The Impact of an Operational Definition of the Weight Concept on Students’ Understanding

Stein, Hana; Galili, Igal

doi:10.1007/s10763-014-9556-7

Cited by 12 publications

(10 citation statements)

References 37 publications

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“…Kavram öğretiminde güncel kullanılan yöntemler araştırıldığında; araştırma-sorgulamaya dayalı öğretim, proje tabanlı öğretim, probleme dayalı öğretim, bilgisayar destekli öğretim, materyal destekli öğretim, 5E-6E öğrenme modeli, kavram haritaları, kavram karikatürleri, kavramsal değişim metinleri, vee diyagramları ve argümantasyon gibi yapılandırmacı yaklaşımı temel alan öğretim yöntem ve tekniklerinin kullanıldığı ve kavram öğretiminde etkili olduğu (Hodson, 2014;Karpudewan vd., 2014;Krajcik & Czerniak, 2014;Larrabee, Stein & Barman, 2006;Martinez Borreguero vd., 2013;Osman vd., 2013;Ören & Meriç, 2014;Ramsey, 1993;Rankhumise & Imenda, 2014;Stein & Galili, 2014) belirlenmiştir. Son yıllarda yurtdışında yapılan çalışmaların bulguları ile bu çalışmadan elde edilen bulgular örtüşmektedir.…”

Section: Tartişma Yorum Ve öNeri̇lerunclassified

Öğretmenlerin Fen Kavram Öğretimleri, Kavram Yanılgılarını Saptama ve Giderme Çalışmalarının Değerlendirilmesi

Ecevit

Şimşek

2017

İlköğretim Online

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ÖZ. Öğrencilerin eski bilgileri ile yeni bilgileri arasında bağ kurabilmeleri, ancak anlamlı öğrenmeleriyle mümkün olmaktadır. Kavram öğretiminde en önemli olan kavram yanılgılarının tespiti ve bu yanılgıların düzeltilmesi olduğundan öğrencilerin ön bilgileri belirlenmelidir. Bu çalışmada öğretmenlerin kavram öğretimi için hangi yöntemi kullandıkları, kavram yanılgılarını nasıl saptadıkları, hangi kavram yanılgıları ile karşılaştıkları ve nasıl gidermeye çalıştıklarının belirlenmesi amaçlanmıştır. Çalışma grubunu, 2013-2014 eğitim-öğretim yılında Türkiye'nin İç Anadolu Bölgesinde yer alan bir il merkezindeki ilk ve ortaokullarda görev yapan 5 fen bilimleri ve 5 sınıf öğretmeninden oluşturmaktadır. Araştırma nitel bir çalışma olup betimleyici bir durum araştırmadır ve veri toplama aracı olarak yapılandırılmış görüşme, gözlem ve doküman analizi yöntemleri kullanılmıştır. Elde edilen veriler içerik analizi yöntemi ile analiz edilmiştir. Elde edilen bulgulara göre öğretmenlerin özel öğretim yöntemlerinden bazılarını uyguladıkları ama sunuş yoluyla kavram öğretimini de kullanmaya devam ettikleri gözlemlenmiştir. Öğretmenlerin karşılaştıkları kavram yanılgıları ısı-sıcaklık, kütle-ağırlık, kuvvet-hareket, elektrik, ışık-ses, madde, hücre, solunum-fotosentez, kalıtım konuları ile ilgilidir. Öğretmenlerin büyük çoğunluğu yaparak yaşayarak öğrenme yolları ile kavram yanılgılarını gidermeye çalıştıklarını belirtmişlerdir. Anahtar Kelimeler: kavram öğretimi, kavram yanılgılarını saptama, kavram yanılgılarını giderme, fen öğretimi ABSTRACT. It could be possible for students to relate their new knowledge with the old knowledge through meaningful learning. Therefore, in concept teaching, it is significant that the students' preliminary information be identified and their misconceptions be determined. In this study, it is aimed to determine methods teachers use for concept teaching, how they determine misconceptions, and how they try to eliminate these. The study group consists of 5 science teachers and 5 primary teachers working in Central Anatolia region of Turkey located in the center during 2013-2014 academic year. The study is qualitative in nature, a descriptive study and structured interview, observation and document analysis methods were used as the data collection tool. The data obtained were analyzed by means of content analysis method. According to the obtained data, it has been observed that the teachers utilize some of the special teaching methods but also continue to use concept teaching through presentations. Misconceptions that teachers encounter are related to the subjects of heat-temperature, mass-weight, force-motion, electricity, light-sound, substance, cell, respiration-photosynthesis, heredity. A great majority of the teachers have stated that they try to eliminate misconceptions through learning method by doing. Keywords: concept teaching, determination of misconceptions, elimination of misconceptions, science education SUMMARY Purpose and Significance: One of the major aims of science education is to ma...

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Section: Tartişma Yorum Ve öNeri̇lerunclassified

Öğretmenlerin Fen Kavram Öğretimleri, Kavram Yanılgılarını Saptama ve Giderme Çalışmalarının Değerlendirilmesi

Ecevit

Şimşek

2017

İlköğretim Online

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“…Before playing the match, participants carried out a standard warmup which included exercises such as 5 min of continuous run, 5 min of articulation mobility and two sprints of 20 m. They were not verbally instructed during the games. The technical offensive variables were grouped in touches (any contact with the ball by any legal part of player's body), attacking play (any technical action oriented to overcome the opponent), general play (any action with ball possession) and goalkeepers (any action performed by a goalkeeper) and were measured on each of the surfaces (grass, turf and dirt), through observational and descriptive method carried out by systematic direct observation [15]. This enabled the key technical trends that emerged on each surface type to be analysed, showing any significant effect the surface type had on technical performance in the different combinations of age groups and game formats.…”

Section: Methodsmentioning

confidence: 99%

Analysis of Offensive Technical Actions on Different Playing Surfaces in 5v5, 7v7 and 9v9 Sided Games in Soccer

2017

International Journal of Sports and Physical Education

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“…This is because of the contradiction between the gravitational definition and students' intuition established in everyday experience. In contrast, Kaplan (1996) Figueiredo (2005) and Stein and Galili (2014) determined the operational definition of weight to be close to students' intuition. One may relate this contradiction to the tension between concept definition and concept image (Vinner, 1991).…”

Section: Weight In Students' Knowledgementioning

confidence: 98%

“…Yet, one may mention a slow shift of textbooks from the gravitational to the operational definition of weight (e.g., Hewitt, 1992, pp.176, 179-180 versus Hewitt, 2002Knight, 2004pp.131-132 versus Knight, 2013Halliday & Resnik, 1988, p. 286 versus Halliday, Resnick, & Walker, 2001. For years, physics teachers have continuously been debating the issue of weight instruction (Barlett, 2010;Brown, 1999;Figueiredo, 2005;French, 1983French, , 1995Galili, 1993Galili, , 1995Galili, , 2001Galili & Lehavi, 2003;Hewitt, 2013;King, 1962;Iona, 1975Iona, , 1976Iona, , 1988Iona, , 1999Morrison, 1999;Sharma et al, 2004;Stein & Galili, 2014;Taylor, 1974).…”

Section: The Concept Of Weight In Educationmentioning

confidence: 99%

“…One may relate this contradiction to the tension between concept definition and concept image (Vinner, 1991). Stein and Galili (2014) reported that teaching middle school students the operationally defined weight removed such contradiction and significantly improved students' abilities to account for various physical situations.…”

Section: Weight In Students' Knowledgementioning

confidence: 99%

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Teaching a new conceptual framework of weight and gravitation in middle school

2015

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Empirical studies have reported difficulties, confusion, and lack of understanding among students at all levels of instruction regarding the issue of weight-gravitation-weighing relationships. This study examined the impact of a new conceptual framework of weight, on a small group of 7th-grade students (N ¼ 14) in a middle school in Israel. This conceptual framework, which defined weight operationally as weighing results, implied a natural distinction between weight and gravitational force, in contrast to the gravitational definition of weight, which identifies these two concepts. The new framework not only better fits modern scientific epistemology but also matches the common intuitive conception of weight as representing the heaviness of objects. This coherence promises innovative teaching leading to easier and more meaningful learning. The applied pedagogical method included a historical excurse and knowledge mediation through a discursive mode of teaching using images of different environments (Thinking Journey). The collected data of students' knowledge were structured in terms of scheme-facets of knowledge, which allowed qualitative evaluation of knowledge changes due to the instruction. We found that discussion of the lunar environment led students to appreciate the universality of gravitational attraction and to develop operational meaning for the up-down direction. Considering the environment of a coasting satellite encouraged students to distinguish between the gravitational force causing the orbiting around the Earth, and weight as the force that objects naturally exert on their support. It appeared that falling served as an anchoring concept leading students to the operational definition of weight. #

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The Impact of an Operational Definition of the Weight Concept on Students’ Understanding

Cited by 12 publications

References 37 publications

Öğretmenlerin Fen Kavram Öğretimleri, Kavram Yanılgılarını Saptama ve Giderme Çalışmalarının Değerlendirilmesi

Öğretmenlerin Fen Kavram Öğretimleri, Kavram Yanılgılarını Saptama ve Giderme Çalışmalarının Değerlendirilmesi

Analysis of Offensive Technical Actions on Different Playing Surfaces in 5v5, 7v7 and 9v9 Sided Games in Soccer

Teaching a new conceptual framework of weight and gravitation in middle school

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