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Year 2020, Volume: 18 , 132 - 142, 31.12.2020

Abstract

References

  • Akdeniz, A. R. , Yıldız, İ., & Yiğit, N., (2001). Misconceptions of Primary School 6th Grade Students in the Light Unit. Çukurova University Journal of Education Faculty, vol.20, no.2, 72-78.
  • Akgün, Ö. E. (2005). The effects of conceptual change strategies, study type and individual differences on students' achievement and attitude. Doctoral Thesis. Ankara University / Institute of Educational Sciences, Ankara.
  • Ausubel, D. (1968). Educational psychology:Acognitive view. NewYork: Holt, Rinehart,&Winston.
  • Aydın, G., Balım, A., 2005. Ankara University, Journal of Faculty of Educational Sciences, year: 2005, 38, 2, 145-166.
  • Aydoğan, S., Güneş B. ve Gülçiçek, Ç. (2003). The Misconceptions about Heat and Temperature. Gazi University Journal of Gazi Education Faculty, 23(2), 111-124.
  • Bodner, G.M. (1986). Constructivism: A Theory of knowledge, Journal of Chemical Education, 63,10, 873-878.
  • Broggy, J. & Mcclelland, G. (2008). Undergraduate students’ attitudes towards physics after a concept mapping experience. Third International Conference on Concept Mapping, Talinn, Estonia and Helsinki, Finland.
  • Büyükkasap, E., Düzgün, B. ve Ertuğrul, M. (2001). High School Students' Misconceptions about Light. Journal of National Education, 141, 32-35.
  • Caner, S., 2008. Developing computer aided materials on taxonomy and applying them according to the 5e model and the elimination task of the misconceptions this matter among the fifth grade students at the elemantary schools. Master Thesis, Balıkesir University, Institute of Science, Balıkesir.
  • Coştu, B., Ayas, A. ve Ünal, S. (2007). Mısconceptıons about boılıng and theır possıble reasons. Kastamonu Education Journal. Vol: 15 No: 1, 123-136.
  • Çalık, M., Ayas, A., & Coll, R. K., (2008).Investigating the effectiveness of an analogy activity in improvıng students’ conceptual change for solution chemistry concepts. International Journal of Science and Mathematics Education.
  • Çepni, S., 2006. Science and Technology Teaching from Theory to Practice. Pegem publishing, Ankara, 89-90.
  • Davis,J. (2007). Conceptual Change. Retrieved on May 15, 2020 from http://www.coe.uga.edu/epltt/conceptualchange.htm.
  • Durlak, J. A., & Lipsey, M. W. (1991). A practitioner's guide to meta-analysis. American Journal of Community Psychology, 19(3), 291-332. doi:10.1007/BF00938026
  • Göktaş, Y., Hasançebi, F., Varışoğlu, B., Akçay, A., Bayrak, N., Baran, M. ve diğerleri. (2012). trends in educational research in Turkey: a content analysis. Educational Sciences: Theory and Practice, 12(1), 443-460.
  • Kaptan. F. (1998). Science Teaching. (p.131-147). Ankara: Anı publishing.
  • Karasar, N. (2009). Scientific research method. Ankara: Nobel Publication Distribution.
  • Keogh, B. ve Naylor, S. (1999). Concept cartoons, teaching and learning in science: an evaluation. International Journal of Science Education, 21 (4), 431-446.
  • Koyuncu, M, Şata, M, Karakaya, İ . (2018). Examination of Papers Presented in Education Measurement and Evaluation Congresses with Document Analysis Method. Journal of Measurement and Evaluation in Education and Psychology , 9 (2) , 216-238.
  • Küçüközer, H. (2003). Misconcept‹ons of fırst year secondary school students’ about sımple electrıc cırcuıts. Hacettepe. University Journal of Education, 25, 142-148.
  • Martin, R. E., Sexton, C., Wagner, K. & Gerlovich, J. (1994). Teaching science for all children. Boston: Allyn and Bacon.
  • McDermott L. C., & Shaffer P. S. (1992). Research as a guide for curriculum development: An example from introductory electricity. Part I: Investigation of student understanding. American Journal of Physics, 60(11), 994–1003.
  • Ministry of National Education [MEB]. (2005). Primary education science and technology lesson (6th, 7th and 8th grades) curriculum. Ankara.
  • National Research Council [NRC]. (1996). National science education standards. Washington, D. C. National Academy Press.
  • Naylor, S., Keogh, B. & Downing, B. (2007). Argumentation and primary science. Research in Science Education. 37, 17-39. Journal of Research in Science Teaching, 28(4), 305-313.
  • Özmen, H. (2005) Misconceptions in Chemistry Teaching: A Literature Research. Turkish Journal of Educational Sciences, Vol: 3, Number: 1.
  • Özmen, H., Çepni, S., Ayas, A. P., Akdeniz, A. R., Yiğit, N., & Ayvacı, H. Ş. (2005). Science and technology teaching from theory to practice (Doctoral dissertation, ed. S. Çepni, PegemA Publishing).
  • Sağırlı, S. (2002). The effect of using analogy on the succed in science instruction. Unpublished master's thesis, Marmara University Institute of Educational Sciences, İstanbul.
  • Sözbilir, M., & Kutu, H. (2008). Development and current status of science education research in Turkey. Essays in Education [Special issue], 1-22.

Examination of Studies on Concept Teaching in the Field of Science Education

Year 2020, Volume: 18 , 132 - 142, 31.12.2020

Abstract

Concepts, as well as forming the basis of scientific knowledge, are also important in terms of their correct learning and understanding. Teaching the concepts of a subject in a way that they can understand, makes it easier for students to associate the concepts with their daily life and use them in their daily lives. This study aims to analyze the content of the studies conducted between 2010-2020 on analogies, conceptual change texts, concept cartoons, meaning analysis tables and concept maps used in teaching concepts in science education and in identifying and eliminating misconceptions in Turkey. In the study, 169 studies including 50 articles, 105 master theses and 14 doctoral dissertations on concept teaching were used. While document analysis method is utilized in the study, while the data are shown with the descriptive analysis method, analyzed results are displayed with tables and graphics using percentage and frequency values. The results of the study shows that while quantitative research are more commonly preferred, more master’s theses are conducted compared to articles and doctoral dissertations, and while the research are more frequently conducted on the subject of “determination and elimination of misconceptions”, secondary school students are more commonly preferred as sample groups and “conceptual comprehension test” is the most frequently used measurement tool. This study may suggest future researchers to conduct studies on concept teaching of teachers.

References

  • Akdeniz, A. R. , Yıldız, İ., & Yiğit, N., (2001). Misconceptions of Primary School 6th Grade Students in the Light Unit. Çukurova University Journal of Education Faculty, vol.20, no.2, 72-78.
  • Akgün, Ö. E. (2005). The effects of conceptual change strategies, study type and individual differences on students' achievement and attitude. Doctoral Thesis. Ankara University / Institute of Educational Sciences, Ankara.
  • Ausubel, D. (1968). Educational psychology:Acognitive view. NewYork: Holt, Rinehart,&Winston.
  • Aydın, G., Balım, A., 2005. Ankara University, Journal of Faculty of Educational Sciences, year: 2005, 38, 2, 145-166.
  • Aydoğan, S., Güneş B. ve Gülçiçek, Ç. (2003). The Misconceptions about Heat and Temperature. Gazi University Journal of Gazi Education Faculty, 23(2), 111-124.
  • Bodner, G.M. (1986). Constructivism: A Theory of knowledge, Journal of Chemical Education, 63,10, 873-878.
  • Broggy, J. & Mcclelland, G. (2008). Undergraduate students’ attitudes towards physics after a concept mapping experience. Third International Conference on Concept Mapping, Talinn, Estonia and Helsinki, Finland.
  • Büyükkasap, E., Düzgün, B. ve Ertuğrul, M. (2001). High School Students' Misconceptions about Light. Journal of National Education, 141, 32-35.
  • Caner, S., 2008. Developing computer aided materials on taxonomy and applying them according to the 5e model and the elimination task of the misconceptions this matter among the fifth grade students at the elemantary schools. Master Thesis, Balıkesir University, Institute of Science, Balıkesir.
  • Coştu, B., Ayas, A. ve Ünal, S. (2007). Mısconceptıons about boılıng and theır possıble reasons. Kastamonu Education Journal. Vol: 15 No: 1, 123-136.
  • Çalık, M., Ayas, A., & Coll, R. K., (2008).Investigating the effectiveness of an analogy activity in improvıng students’ conceptual change for solution chemistry concepts. International Journal of Science and Mathematics Education.
  • Çepni, S., 2006. Science and Technology Teaching from Theory to Practice. Pegem publishing, Ankara, 89-90.
  • Davis,J. (2007). Conceptual Change. Retrieved on May 15, 2020 from http://www.coe.uga.edu/epltt/conceptualchange.htm.
  • Durlak, J. A., & Lipsey, M. W. (1991). A practitioner's guide to meta-analysis. American Journal of Community Psychology, 19(3), 291-332. doi:10.1007/BF00938026
  • Göktaş, Y., Hasançebi, F., Varışoğlu, B., Akçay, A., Bayrak, N., Baran, M. ve diğerleri. (2012). trends in educational research in Turkey: a content analysis. Educational Sciences: Theory and Practice, 12(1), 443-460.
  • Kaptan. F. (1998). Science Teaching. (p.131-147). Ankara: Anı publishing.
  • Karasar, N. (2009). Scientific research method. Ankara: Nobel Publication Distribution.
  • Keogh, B. ve Naylor, S. (1999). Concept cartoons, teaching and learning in science: an evaluation. International Journal of Science Education, 21 (4), 431-446.
  • Koyuncu, M, Şata, M, Karakaya, İ . (2018). Examination of Papers Presented in Education Measurement and Evaluation Congresses with Document Analysis Method. Journal of Measurement and Evaluation in Education and Psychology , 9 (2) , 216-238.
  • Küçüközer, H. (2003). Misconcept‹ons of fırst year secondary school students’ about sımple electrıc cırcuıts. Hacettepe. University Journal of Education, 25, 142-148.
  • Martin, R. E., Sexton, C., Wagner, K. & Gerlovich, J. (1994). Teaching science for all children. Boston: Allyn and Bacon.
  • McDermott L. C., & Shaffer P. S. (1992). Research as a guide for curriculum development: An example from introductory electricity. Part I: Investigation of student understanding. American Journal of Physics, 60(11), 994–1003.
  • Ministry of National Education [MEB]. (2005). Primary education science and technology lesson (6th, 7th and 8th grades) curriculum. Ankara.
  • National Research Council [NRC]. (1996). National science education standards. Washington, D. C. National Academy Press.
  • Naylor, S., Keogh, B. & Downing, B. (2007). Argumentation and primary science. Research in Science Education. 37, 17-39. Journal of Research in Science Teaching, 28(4), 305-313.
  • Özmen, H. (2005) Misconceptions in Chemistry Teaching: A Literature Research. Turkish Journal of Educational Sciences, Vol: 3, Number: 1.
  • Özmen, H., Çepni, S., Ayas, A. P., Akdeniz, A. R., Yiğit, N., & Ayvacı, H. Ş. (2005). Science and technology teaching from theory to practice (Doctoral dissertation, ed. S. Çepni, PegemA Publishing).
  • Sağırlı, S. (2002). The effect of using analogy on the succed in science instruction. Unpublished master's thesis, Marmara University Institute of Educational Sciences, İstanbul.
  • Sözbilir, M., & Kutu, H. (2008). Development and current status of science education research in Turkey. Essays in Education [Special issue], 1-22.
There are 29 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Fatih Serdar Yıldırım This is me

Publication Date December 31, 2020
Published in Issue Year 2020 Volume: 18

Cite

APA Yıldırım, F. S. (2020). Examination of Studies on Concept Teaching in the Field of Science Education. The Eurasia Proceedings of Educational and Social Sciences, 18, 132-142.