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An Analysis Of High School Students' Mental Models Of Electrification, Thunder And Lightning

Year 2013, Volume: 6 Issue: 4, - , 04.06.2013

Abstract

The aim of this study was to examine high school students' mental models of electrification, thunder and lightning. Within this research, a case study was carried out. The study was carried out with 110 students and study group was selected with purposeful sampling method in the academic year of 2012-2013in one of city of Turkey. In order to identify students' mental models of a total of six open-ended questions those require description and visualization utilized. Analysis was carried out by comparing the description and visualization answers of students, and mental models of students were elicited by means of classification as primitive, synthesis and scientific models. As a result of analysis, synthesis models were determined the mental model of majority of the students.

References

  • ATEŞ, S. (2005). The effects of learning cycle on college students‟ understanding of different aspects in resistive DC circuits. Electronic Journal of Science Education, 9(4), 1-20.
  • AYDIN, M. & ÖZKARA, D.(2011). Fen bilgisi öğretmenliği öğrencilerinin atmosferde meydana gelen
  • kavram yanılgıları ve bilgi eksiklerinin belirlenmesi. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 4 (6),11-20.
  • AYDOGAN, S., GÜMÜS , B. & GÜLÇİÇEK, Ç., (2003). Isı ve sıcaklık konusunda kavram yanılgıları. G.Ü. Gazi Egitim Fakültesi Dergisi, 23(2), 111-124.
  • AYVACI, H.Ş., ÖZSEVGEÇ, T. & CERRAH, L. (2004). “Yıldırım kavramının farklı yaş grubundaki
  • Fakültesi Dergisi, 12(2), 351
  • öğrencilerde gelişimi”. Kastamonu Eğitim – 360.
  • BORGES, A.T. & GİLBERT, J.K. (1999). Mental models of electricity. International Journal of Science Education, 21(1), 95-117.
  • BUCKLEY, B. C., GOBERT, J. D., and CHRİSTİE, M. T. (2002). Model-based Teaching and Learning with Hypermodels: What do they learn? How do they learn? How do we know?. Presented as part of the symposium Hypermodel Research in Theory and Practice. April 2002, American Educational Research Association, New Orleans.
  • BULUŞ E.K. & GÜLLÜ, D. (2008). Fifth grade students’ misconceptions about heat - temperature and evaporation – boiling. Elementary Education Online, 7(1), 15–27.
  • BÜYÜKKASAP, E., DÜZGÜN, B. & ERTUĞRUL, M. (2001). Lise Öğrencilerinin Işık Hakkındaki Yanlış Kavramları, Milli Eğitim Dergisi, 32-35.
  • ÇALIK, M. & AYAS, A. (2005). A comparison of level of understanding of grade 8 students and science student teachers related to selected chemistry concepts. Journal of Research in Science Teaching, 42(6), 638- 667.
  • ÇEPNİ, S. (2012). Araştırma ve Proje Çalışmalarına Giriş (6. Baskı). Trabzon: Celepler Matbaacılık.
  • DRİVER, R. (1995). Constructivist approaches to science teaching. L. P. Steffe and J. Gale (Ed.), Constructivism in education (385–400). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • DUİT, R., ve TREAGUST, D. F. (1998). Learning in science - from behaviorism towards social constructivism and beyond. B. J. Fraser and K. G. Tobin (Ed.), International handbook of science education. Great Britain: Kluwer Academic Publishers.
  • GOBERT, J. D., & BUCKLEY, B. C. (2000). Introduction to model-based teaching and learning in science education. International Journal of Science Education, 22 (9), 891 – 894.
  • GRECA, I. M., & MOREİRA, M. A. (2000). Mental models, conceptual models, and modelling. International Journal of Science Education, 22(1), 1-11.
  • HANKE, U. (2008). Realizing Model-Based Instruction - The Model of model-based ınstruction. D. Ifenthaler, P. Pirnay-Dummer and J. M. Spector (Ed.), Understanding Models for Learning and Instruction. Springer Science+Business Media, LLC.
  • HANKE, U., & HUBER, E. (2010). Acceptance of Model-Based Instruction among Students in Spanish and Mathematics. J. M. Spector, D. Ifenthaler, P. Isaías, Kinshuk, and D. Sampson (Ed.), Learning and Instruction in the Digital Age. Springer Science+Business Media, LLC.
  • HESTENES, D. (2006). Notes for a Modeling Theory of Science, Cognition and Instruction. Proceedings of the GIREP conference: Modelling in Physics and Physcis Education.
  • KELEŞ, E. (2007). Altıncı sınıf kuvvet ve hareket ünitesine yönelik beyin temelli öğrenmeye dayalı web destekli öğretim materyalinin geliştirilmesi ve etkililiğinin değerlendirilmesi. Yayınlanmamış Doktora Tezi, KTÜ, Fen Bilimleri Enstitüsü, Trabzon.
  • KORAY, Ö., ÖZDEMİR, M. & TATAR, N. (2005). İlköğretim öğrencilerinin birimler hakkında sahip oldukları kavram yanılgıları: kütle ve ağırlık örneği, İlköğretim –Online, 4(2), 24-31.
  • KURNAZ M. A. (2011). Enerji Konusunda Model Tabanlı Öğrenme Yaklaşımına Göre Tasarlanan Öğrenme Ortamlarının Zihinsel Model Gelişimine Etkisi. Yayınlanmamış Doktora Tezi, Karadeniz Teknik Üniversitesi, Trabzon, Türkiye.
  • NERSESSİAN, N. J. (1995). Should physicists preach what they practice? Constructive modeling in doing and learning physics. Science & Education, 4, 203–226.
  • ÖZMEN, H., DEMİRCİOĞLU, G. & COLL, R. K. (2009). A comparative study of the effects of a concept mapping enhanced laboratory experience on Turkish high school students’ understanding of acid-base chemistry, International Journal of Science and Mathematics Education, 7, 1- 24.
  • SENCAR, S., YILMAZ, E. E., & ERYILMAZ, A. (2001). High School Students’ Misconceptions About Simple Electric Circuits, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi 21, 113-120.
  • TAYLOR, I., BARKER, M., & JONES, A. (2003). Promoting mental model building in astronomy education. International Journal of Science Education, 25 (10), 1205–1225.
  • VOSNİADOU, S., & BREWER, W. F. (1992). Mental models of the earth: a study of conceptual change in childhood. Cognitive Psychology, 24, 535– 585.
  • VOSNİADOU, S., & BREWER, W. F. (1994). Mental models of the day/night cycle. Cognitive Science, 18, 123–183.
  • YİN, R. K. (2003). Case Study Research: Design and Methods (3rd Ed.). London: Sage Publications.
  • YÜRÜK, N. (2007). A case study of one student’s metaconceptual process and the changes in her alter-native conceptions of force and motion. Eurasia Journal of Mathematics, Science & Technology Education, 3(4), 305- 325.

Elektriklenme, Yıldırım Ve Şimşek İle İlgili Öğrenci Zihinsel Modellerinin İncelenmesi

Year 2013, Volume: 6 Issue: 4, - , 04.06.2013

Abstract

Bu araştırmanın amacı ortaöğretim öğrencilerinin elektriklenme, yıldırım ve şimşek kavramlarıyla ilgili zihinsel modellerini tespit etmektir. Araştırma kapsamında özel du¬rum araştırma yöntemi benimsenmiştir. Araştırma 2012-2013 akademik yılında bir il merkezindeki liselerde öğrenim gören ve amaçlı örnekleme yöntemiyle seçilmiş 110 öğrenci ile yürütülmüştür. Öğrencilerin zihinsel modellerini tespit etmek üzere betimleme ve görsellemeyi gerektiren toplam altı açık uçlu soruda yararlanılmıştır. Analizler betimleme ve görselleme durumlarının karşılaştırılması ve ilkel, sentez ve bilimsel modeller şeklinde sınıflandırması yoluyla gerçekleştirilmiştir. Analizler sonucunda, öğrenci zihinsel modellerinin sentez modellerde çoğunluk gösterdiği belirlenmiştir.

References

  • ATEŞ, S. (2005). The effects of learning cycle on college students‟ understanding of different aspects in resistive DC circuits. Electronic Journal of Science Education, 9(4), 1-20.
  • AYDIN, M. & ÖZKARA, D.(2011). Fen bilgisi öğretmenliği öğrencilerinin atmosferde meydana gelen
  • kavram yanılgıları ve bilgi eksiklerinin belirlenmesi. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 4 (6),11-20.
  • AYDOGAN, S., GÜMÜS , B. & GÜLÇİÇEK, Ç., (2003). Isı ve sıcaklık konusunda kavram yanılgıları. G.Ü. Gazi Egitim Fakültesi Dergisi, 23(2), 111-124.
  • AYVACI, H.Ş., ÖZSEVGEÇ, T. & CERRAH, L. (2004). “Yıldırım kavramının farklı yaş grubundaki
  • Fakültesi Dergisi, 12(2), 351
  • öğrencilerde gelişimi”. Kastamonu Eğitim – 360.
  • BORGES, A.T. & GİLBERT, J.K. (1999). Mental models of electricity. International Journal of Science Education, 21(1), 95-117.
  • BUCKLEY, B. C., GOBERT, J. D., and CHRİSTİE, M. T. (2002). Model-based Teaching and Learning with Hypermodels: What do they learn? How do they learn? How do we know?. Presented as part of the symposium Hypermodel Research in Theory and Practice. April 2002, American Educational Research Association, New Orleans.
  • BULUŞ E.K. & GÜLLÜ, D. (2008). Fifth grade students’ misconceptions about heat - temperature and evaporation – boiling. Elementary Education Online, 7(1), 15–27.
  • BÜYÜKKASAP, E., DÜZGÜN, B. & ERTUĞRUL, M. (2001). Lise Öğrencilerinin Işık Hakkındaki Yanlış Kavramları, Milli Eğitim Dergisi, 32-35.
  • ÇALIK, M. & AYAS, A. (2005). A comparison of level of understanding of grade 8 students and science student teachers related to selected chemistry concepts. Journal of Research in Science Teaching, 42(6), 638- 667.
  • ÇEPNİ, S. (2012). Araştırma ve Proje Çalışmalarına Giriş (6. Baskı). Trabzon: Celepler Matbaacılık.
  • DRİVER, R. (1995). Constructivist approaches to science teaching. L. P. Steffe and J. Gale (Ed.), Constructivism in education (385–400). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • DUİT, R., ve TREAGUST, D. F. (1998). Learning in science - from behaviorism towards social constructivism and beyond. B. J. Fraser and K. G. Tobin (Ed.), International handbook of science education. Great Britain: Kluwer Academic Publishers.
  • GOBERT, J. D., & BUCKLEY, B. C. (2000). Introduction to model-based teaching and learning in science education. International Journal of Science Education, 22 (9), 891 – 894.
  • GRECA, I. M., & MOREİRA, M. A. (2000). Mental models, conceptual models, and modelling. International Journal of Science Education, 22(1), 1-11.
  • HANKE, U. (2008). Realizing Model-Based Instruction - The Model of model-based ınstruction. D. Ifenthaler, P. Pirnay-Dummer and J. M. Spector (Ed.), Understanding Models for Learning and Instruction. Springer Science+Business Media, LLC.
  • HANKE, U., & HUBER, E. (2010). Acceptance of Model-Based Instruction among Students in Spanish and Mathematics. J. M. Spector, D. Ifenthaler, P. Isaías, Kinshuk, and D. Sampson (Ed.), Learning and Instruction in the Digital Age. Springer Science+Business Media, LLC.
  • HESTENES, D. (2006). Notes for a Modeling Theory of Science, Cognition and Instruction. Proceedings of the GIREP conference: Modelling in Physics and Physcis Education.
  • KELEŞ, E. (2007). Altıncı sınıf kuvvet ve hareket ünitesine yönelik beyin temelli öğrenmeye dayalı web destekli öğretim materyalinin geliştirilmesi ve etkililiğinin değerlendirilmesi. Yayınlanmamış Doktora Tezi, KTÜ, Fen Bilimleri Enstitüsü, Trabzon.
  • KORAY, Ö., ÖZDEMİR, M. & TATAR, N. (2005). İlköğretim öğrencilerinin birimler hakkında sahip oldukları kavram yanılgıları: kütle ve ağırlık örneği, İlköğretim –Online, 4(2), 24-31.
  • KURNAZ M. A. (2011). Enerji Konusunda Model Tabanlı Öğrenme Yaklaşımına Göre Tasarlanan Öğrenme Ortamlarının Zihinsel Model Gelişimine Etkisi. Yayınlanmamış Doktora Tezi, Karadeniz Teknik Üniversitesi, Trabzon, Türkiye.
  • NERSESSİAN, N. J. (1995). Should physicists preach what they practice? Constructive modeling in doing and learning physics. Science & Education, 4, 203–226.
  • ÖZMEN, H., DEMİRCİOĞLU, G. & COLL, R. K. (2009). A comparative study of the effects of a concept mapping enhanced laboratory experience on Turkish high school students’ understanding of acid-base chemistry, International Journal of Science and Mathematics Education, 7, 1- 24.
  • SENCAR, S., YILMAZ, E. E., & ERYILMAZ, A. (2001). High School Students’ Misconceptions About Simple Electric Circuits, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi 21, 113-120.
  • TAYLOR, I., BARKER, M., & JONES, A. (2003). Promoting mental model building in astronomy education. International Journal of Science Education, 25 (10), 1205–1225.
  • VOSNİADOU, S., & BREWER, W. F. (1992). Mental models of the earth: a study of conceptual change in childhood. Cognitive Psychology, 24, 535– 585.
  • VOSNİADOU, S., & BREWER, W. F. (1994). Mental models of the day/night cycle. Cognitive Science, 18, 123–183.
  • YİN, R. K. (2003). Case Study Research: Design and Methods (3rd Ed.). London: Sage Publications.
  • YÜRÜK, N. (2007). A case study of one student’s metaconceptual process and the changes in her alter-native conceptions of force and motion. Eurasia Journal of Mathematics, Science & Technology Education, 3(4), 305- 325.
There are 31 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Mehmet Altan Kurnaz This is me

Fatma Tarakçı This is me

Abdullah Aydın This is me

Murat Pektaş This is me

Publication Date June 4, 2013
Published in Issue Year 2013 Volume: 6 Issue: 4

Cite

APA Kurnaz, M. A., Tarakçı, F., Aydın, A., Pektaş, M. (2013). Elektriklenme, Yıldırım Ve Şimşek İle İlgili Öğrenci Zihinsel Modellerinin İncelenmesi. Uşak Üniversitesi Sosyal Bilimler Dergisi, 6(4). https://doi.org/10.12780/UUSBD195

Address: Uşak University Graduate Education Institute
Telephone: 0276 221 21 60 Fax: 0276 221 21 61
E-mail: sosyaldergi@usak.edu.tr