The Mechanical Waves Conceptual Survey: An Analysis of University Students’ Performance, and Recommendations for Instruction

Barniol, Pablo; Zavala, Genaro

doi:10.12973/eurasia.2017.00651a

Cited by 12 publications

(10 citation statements)

References 27 publications

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“…At the end of the research, it was determined by simulation programs that students' misconceptions on mechanical waves decreased. Consequently, as Barniol and Zavala (2017) suggest, literature shows us that students have misconceptions and incomplete knowledge of mechanical waves. It is noteworthy that studies on mechanical waves mostly focused on determining students' conceptual understanding of the process.…”

Section: Teaching Mechanical Wavesmentioning

confidence: 99%

Teaching Mechanical Waves by Inquiry-Based Learning

Bezen

Bayrak

2020

JBSE

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In this research, the teaching of mechanical waves was realized with inquiry-based learning; the aim was to determine the changes in students’ conceptual understanding of spring, water, and sound waves. It was designed as action research. The study group comprised 58 upper-secondary school students enrolled in 10th grade at an Anatolian upper-secondary school in Turkey. Data collection tools used in the research were the form for conceptual understanding of mechanical waves, semi-structured interviews, video recordings and photographs, student journals, and hand-made materials. Moreover, researchers designed an action plan that was composed of activities on spring, water, and sound waves. Descriptive and conceptual content analyses were utilized in data analysis. At the end of the research, it was determined that there was a change in students’ conceptual understanding of spring, water, and sound waves. Moreover, it was determined that teaching based on inquiry-based learning contributed positively to students’ learning. In this respect, it is thought that such applications should become widespread. There should be online training for lecturers which in return would contribute to students’ learning. Keywords: 5E learning model, action research, inquiry-based learning approach, mechanical waves, upper-secondary students

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Section: Teaching Mechanical Wavesmentioning

confidence: 99%

Teaching Mechanical Waves by Inquiry-Based Learning

Bezen

Bayrak

2020

JBSE

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“…During the third STEM activity (design of string and wind instruments), students also demonstrated some difficulties to identify the factors that affect pitch in a string and to conclude that the pitch generated by air blown across the top end of a bottle will be higher when it contains a greater volume of water, which is quite similar to some results obtained by Barniol and Zavala (2017). When engaged in the design of a string instrument, one group of students (G3) failed to distinguish the concept of sound from the concept of sound intensity (volume), which is in line with the work of Özkan and Selçuk (2013), whose findings demonstrated that most students considered that those concepts were the same.…”

Section: Sound Attributesmentioning

confidence: 53%

“…Sound waves. The analysis of the fourth activity worksheets on the topic of sound waves also showed G1 misunderstanding about the previous parameters (amplitude and frequency) mentioned before, which is one of most common errors concerning sound variables (Barniol & Zavala, 2017). Some PSTs (G1 and G3) considered that the velocity of sound dependende on frequency and amplitude.…”

Section: Sound Attributesmentioning

confidence: 84%

The effects of a STEM approach on Pre-service elementary teachers’ subject matter knowledge about sound

Correia

Baptista

2021

Acta Sci.

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Background: STEM education has been in focus in recent years given its innumerable potential for developing diverse skills and encouraging the pursuit of careers in the STEM areas. In this way, since initial training, it is crucial to create conditions for preservice teachers (PSTs) in STEM experiences that encourage the development of their subject matter knowledge (SMK). Objectives: This study aims to examine the effects of STEM activities centred on inquiry-based learning on PSTs' SMK about sound phenomena and concepts. Design: This is a qualitative and interpretative study. Setting and Participants: The participants are nine preservice teachers studying in a Portuguese higher education institution. Data collection and analysis: Two data collection methods were used: (i) students' productions developed through six STEM activities that included sound-related concepts, such as sound vibration, wave, transmission, velocity, and loudness and (ii) field notes. To analyse the data, we used an inductive strategy of content analysis. Results: Results revealed that the preservice teachers initially misconceived sound and had their subject matter knowledge improved after the activities. Conclusions: STEM approach favoured an active involvement of PSTs in their learning, connecting contents to real-life situations.

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“…Tongchai et al (2009) developed a conceptual understanding test for mechanical waves which had questions on conceptual understanding questions on standing waves. Then, Barniol and Zavala (2017) applied this to students taking the "Fluids, waves, and thermodynamics" class, and tried to determine the questions and concepts that students had difficulty with. At the end of this study, it was revealed that students had difficulty in conceptual understanding standing waves and that there is a need for further studies to analyze this difficulty in detail.…”

Section: The Aim Of the Studymentioning

confidence: 99%

Öğretmen adaylarının duran dalga kavramına yönelik kavramsal anlamaları

Aykutlu¹,

Bezen²,

Bayrak³

2021

Turkish Journal of Education

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In this study, the aim is to determine pre-service teachers" conceptual understanding of the standing wave concept. Pre-service teachers" conceptual understanding of the standing wave concept was determined through the phenomenological pattern, and the aim was to lay bare how they made sense of this phenomenon, how they perceived and experienced it. The study was conducted with the participation of 13 pre-service teachers. One closed-end question was used to determine pre-service teachers" demographic characteristic, and five open-ended questions were used to determine their conceptual understanding of the standing wave concept. Data were obtained through semi-structured interviews conducted individually with the pre-service teachers. Because their answers varied, they were defined and analyzed through a new map with "Answer Sculptures." At the end of the study, it was determined that pre-service teachers have issues with their conceptual understanding of the standing wave concept; they have incomplete and non-scientific information. It was also seen that only a couple of pre-service teachers have a complete understanding of the standing wave concept.

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The Mechanical Waves Conceptual Survey: An Analysis of University Students’ Performance, and Recommendations for Instruction

Cited by 12 publications

References 27 publications

Teaching Mechanical Waves by Inquiry-Based Learning

Teaching Mechanical Waves by Inquiry-Based Learning

The effects of a STEM approach on Pre-service elementary teachers’ subject matter knowledge about sound

Öğretmen adaylarının duran dalga kavramına yönelik kavramsal anlamaları

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