Maddeni̇n Parçacikli Yapisi İle İlgi̇li̇ Kavram Yanilgilarinin Gi̇deri̇lmesi̇nde Modele Dayali Akti̇vi̇teleri̇n Etki̇si̇

Ergün, Ayşegül; Sarikaya, Mustafa

doi:10.12739/nwsa.2014.9.3.1c0617

Cited by 7 publications

(4 citation statements)

References 39 publications

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“…Similar to macro-micro change model, researchers emphasized that these misconceptions were generated since students attempted to explain changes occurring on micro level with the mindset of observable changes occurring on macro level. Particle structure of the matter is the milestone of science and chemistry classes (Ergün & Sarıkaya, 2014), and the failure to comprehend micro and macro dimensions on relational grounds accurately will result with hardships in understanding the subject matter, causing other misconceptions among students. As can be seen in this research, false mental models on physical and chemical changes employed by students brought about misconceptions regarding several fundamental concepts.…”

Section: Discussionmentioning

confidence: 99%

Identifying Mental Models of Students for Physical and Chemical Change

Yildirir

Demirkol²

2018

JBSE

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The right and wrong mental models that learners have about the changes in the matter have a great importance in understanding the basis of the chemistry. Therefore, the main purpose of this research was to identify students’ misconceptions with regard to physical and chemical change and to come up with models to explain their understanding of this topic. This research was qualitative descriptive with cross-sectional design. The participants were 148 6th graders in Kütahya which is a western city of Turkey. The data were collected through a questionnaire containing five open-ended questions. Additionally, for a more detailed analysis, 28 participants were interviewed to explore the mental models that emerged. Analysis of responses to the questionnaire generated four mental models (Particle Motion Model, Moving Away Particle Model, Particle Motion+Moving Away Particle Model, Macro Model) for physical change and three mental models for chemical change (Changing Particle Model, Moving Away Particle Model and Macro-Micro Change Model). Implications of these results for chemistry education were discussed. Mental models defined in the research can enable teachers of science and researchers to identify difficulties faced by students regarding physical and chemical changes; thus, they can effectively decide which approach to take on to devise scientific models. Keywords: chemical change, chemistry education, mental model, misconceptions, physical change.

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Section: Discussionmentioning

confidence: 99%

Identifying Mental Models of Students for Physical and Chemical Change

Yildirir

Demirkol²

2018

JBSE

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“…In line with these opinions, necessary corrections were made where the concept map was found deficient. Afterward, national and international studies examining misconceptions within the scope of Pure Matter and Mixtures were examined (Arıkıl & Kalın, 2010;Akman & Özdilek, 2018;Bektaş, 2003;Ben-Zvi et al, 1988;Blanco & Prieto, 1997;Cokelez & Dumon, 2005;Çakır, 2005;Çalık & Ayas, 2005;Çökelez & Yalçın, 2012;Demirbaş, Altınışık, Tanrıverdi & Şahintürk, 2011;Dönmez, 2011;Ergün, 2013;Ergün & Sarıkaya, 2014;Geçgel & Şekerci, 2018;Griffiths & Preston, 1992;Gökulu, 2017;Gündüz, 2001;Harrison & Treagust, 1996;Karacop & Doymuş, 2013;Karaer, 2007;Kartal, 2017;Kingir, Geban & Gunel, 2013;Kılıç, 2017;Meşeci, Tekin & Karamustafaoğlu, 2013;Nakiboğlu, Karakoç & Benlikaya 2002;Ormancı & Balım, 2014;Othman, Treagust & Chandrasegaran, 2008;Say & Özmen, 2018;Saydam, 2013;Şeker, 2006;Tezcan & Salmaz, 2005;Unal & Zollman, 1999;Uzuntiryaki & Geban, 2005; and a pool was created with misconceptions appropriate to the scope of the subject. Four-choice multiple-choice questions were prepared with the misconceptions selected concerning the attainment of the Science Curriculum.…”

Section: Data Collection Tool Development Processmentioning

confidence: 99%

“…Atom can be crushed, its shape can change (Ergün, 2013;Ergün & Sarıkaya, 2014;Gündüz, 2001;Şeker, 2006;Tezcan & Salmaz, 2005). (While preparing this question, Sarıkaya, M. (1996).…”

Section: Attainmentsmentioning

confidence: 99%

The Development of a Concept Test for “Pure Matter and Mixtures” Unit

CİVANGÖNÜL,

SERT ÇIBIK

2023

Participatory Educational Research

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The purpose of this study was to create a concept test with established reliability and validity to show seventh-grade students’ conceptual comprehension of the science course’s “Pure Matter and Mixtures” unit. The survey model, which is one of the quantitative research methodologies, was used to perform the research. The research group comprises 7th (n=272) and 8th (n=282) grade pupils studying in Ankara province’s Çankaya and Yenimahalle districts throughout the autumn and spring semesters of the 2021-2022 academic year. The first stage of the test questions was multiple-choice with four possibilities, and the second stage was open-ended with the rationale for the question written. Expert comments were sought to guarantee the test’s face and content validity. The hypothesis testing approach was employed to assess construct validity, and the test was found to be construct-valid. As a consequence of the analysis performed before the pilot deployment for the 35-question exam, 9 questions were deleted from the test, yielding a 26-question test. The discrimination of question 21 was discovered to be 0,27 as a result of the test’s actual implementation. The decision was made to delete this question from the tests, and the test was completed with 25 questions. The actual implementation resulted in a KR-20 reliability coefficient of 0,83, a mean item difficulty of 0,56, and a mean item discrimination of 0,49. In light of the results of the present research, a high discrimination, medium difficulty, and reliable concept exam consisting of 25 questions was developed to measure conceptual understanding as well as misconceptions.

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“…Students have the opportunity to develop scientifically correct mental models thanks to the models and modelling activities used in science education (Chittleborough & Treagust, 2007). Model/modelling-based teaching increases students' conceptual understanding and success levels (Ergün & Sarıkaya, 2019;Schwarz & White, 2005), helps to eliminate their existing misconceptions (Ergün & Sarıkaya, 2014;Okumuş & Doymuş, 2018), and builds a positive attitude towards the course and learning (Türk & Kalkan, 2017).…”

Section: Figurementioning

confidence: 99%

Models and Modelling in Science Education in Turkey: A Literature Review

Benzer

Ünal

2021

JBSE

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This research examined articles about models and modelling in the context of science education in Turkey by using content analysis method. Two specific academic databases; one of which was Dergipark, a platform including the academic journals published in Turkey, and Scholar Google were examined in detail so that totally 71 articles on models and modelling in science education were identified. The “article analysis form” developed by the researchers considering into the relevant literature was used to examine these articles. The findings were presented in tables and charts to show the frequency and percentile values regarding the articles examined. As a result, it was found that the purpose of most of the articles is to examine the effect of model / modelling-based teaching method. Concerning the discipline related in the articles, physics was seen to be on the top of the list, more specifically astronomy subject. As another result, qualitative research method appeared to be the most commonly used research method in the articles at hand. Lastly, it was found out that the most frequently examined variable was the mental model of the participants, and the most preferred data collection instrument was conceptual understanding test. Keywords: content analysis, literature review, modelling in science, models in science, science education

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Maddeni̇n Parçacikli Yapisi İle İlgi̇li̇ Kavram Yanilgilarinin Gi̇deri̇lmesi̇nde Modele Dayali Akti̇vi̇teleri̇n Etki̇si̇

Cited by 7 publications

References 39 publications

Identifying Mental Models of Students for Physical and Chemical Change

Identifying Mental Models of Students for Physical and Chemical Change

The Development of a Concept Test for “Pure Matter and Mixtures” Unit

Models and Modelling in Science Education in Turkey: A Literature Review

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