Research Article
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Year 2020, , 164 - 182, 01.08.2020
https://doi.org/10.17275/per.20.27.7.2

Abstract

References

  • Adams, J.P. & Slater, T.F. (2000). Astronomy in the national science education standards. Journal of Geoscience Education, 48(1), 39-45.
  • Akgün, A. (2009). The relation between science student teachers’ misconceptions about solution, dissolution, diffusion, and their attitudes toward science with their achievement. Education and Science, 34(154), 26-36.
  • Albanese, A., Danhoni Neves, M.C., & Vicentini, M. (1997). Models in science and in education: A critical review of research on students’ ideas about the earth and its place in the universe. Science and Education, 6, 573-590.
  • Anderson, D.L., Fisher, K.M., & Norman, G.J. (2002). Development and evaluation of the conceptual inventory of natural science. Journal of Research in Science Teaching, 39, 952–978.
  • Arıkurt, E. (2014). Kavram karikatürlerinin ve kavramsal değişim metinlerinin ortaokul 7. sınıf ögrencilerinin başarılarına, kavramsal değişimlerine ve tutumlarına etkisinin karşılaştırılması [Comparison of the effect of concept cartoons and conceptual change texts on the achievement, conceptual changes and attitudes of 7th grade students].Unpublished Master’s Thesis. Giresun University, Giresun.
  • Atwood, R.K. & Atwood, V.A. (1996). Preservice elementary teachers’ conceptions of the causes of seasons. Journal of Research in Science Teaching, 33, 553-563.
  • Bektaşlı, B. (2013). The development of astronomy concept test for determining preservice science teachers’ misconceptions about astronomy. Education and Science, 38(168), 362-372.
  • Bostan, A. (2008). Farklı yaş grubu öğrencilerin astronominin bazı temel kavramlarına ilişkin düşünceleri [Different age group students' thoughts on some basic concepts of astronomy]. Unpublished Master’s Thesis. Balıkesir University, Balıkesir.
  • Brunsell, E. & Marcks, J. (2005). Identifying a baseline for teachers’ astronomy content knowledge. Astronomy Education Review, 3(2), 38- 46.
  • Chaisson, E. & McMillan, S. (1999). Astronomy Today (3rd Ed.). Prentice-Hall, New Jersey.
  • Comins, N.F. (1998). in New Trends in Astronomy Teaching, IAU Colloquium 162, Ed. L. Gouguenheim, D. McNally & L.R. Percy. Cambridge University Press.
  • Demir, Y. (2008). Kavram yanılgılarının belirlenmesinde kavram karikatürlerinin kullanılması [The use of concept cartoons in determining misconceptions]. Unpublished Master’s Thesis, Ataturk University, Erzurum.
  • Driver, R., Squires, A., Rushworth, P., & Wood-Robinson, V. (1994). Making Sense of Secondary Science: Research into Children's Ideas. London & New York: Routledge.
  • Ekiz, D. & Akbaş, Y. (2005). İlköğretim 6. sınıf öğrencilerinin astronomi ile ilgili kavramları anlama düzeyi ve kavram yanılgıları [6th grade students' level of understanding and misconceptions about astronomy concepts]. Milli Eğitim Dergisi, 165, 61-78.
  • Emrahoğlu, N. & Öztürk, A. (2009). Fen bilgisi öğretmen adaylarının astronomi kavramlarını anlama seviyelerinin ve kavram yanılgılarının incelenmesi üzerine boylamsal bir araştırma [A longitudinal research on the analysis of the prospective science teachers’ level of understanding the astronomical concepts and their misconceptions]. Çukurova University Journal of the Institute of Social Sciences, 18(1), 165-180.
  • Gess-Newsome, J. (2001). The Professional Development of Science Teachers for Science Education Reform: A Review of Research, In Professional Development Planning and Design, Ed. J. Rhoton & P. Bowers. Arlington, VA: NSTA Press.
  • Göncü, Ö. (2013). İlköğretim beşinci ve yedinci sınıf öğrencilerinin astronomi konularındaki kavram yanılgılarının tespiti [Determining of astronomical misconception in fifth and seventh grade students]. Unpublished Master’s Thesis. Mehmet Akif Ersoy University, Burdur.
  • Güneş, G. (2010). Öğretmen adaylarının temel astronomi konularında bilgi seviyeleri ile bilimin doğası ve astronomi öz yeterlilikleri arasındaki ilişkinin incelenmesi [The analyze of the relation between astronomy knowledge with the nature of science and the astronomy self-efficacy belief of pre-service teachers]. Unpublished Master’s Thesis, Çukurova University, Adana.
  • Ivankova, N.V., Creswell, J.W. & Stick, S.L. (2006). Using mixed-methods sequential explanatory design: From theory to practice. Field Methods, 18(1), 3-20.
  • İyibil, Ü.G. (2010). Farklı programlarda öğrenim gören öğretmen adaylarının temel astronomi kavramlarını anlama düzeylerinin ve ilgili kavramlara ait zihinsel modellerinin analizi [The analysis of the understanding levels and mental models of candidate teachers studying at different departments about basic astronomy concepts]. Unpublished Master’s Thesis, Karadeniz Technical University, Trabzon.
  • Jones, B.L., Lynch, P.P. & Reesink, C. (1987). Children’s conceptions of the earth, sun and moon. International Journal of Science Education, 9, 43-53.
  • Kanlı, U. (2014). A study on identifying the misconceptions of pre-service and in-service teachers about basic astronomy concepts. Eurasia Journal of Mathematics, Science & Technology Education, 10(5), 471-479.
  • Kaplan, G. (2011). İlköğretim beşinci sınıfa devam eden zihinsel yetersizliği olan ve olmayan ögrencilerin temel astronomi kavramlarını anlayışlama şekilleri [Ways of perception of basic astronomy terms of 5th grade primary school students with/without mental retardation]. Unpublished Master’s Thesis, Abant İzzet Baysal University, Bolu.
  • Keogh, B., Naylor, S. (1996, October). Teaching and learning in science: A new perspective. Bera Conference, University of Lancester, UK.
  • Kikas, E. (1998). The impact of teaching on students’ definitions and explanations of astronomical phenomena. Learning and Instruction, 8, 439-454.
  • Koçer, D. (2002). Türkiye’de astronomi eğitim-öğretiminin önemi, gerekliliği ve yapılabilecekler [The importance and necessity of astronomy education in Turkey, and the things to do]. V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, ODTÜ.
  • Korur, F. (2015). Exploring seventh-grade students’ and pre-service science teachers’ misconceptions in astronomical concepts. Eurasia Journal of Mathematics, Science & Technology Education, 11(5), 1041-1060.
  • Kurnaz, M.A. (2012). Yıldız, kuyruklu yıldız ve takımyıldız kavramlarıyla ilgili öğrenci algılamalarının belirlenmesi [Determining students’ comprehension of the star, comet, and constellation concepts]. Journal of Abant İzzet Baysal University Faculty of Education, 12(1), 251-264.
  • Kurnaz, M.A. & Değirmenci, A. (2012). 7. sınıf ögrencilerinin güneş, dünya ve ay hakkındaki zihinsel modelleri [Mental models of 7th grade students on sun, earth and moon]. Elementary Education Online, 11(1), 137-150.
  • Kurnaz, M.A., Bozdemir, H., Altunoğlu, B.D. & Çevik, E.E. (2016). Fen eğitiminde astronomi konu lanında ayınlanan ulusal makalelerin incelenmesi [Analysis of national articles published in astronomy subject areas]. Journal of Erzincan University Faculty of Education, 18(2), 1398-1417.
  • Kusumaningrum, I.A., Ashadi, & Indriyanti, N.Y. (2018). Concept cartoons for diagnosing student’s misconceptions in the topic of buffers. Journal of Physics Conference Series, 1022(1).
  • Marché, J. D. (2002). Mental discipline, curricular reform, and the decline of U. S. astronomy education, 1893-1920. Astronomy Education Review, 1(1), 58-75.
  • Mestre, J. (1987). Why should mathematics and science teachers be interested in cognitive research findings? Academic Connections, 3-11.
  • Miles, M.B. & Huberman, A.M. (1994). Qualitative data analysis: A sourcebook of new materials. (2nd Ed.). Thousand Oaks, CA: Sage Publications.
  • Ministry of National Education [MoNE] (2018). Fen bilgisi dersi öğretim programı (Elementary Science Curriculum]. Ankara: T.C. Milli Eğitim Bakanlığı, Talim ve Terbiye Kurulu Başkanlığı.
  • National Research Council, (1996). National Science Education Standards: Washington, DC, National Academy of Sciences Press.
  • Naylor, S. & Keogh, B. (2013). Concept cartoons: what have we learnt? Journal of Turkish Science Education, 10(1), 3-11.
  • Nussbaum, J. (1979). Children’s conception of the earth as a cosmic body: A cross age study. Science Education, 63(1), 83-93.
  • Onwuegbuzie, A.J. & Leech, N.L. (2005). On becoming a pragmatic researcher: The importance of combining quantitative and qualitative research methodologies. International Journal of Social Research Methodology, 8(5), 375-387.
  • Posner, G.J., Strike, K.A., Hewson, P.W. & Gertzog, W.A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66, 211–227.
  • Sadler, P. M. (1998). Psychometric models of student conceptions in science: Reconciling qualitative studies and distractor-driven assessment instruments. Journal of Research in Science Teaching, 35(3), 265-296.
  • Sanders, M. (1993). Erroneous ideas about respiration: The teacher factor. Journal of Research in Science Teaching, 30(8), 919-934.
  • Scharp M. & Sanders, M.L. (2019). What is a theme? Teaching thematic analysis in qualitative communication research methods. Communication Teacher, 33(2), 117-121.
  • Seymour, J. & Longden, B. (1991). Respiration – that’s breathing isn’t it? Journal of Biological Education, 25 (3), 177-183.
  • Sezen, F. (2002). İlkögretim 7. sınıf ögrencilerinin astronomi kavramlarını anlama düzeyleri ve kavram yanılgıları [Understanding level and misconceptions of the astronomical concepts of 7th grade students]. Unpublished Master’s Thesis, Karadeniz Technical University, Trabzon.
  • Taşcan, M., & Ünal, İ. (2015). Astronomi eğitiminin önemi ve Türkiye’de öğretim programları açısından değerlendirilmesi [The importance of astronomy education and evaluation of education programs in Turkey]. Journal of Buca Faculty of Education, 40, 25-37.
  • Treagust, D.F. & Smith, C.L. (1989). Secondary students’ understanding of gravity and the motion of planets. School Science and Mathematics, 89(5), 380-391.
  • Trumper, R. (2000). University students’ conceptions of basic astronomy concepts. Physics Education, 35(1), 9-15.
  • Trumper, R. (2001). Assessing students’ basic astronomy conceptions from junior high school through university. Australian Science Teachers Journal, 41, 21-31.
  • Trundle, K.C., Atwood, R.K. & Christopher, J.E. (2002). Preservice elementary teachers’ conceptions of moon phases before and after instruction. Journal of Research in Science Teaching, 39(7), 633-658.
  • Zeilik, M., Schau, C. & Mattern, N. (1998). Misconceptions and their change in university astronomy courses. The Physics Teacher, 36, 104-107.
  • Zeilik, M. (2002). Birth of the astronomy diagnostic test: Prototest evolution. Astronomy Education Review, 1(2), 46.

Diagnosing Students’ Misconceptions of Astronomy Through Concept Cartoons

Year 2020, , 164 - 182, 01.08.2020
https://doi.org/10.17275/per.20.27.7.2

Abstract

The purpose of the study was to diagnose students’ misconceptions of a number of basic astronomy concepts, namely, the Universe, the Sun, Comets and Constellations. The study was designed as a mixed method research and the sample was composed of a total of 110 seventh grade students. Data were collected through concept cartoons and interviews. In the concept cartoons prepared for each concept, there were four expressions, one of which is a scientific judgment, while the others were misconceptions. Students were asked to choose one of these expressions and explain why s/he thinks in that way. After the analysis of concept cartoons, semi-structured interviews were conducted with five of the students who were found to hold misconceptions. Findings of the study showed that students held several misconceptions on the concepts being studied. Students had misconceptions mostly about comets and they had limited understanding about constellations. Defining a comet as an image of a dying star falling from the sky was quite common among the students, and the number of students who defined constellations as a group of stars connected by lines among them was considerable. The findings of the study also showed that concept cartoons are functional tools for detecting misconceptions.

References

  • Adams, J.P. & Slater, T.F. (2000). Astronomy in the national science education standards. Journal of Geoscience Education, 48(1), 39-45.
  • Akgün, A. (2009). The relation between science student teachers’ misconceptions about solution, dissolution, diffusion, and their attitudes toward science with their achievement. Education and Science, 34(154), 26-36.
  • Albanese, A., Danhoni Neves, M.C., & Vicentini, M. (1997). Models in science and in education: A critical review of research on students’ ideas about the earth and its place in the universe. Science and Education, 6, 573-590.
  • Anderson, D.L., Fisher, K.M., & Norman, G.J. (2002). Development and evaluation of the conceptual inventory of natural science. Journal of Research in Science Teaching, 39, 952–978.
  • Arıkurt, E. (2014). Kavram karikatürlerinin ve kavramsal değişim metinlerinin ortaokul 7. sınıf ögrencilerinin başarılarına, kavramsal değişimlerine ve tutumlarına etkisinin karşılaştırılması [Comparison of the effect of concept cartoons and conceptual change texts on the achievement, conceptual changes and attitudes of 7th grade students].Unpublished Master’s Thesis. Giresun University, Giresun.
  • Atwood, R.K. & Atwood, V.A. (1996). Preservice elementary teachers’ conceptions of the causes of seasons. Journal of Research in Science Teaching, 33, 553-563.
  • Bektaşlı, B. (2013). The development of astronomy concept test for determining preservice science teachers’ misconceptions about astronomy. Education and Science, 38(168), 362-372.
  • Bostan, A. (2008). Farklı yaş grubu öğrencilerin astronominin bazı temel kavramlarına ilişkin düşünceleri [Different age group students' thoughts on some basic concepts of astronomy]. Unpublished Master’s Thesis. Balıkesir University, Balıkesir.
  • Brunsell, E. & Marcks, J. (2005). Identifying a baseline for teachers’ astronomy content knowledge. Astronomy Education Review, 3(2), 38- 46.
  • Chaisson, E. & McMillan, S. (1999). Astronomy Today (3rd Ed.). Prentice-Hall, New Jersey.
  • Comins, N.F. (1998). in New Trends in Astronomy Teaching, IAU Colloquium 162, Ed. L. Gouguenheim, D. McNally & L.R. Percy. Cambridge University Press.
  • Demir, Y. (2008). Kavram yanılgılarının belirlenmesinde kavram karikatürlerinin kullanılması [The use of concept cartoons in determining misconceptions]. Unpublished Master’s Thesis, Ataturk University, Erzurum.
  • Driver, R., Squires, A., Rushworth, P., & Wood-Robinson, V. (1994). Making Sense of Secondary Science: Research into Children's Ideas. London & New York: Routledge.
  • Ekiz, D. & Akbaş, Y. (2005). İlköğretim 6. sınıf öğrencilerinin astronomi ile ilgili kavramları anlama düzeyi ve kavram yanılgıları [6th grade students' level of understanding and misconceptions about astronomy concepts]. Milli Eğitim Dergisi, 165, 61-78.
  • Emrahoğlu, N. & Öztürk, A. (2009). Fen bilgisi öğretmen adaylarının astronomi kavramlarını anlama seviyelerinin ve kavram yanılgılarının incelenmesi üzerine boylamsal bir araştırma [A longitudinal research on the analysis of the prospective science teachers’ level of understanding the astronomical concepts and their misconceptions]. Çukurova University Journal of the Institute of Social Sciences, 18(1), 165-180.
  • Gess-Newsome, J. (2001). The Professional Development of Science Teachers for Science Education Reform: A Review of Research, In Professional Development Planning and Design, Ed. J. Rhoton & P. Bowers. Arlington, VA: NSTA Press.
  • Göncü, Ö. (2013). İlköğretim beşinci ve yedinci sınıf öğrencilerinin astronomi konularındaki kavram yanılgılarının tespiti [Determining of astronomical misconception in fifth and seventh grade students]. Unpublished Master’s Thesis. Mehmet Akif Ersoy University, Burdur.
  • Güneş, G. (2010). Öğretmen adaylarının temel astronomi konularında bilgi seviyeleri ile bilimin doğası ve astronomi öz yeterlilikleri arasındaki ilişkinin incelenmesi [The analyze of the relation between astronomy knowledge with the nature of science and the astronomy self-efficacy belief of pre-service teachers]. Unpublished Master’s Thesis, Çukurova University, Adana.
  • Ivankova, N.V., Creswell, J.W. & Stick, S.L. (2006). Using mixed-methods sequential explanatory design: From theory to practice. Field Methods, 18(1), 3-20.
  • İyibil, Ü.G. (2010). Farklı programlarda öğrenim gören öğretmen adaylarının temel astronomi kavramlarını anlama düzeylerinin ve ilgili kavramlara ait zihinsel modellerinin analizi [The analysis of the understanding levels and mental models of candidate teachers studying at different departments about basic astronomy concepts]. Unpublished Master’s Thesis, Karadeniz Technical University, Trabzon.
  • Jones, B.L., Lynch, P.P. & Reesink, C. (1987). Children’s conceptions of the earth, sun and moon. International Journal of Science Education, 9, 43-53.
  • Kanlı, U. (2014). A study on identifying the misconceptions of pre-service and in-service teachers about basic astronomy concepts. Eurasia Journal of Mathematics, Science & Technology Education, 10(5), 471-479.
  • Kaplan, G. (2011). İlköğretim beşinci sınıfa devam eden zihinsel yetersizliği olan ve olmayan ögrencilerin temel astronomi kavramlarını anlayışlama şekilleri [Ways of perception of basic astronomy terms of 5th grade primary school students with/without mental retardation]. Unpublished Master’s Thesis, Abant İzzet Baysal University, Bolu.
  • Keogh, B., Naylor, S. (1996, October). Teaching and learning in science: A new perspective. Bera Conference, University of Lancester, UK.
  • Kikas, E. (1998). The impact of teaching on students’ definitions and explanations of astronomical phenomena. Learning and Instruction, 8, 439-454.
  • Koçer, D. (2002). Türkiye’de astronomi eğitim-öğretiminin önemi, gerekliliği ve yapılabilecekler [The importance and necessity of astronomy education in Turkey, and the things to do]. V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, ODTÜ.
  • Korur, F. (2015). Exploring seventh-grade students’ and pre-service science teachers’ misconceptions in astronomical concepts. Eurasia Journal of Mathematics, Science & Technology Education, 11(5), 1041-1060.
  • Kurnaz, M.A. (2012). Yıldız, kuyruklu yıldız ve takımyıldız kavramlarıyla ilgili öğrenci algılamalarının belirlenmesi [Determining students’ comprehension of the star, comet, and constellation concepts]. Journal of Abant İzzet Baysal University Faculty of Education, 12(1), 251-264.
  • Kurnaz, M.A. & Değirmenci, A. (2012). 7. sınıf ögrencilerinin güneş, dünya ve ay hakkındaki zihinsel modelleri [Mental models of 7th grade students on sun, earth and moon]. Elementary Education Online, 11(1), 137-150.
  • Kurnaz, M.A., Bozdemir, H., Altunoğlu, B.D. & Çevik, E.E. (2016). Fen eğitiminde astronomi konu lanında ayınlanan ulusal makalelerin incelenmesi [Analysis of national articles published in astronomy subject areas]. Journal of Erzincan University Faculty of Education, 18(2), 1398-1417.
  • Kusumaningrum, I.A., Ashadi, & Indriyanti, N.Y. (2018). Concept cartoons for diagnosing student’s misconceptions in the topic of buffers. Journal of Physics Conference Series, 1022(1).
  • Marché, J. D. (2002). Mental discipline, curricular reform, and the decline of U. S. astronomy education, 1893-1920. Astronomy Education Review, 1(1), 58-75.
  • Mestre, J. (1987). Why should mathematics and science teachers be interested in cognitive research findings? Academic Connections, 3-11.
  • Miles, M.B. & Huberman, A.M. (1994). Qualitative data analysis: A sourcebook of new materials. (2nd Ed.). Thousand Oaks, CA: Sage Publications.
  • Ministry of National Education [MoNE] (2018). Fen bilgisi dersi öğretim programı (Elementary Science Curriculum]. Ankara: T.C. Milli Eğitim Bakanlığı, Talim ve Terbiye Kurulu Başkanlığı.
  • National Research Council, (1996). National Science Education Standards: Washington, DC, National Academy of Sciences Press.
  • Naylor, S. & Keogh, B. (2013). Concept cartoons: what have we learnt? Journal of Turkish Science Education, 10(1), 3-11.
  • Nussbaum, J. (1979). Children’s conception of the earth as a cosmic body: A cross age study. Science Education, 63(1), 83-93.
  • Onwuegbuzie, A.J. & Leech, N.L. (2005). On becoming a pragmatic researcher: The importance of combining quantitative and qualitative research methodologies. International Journal of Social Research Methodology, 8(5), 375-387.
  • Posner, G.J., Strike, K.A., Hewson, P.W. & Gertzog, W.A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66, 211–227.
  • Sadler, P. M. (1998). Psychometric models of student conceptions in science: Reconciling qualitative studies and distractor-driven assessment instruments. Journal of Research in Science Teaching, 35(3), 265-296.
  • Sanders, M. (1993). Erroneous ideas about respiration: The teacher factor. Journal of Research in Science Teaching, 30(8), 919-934.
  • Scharp M. & Sanders, M.L. (2019). What is a theme? Teaching thematic analysis in qualitative communication research methods. Communication Teacher, 33(2), 117-121.
  • Seymour, J. & Longden, B. (1991). Respiration – that’s breathing isn’t it? Journal of Biological Education, 25 (3), 177-183.
  • Sezen, F. (2002). İlkögretim 7. sınıf ögrencilerinin astronomi kavramlarını anlama düzeyleri ve kavram yanılgıları [Understanding level and misconceptions of the astronomical concepts of 7th grade students]. Unpublished Master’s Thesis, Karadeniz Technical University, Trabzon.
  • Taşcan, M., & Ünal, İ. (2015). Astronomi eğitiminin önemi ve Türkiye’de öğretim programları açısından değerlendirilmesi [The importance of astronomy education and evaluation of education programs in Turkey]. Journal of Buca Faculty of Education, 40, 25-37.
  • Treagust, D.F. & Smith, C.L. (1989). Secondary students’ understanding of gravity and the motion of planets. School Science and Mathematics, 89(5), 380-391.
  • Trumper, R. (2000). University students’ conceptions of basic astronomy concepts. Physics Education, 35(1), 9-15.
  • Trumper, R. (2001). Assessing students’ basic astronomy conceptions from junior high school through university. Australian Science Teachers Journal, 41, 21-31.
  • Trundle, K.C., Atwood, R.K. & Christopher, J.E. (2002). Preservice elementary teachers’ conceptions of moon phases before and after instruction. Journal of Research in Science Teaching, 39(7), 633-658.
  • Zeilik, M., Schau, C. & Mattern, N. (1998). Misconceptions and their change in university astronomy courses. The Physics Teacher, 36, 104-107.
  • Zeilik, M. (2002). Birth of the astronomy diagnostic test: Prototest evolution. Astronomy Education Review, 1(2), 46.
There are 52 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Articles
Authors

Seçil Serttaş 0000-0002-0940-1287

Ayse Yenilmez Türkoğlu 0000-0002-1981-2813

Publication Date August 1, 2020
Acceptance Date April 29, 2020
Published in Issue Year 2020

Cite

APA Serttaş, S., & Yenilmez Türkoğlu, A. (2020). Diagnosing Students’ Misconceptions of Astronomy Through Concept Cartoons. Participatory Educational Research, 7(2), 164-182. https://doi.org/10.17275/per.20.27.7.2