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Year 2013, Volume: 7 Issue: 1, 121 - 141, 01.06.2013

Ayberk Bostan Sarioglan Hüseyin Küçüközer

https://doi.org/10.12973/nefmed156

Abstract

– Prior knowledge that students have can be compatible with scientific facts or it can be a learning disability different from the scientific facts. So it is important to reveal students' prior knowledge and to determine their ideas that are not compatible with scientific information. In this study, it has been aimed to reveal the prior knowledge of 133 tenth grade students about torque, conservation of angular momentum and Kepler's 2nd law. Students taking place in the sample have not taken formal education about these concepts yet and their ideas may be naive. The students have been asked three open-ended questions whose study of validity and reliability has been carried out. While it is seen that students gave answers consistent with the scientific facts about the torque concept, none of the answers given by students about the conservation of angular momentum and Kepler's 2nd law is included in the category of scientific answer. Students have been encountered the most common type of alternative answers for both of these concepts. In the teaching of this concept and law, students' prior knowledge conflicting with the scientific ideas should be considered, that is to say, teaching should be organized to include conceptual change

Keywords

Torque conversation of angular momentum Kepler’s 2. law preconceptions

References

  • Atasoy, B. (2004). Fen öğrenimi ve öğretimi (2. Baskı). Ankara: Asil Yayıncılık.
  • Chi, M.T.H., & Roscoe, R.D. (2002). The processes and challenges of conceptual change, in reconsidering conceptual change: issues in theory and practice. In Limon M. & Mason, L. (Ed.). Boston: Kluwer Academic Publishers.
  • Carey, S. (1992). The origin and evolution of everyday concepts. In R. Giere (ed.), Cognitive Model of Science (Minnesote Studies in the Philosophy of Science, Vol. XV) (pp. 89- 128). Minneapolis University of Minnesota Press,.
  • Clement, J. Brown D.E. & Zeitsman, A. (1989). Not all preconceptions are misconceptions: finding ‘anchoring conceptions’ for grounding instruction on students’ intuitions. International Journal of Science Education, 11 (special issue), 554-565.
  • Cohen, L., Manion L. & Morrison, K. (2005). (5 th ed.) Research methods in education. British Library Cataloguing in Publication Data, ISBN 0-203-22434-5 Master e-book ISBN
  • Driver, R., & Erikson, G. (1983). Theories in action: some theoretical and empirical issues in the study of students’ conceptual frameworks in science. Studies in Science Education, 10, 37-60.
  • Driver, R. (1989). Students’ conceptions and the learning of science. International Journal of Science Education, 11 (special issue), 481-490.
  • Eylon, B.S., & Linn, M.C. (1988). Learning and instruction: an examination of four research perspectives in science education. Review of Educational Research, 58 (3), 251-301.
  • Gay, L.R., & Airasian, P. (2000). Educational research: competencies for analysis and application, merrill an imprint of prentice hall. New Jersey, Columbus, Ohio: Upper Saddle River.
  • Hewson, P.W., & Hewson, M.A.B. (1983). Effect of instruction using students’ prior knowledge and conceptual change strategies on science learning. Journal of Research in Science Teaching, 20(8), 731-743.
  • Klammer, J. (1998). An overview of techniques for identifying, acknowledging and overcoming alternative conceptions in physics education, alternate conceptions in physics. 39s, 1997-98 Klingenstein Project Paper, Teachers Collage, Columbia University.
  • Lautrey, J., & Mazens, K. (2004). Is childrens’ naive knowledge consistent? A comprision of the concepts of sound and heat. Learning and Instruction, 14 (4), 399-423. Novak, J.D. (1977). A theory of education. Ithaca: N. Y. Cornell University Press.
  • Özmen, H. (2005). Öğrenme kuramları ve fen bilimleri öğretimindeki uygulamaları. In Çepni, S. (Ed.), Kuramdan uygulamaya fen ve teknoloji öğretimi. Ankara: PegemA Yayıncılık.
  • Palmieri, J.N., & Strauch, K. (1963). An experiment on angular momentum for the introductory laboratory. American Journal of Physics, 31 (91), 91-95.
  • Pol, H.J., Harskamp, E.G., Suhre, C.J.M., & Goedhart, M.J. (2008). The effect of hints and model answers in a student-controlled problem-solving program for secondary physics education. Journal of Science Education and Technology, 17 (4), 410-425.
  • Pol, H.J., Harskamp, E.G., & Suhre, C.J.M. (2008). The effect of the timing of instructional support in a computer-supported problem-solving program for students in secondary physics education. Computers in Human Behavior, 24 (3), 1156-1178.
  • Rimoldini, L.G., & Singh, C. (2005). Student understanding of rotational and rolling motion concepts, the American physical society. Physical Review Special Topics - Physics Education Research, 1, 1-9.
  • Ruzhitskaya, L., & Speck, A. (2009). Misconceptions in astronomy: before and after a constructivist learning environment. American Astronomical Society, AAS Meeting, Bulletin of the American Astronomical Society, 41, 494.
  • Serway, R.A., Vuille, C., & Faughn, J.S. (2006). College Pyhics (8. Baskı). Brooks/Cole Cengace Learning, United States.
  • Simon, S.D. (2004). The Principles of Constructivism. http://www.des.emory.edu/mfp/302/302consprin. PDF Erişim tarihi: 9 Temmuz 2012.
  • Trundle, K.C., Atwood, R.K., & Christopher, J.E. (2007). A longitudinal study of conceptual change: preservice elementary teachers’ conceptions of moon phases. Journal of Research in Science Teaching, 44 (2), 303-326.
  • Yıldırım, A. & Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri (5. Baskı). Ankara: Seçkin Yayıncılık.
  • Yu, K.C., Sahami, K., & Denn, G. (2010). Student ideas about Kepler’s laws and planetary orbital motions. Astronomy Education Review, AER, 9, 010108-1, 10.3847/AER2009069.
  • Widodo, A, Duit, R., & Müler, C. (2002). Constructivist views of teaching and learning in practice: teachers’ views and classroom behaviour. Annual Meeting of the National Association for Research in Science Teaching, New Orleans: April 2002, (DRAFT)
  • Williamson, J.C., Torres-Isea, R.O., & Kletzing, C.A. (2000). Analyzing linear and angular momentum conservatin in digital videos of puck collision. American Association of Physics Teachers, 68 (9), 841-847.

Ortaöğretim 10. Sınıf Öğrencilerinin Tork, Açısal Momentumun Korunumu ve Keplerin 2. Yasasına İlişkin Kavramlarının Belirlenmesi

Year 2013, Volume: 7 Issue: 1, 121 - 141, 01.06.2013

Ayberk Bostan Sarioglan Hüseyin Küçüközer

https://doi.org/10.12973/nefmed156

Abstract

Öğrencilerin sahip olduğu ön bilgiler bilimsel gerçekler ile uyumlu olabileceği gibi bilimsel gerçeklerden farklı birer öğrenme engeli de olabilir. Bu nedenle öğrencilerin ön bilgilerinin ortaya çıkarılması ve bilimsel bilgi ile uyumlu olmayan fikirlerinin tespit edilmesi gerekmektedir. Bu çalışmada, 10. sınıf öğrencilerinin (n=133) tork, açısal momentumun korunumu ve Kepler yasaları ile ilgili ön bilgilerinin ortaya çıkarılması amaçlanmıştır. Örneklemde yer alan öğrenciler bu konular ve kavramlara ilişkin henüz formal öğretim almamıştır. Öğrencilere geçerlilik ve güvenirlik çalışması yapılmış üç adet açık uçlu soru sorulmuştur. Analiz sonucunda öğrencilerin tork kavramına ilişkin bilimsel gerçekler ile uyumlu cevaplar verdiği görülürken, açısal momentumun korunumu ve Keplerin 2. yasasına ilişkin verdikleri cevapların hiçbiri bilimsel cevap kategorisinde yer almamıştır. Açısal momentum ve Kepler yasaları kavramlarına ilişkin öğrencilerde en sık alternatif cevap türünde cevaplar ile karşılaşılmıştır. Bu kavramların öğretiminde, öğrencilerde karşılaşılan bilimsel fikirlerle çelişen kavram yanılgıları dikkate alınmalı, yani öğretim kavramsal değişimi de içine alacak şekilde düzenlenmelidir.

Keywords

Tork açısal momentumun korunumu Keplerin 2. yasası kavram yanılgısı

References

  • Atasoy, B. (2004). Fen öğrenimi ve öğretimi (2. Baskı). Ankara: Asil Yayıncılık.
  • Chi, M.T.H., & Roscoe, R.D. (2002). The processes and challenges of conceptual change, in reconsidering conceptual change: issues in theory and practice. In Limon M. & Mason, L. (Ed.). Boston: Kluwer Academic Publishers.
  • Carey, S. (1992). The origin and evolution of everyday concepts. In R. Giere (ed.), Cognitive Model of Science (Minnesote Studies in the Philosophy of Science, Vol. XV) (pp. 89- 128). Minneapolis University of Minnesota Press,.
  • Clement, J. Brown D.E. & Zeitsman, A. (1989). Not all preconceptions are misconceptions: finding ‘anchoring conceptions’ for grounding instruction on students’ intuitions. International Journal of Science Education, 11 (special issue), 554-565.
  • Cohen, L., Manion L. & Morrison, K. (2005). (5 th ed.) Research methods in education. British Library Cataloguing in Publication Data, ISBN 0-203-22434-5 Master e-book ISBN
  • Driver, R., & Erikson, G. (1983). Theories in action: some theoretical and empirical issues in the study of students’ conceptual frameworks in science. Studies in Science Education, 10, 37-60.
  • Driver, R. (1989). Students’ conceptions and the learning of science. International Journal of Science Education, 11 (special issue), 481-490.
  • Eylon, B.S., & Linn, M.C. (1988). Learning and instruction: an examination of four research perspectives in science education. Review of Educational Research, 58 (3), 251-301.
  • Gay, L.R., & Airasian, P. (2000). Educational research: competencies for analysis and application, merrill an imprint of prentice hall. New Jersey, Columbus, Ohio: Upper Saddle River.
  • Hewson, P.W., & Hewson, M.A.B. (1983). Effect of instruction using students’ prior knowledge and conceptual change strategies on science learning. Journal of Research in Science Teaching, 20(8), 731-743.
  • Klammer, J. (1998). An overview of techniques for identifying, acknowledging and overcoming alternative conceptions in physics education, alternate conceptions in physics. 39s, 1997-98 Klingenstein Project Paper, Teachers Collage, Columbia University.
  • Lautrey, J., & Mazens, K. (2004). Is childrens’ naive knowledge consistent? A comprision of the concepts of sound and heat. Learning and Instruction, 14 (4), 399-423. Novak, J.D. (1977). A theory of education. Ithaca: N. Y. Cornell University Press.
  • Özmen, H. (2005). Öğrenme kuramları ve fen bilimleri öğretimindeki uygulamaları. In Çepni, S. (Ed.), Kuramdan uygulamaya fen ve teknoloji öğretimi. Ankara: PegemA Yayıncılık.
  • Palmieri, J.N., & Strauch, K. (1963). An experiment on angular momentum for the introductory laboratory. American Journal of Physics, 31 (91), 91-95.
  • Pol, H.J., Harskamp, E.G., Suhre, C.J.M., & Goedhart, M.J. (2008). The effect of hints and model answers in a student-controlled problem-solving program for secondary physics education. Journal of Science Education and Technology, 17 (4), 410-425.
  • Pol, H.J., Harskamp, E.G., & Suhre, C.J.M. (2008). The effect of the timing of instructional support in a computer-supported problem-solving program for students in secondary physics education. Computers in Human Behavior, 24 (3), 1156-1178.
  • Rimoldini, L.G., & Singh, C. (2005). Student understanding of rotational and rolling motion concepts, the American physical society. Physical Review Special Topics - Physics Education Research, 1, 1-9.
  • Ruzhitskaya, L., & Speck, A. (2009). Misconceptions in astronomy: before and after a constructivist learning environment. American Astronomical Society, AAS Meeting, Bulletin of the American Astronomical Society, 41, 494.
  • Serway, R.A., Vuille, C., & Faughn, J.S. (2006). College Pyhics (8. Baskı). Brooks/Cole Cengace Learning, United States.
  • Simon, S.D. (2004). The Principles of Constructivism. http://www.des.emory.edu/mfp/302/302consprin. PDF Erişim tarihi: 9 Temmuz 2012.
  • Trundle, K.C., Atwood, R.K., & Christopher, J.E. (2007). A longitudinal study of conceptual change: preservice elementary teachers’ conceptions of moon phases. Journal of Research in Science Teaching, 44 (2), 303-326.
  • Yıldırım, A. & Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri (5. Baskı). Ankara: Seçkin Yayıncılık.
  • Yu, K.C., Sahami, K., & Denn, G. (2010). Student ideas about Kepler’s laws and planetary orbital motions. Astronomy Education Review, AER, 9, 010108-1, 10.3847/AER2009069.
  • Widodo, A, Duit, R., & Müler, C. (2002). Constructivist views of teaching and learning in practice: teachers’ views and classroom behaviour. Annual Meeting of the National Association for Research in Science Teaching, New Orleans: April 2002, (DRAFT)
  • Williamson, J.C., Torres-Isea, R.O., & Kletzing, C.A. (2000). Analyzing linear and angular momentum conservatin in digital videos of puck collision. American Association of Physics Teachers, 68 (9), 841-847.
There are 25 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Ayberk Bostan Sarioglan This is me

Hüseyin Küçüközer This is me

Publication Date June 1, 2013
Submission Date January 2, 2015
Published in Issue Year 2013 Volume: 7 Issue: 1

Cite

APA Sarioglan, A. B., & Küçüközer, H. (2013). Ortaöğretim 10. Sınıf Öğrencilerinin Tork, Açısal Momentumun Korunumu ve Keplerin 2. Yasasına İlişkin Kavramlarının Belirlenmesi. Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi, 7(1), 121-141. https://doi.org/10.12973/nefmed156