin²,

Başibüyük³

et al. 2017

International Journal of Research in Education and Science

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Knowledge levels of prospective science and physics teachers on basic concepts on sound (sample for Samsun city)

Cited by 10 publications

References 29 publications

The Effect of Teaching Practices with Real Life Content in Light and Sound Learning Areas

The Effect of Teaching Practices with Real Life Content in Light and Sound Learning Areas

Dificultades de aprendizaje del modelo de sonido: una revisión de la literatura

Development of Pedagogical Content Knowledge of Classroom Teachers on The Numbers in Terms of Two Components

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