Studies Conducted on Misconceptions about Heat And Temperature in Turkey between 2005-2015: A Content Analysis

Yıl 2016, , 425 - 445, 30.12.2016

Çiğdem H. Tamkavas S. Ahmet Kıray , Ahmet Koçak Nuriye Koçak

https://doi.org/10.17522/balikesirnef.278431

Cited By: 2

Öz

Heat and temperature are two concepts that we often meet in daily life.
Thus, in the present study it is aimed to determine misconceptions about heat
and temperature. In the paper, the studies found in the literature conducted on
misconceptions about heat and temperature between the years 2005-2015 were
examined. Document analyses was used as the method of study. The data were
analyzed by content analysis method. The study was limited to the studies
originated in Turkey and found in the databases of “EBSCO”, “Tübitak
Journalpark”, and “National Thesis Center” between the years of 2005-2015.  The review focused on the detected
misconceptions and the methods for detecting these misconceptions. It was found
that there were differences in the methods for detecting these misconceptions
between the periods of 2005-2009 and 2010-2015. A total of one hundred
twenty-one misconceptions were identified. In fifty-six of the misconceptions,
the concept of temperature was misused, in fourty-four of them, the concept of
heat was misused, and in twenty-one of them, the concepts of heat and temperature
were mistakenly used together.

Anahtar Kelimeler

Heat, temperature, misconception, science education.

2005 – 2015 Yılları Arasında Türkiye’de Isı ve Sıcaklık Hakkındaki Kavram Yanılgılarıyla İlgili Yapılan Çalışmalar: Bir İçerik Analizi

Öz

Isı ve sıcaklık günlük
yaşamda çok sık karşılaştığımız ve öğrencilerin öğrenmekte en çok zorlandıkları
iki kavramdır. Bu nedenle bu çalışmada, ısı ve sıcaklık konusunda Türkiye de
yapılan çalışmaları referans alarak  ısı
ve sıcaklık hakkındaki  kavram
yanılgılarına genel bir bakış açısı sağlamak amaçlanmıştır. Çalışma bir doküman
inceleme çalışmasıdır. Veriler içerik analizi yöntemi ile analiz edilmiştir.
2005 – 2015 yılları arasındaki ısı ve sıcaklık ile ilgili alanyazın
incelenmiştir. Araştırma bu yıllar arasındaki EBSCO, Tübitak Dergipark ve
Ulusal Tez Tarama Merkezi veri tabanlarında yer alan çalışmalar ile sınırlı
tutulmuştur. Yapılan tarama da tespit edilen kavram yanılgılarına ve kavram
yanılgısı tespit etme yöntemlerine odaklanılmıştır. Kavram yanılgısı tespit
etme yöntemlerinde 2005-2009 yılları ile 2010-2015 yılları arasında
farklılıklar olduğu ortaya çıkmıştır. 2005-2015 yılları arasında alan yazında elli
altı tane sıcaklık kavramı, kırk dört tane ısı kavramı ile yirmi bir tane ısı
ve sıcaklık kavramlarının bir arada yer aldığı toplam yüz yirmi bir tane kavram
yanılgısı tespit edilmiştir.

Anahtar Kelimeler

ısı, sıcaklık, kavram yanılgısı, fen eğitimi

Kaynakça

• Akman, Ö., & Bastık, U. (2016). Sosyal bilgiler ders kitaplarında ihtilaflı konular içerisinde yer alan 'aile' kavramının incelenmesi: bir içerik analizi. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 6(2), 247-263.
• Arslan, H.O., Cigdemoglu, C. & Moseley,C. (2012). A three-tier diagnostic test to assess pre-service teachers’ misconceptions about global warming, greenhouse effect, ozone layer depletion, and acid rain. International Journal of Science Education, 34(11), 1667-1686, DOI:10.1080/09500693.2012.680618.
• de Berg, K.C. (2008). The concepts of heat and temperature: the problem of determining the content for the construction of an historical case study which is sensitive to nature of science issues and teaching learning issues. Science & Education, 17, 75–114.
• Caleon, I., & Subramaniam, R. (2010). Do students know what they know and what they don’tv know? Using a four-tier diagnostic test to assess the nature of students’ alternative conceptions. Research in Science Education, 40, 313–337.
• Celik, H. (2016). An examination of cross sectional change in student’s metaphorical perceptions towards heat, temperature and energy concepts. International Journal of Education in Mathematics, Science and Technology, 4(3), 229-245. DOI:10.18404/ijemst.86044.
• Clough, E.E., & Driver, R. (1985). Secondary students’ conceptions of the conduct of heat: Bringing together scientific and personal views. Physics Education, 20, 176–182.
• Creswell, J. W. (2012). Reserch design. Qualitative, quantitative, and mixed methods approaches (4th edition). Washington, DC: Sage Publications Inc.
• Duit, R., & Treagust, D. F. (2003). Conceptual change: A powerful framework for improving science teaching and learning. International Journal of Science Education, 25, 671–688.
• Erickson, G.L. (1979). Children’s conceptions of heat and temperature. Science Education, 63, 221-230.
• Ericson, G. & Tiberghien, A. (1985). Heat and temperature. In R. Driver, E. Guesne, & A Tiberghien (Eds.), Children’s ideas in science (pp. 52-83). Philadelphia, PA: Open University Press.
• Frederik, I., Van der Valk, T., Leite, L. & Thorén, I. (1999). Pre-service physics teachers and conceptual difficulties on temperature and heat. European Journal of Teacher Education, 22(1) 61-74.
• Hasan, S., Bagayoko, D., & Kelley, E. L. (1999). Misconceptions and the Certainty of Response Index (CRI). Physics Education, 34(5), 294–299.
• Hashweh, M.Z. (1987). Effects of subject matter knowledge in the teaching of biology and physics. Teaching and Teacher Education, 3, 109–120.
• Joung, Y.J.(2009). Children’s typically‐perceived‐situations of floating and sinking. International Journal of Science Education, 31(1), 101-127.
• Kıray, S.A., Aktan, F., Kaynar, H., Kılınç, S., & Görkemli, T. (2015). A descriptive study of pre-service science teachers’ misconceptions about sinking–floating. Asia-Pacific Forum on Science Learning and Teaching, 16(2), Article2.
• Kutluay, Y. (2005). Diagnosis of eleventh grade students’ misconceptions about geometric optic by a three-tier test. (Unpublished master thesis). Middle East Technical University, Ankara, Turkey.
• Mataka, L.M., Cobern, W.W., Grunert, M., Mutambuki J., & Akom, G. (2014). The effect of using an explicit general problem solving teaching approach on elementary pre-service teachers’ ability to solve heat transfer problems. International Journal of Education in Mathematics, Science and Technology, 2(3), 164-174.
• Osborne, R.J., Bell, B.F., & Gilbert, J.K. (1983). Science teaching and children’s view of the world. European Journal of Science Education, 5, 1–14.
• Paik, S.-H., Cho, B.-K., & Go, Y.-M. (2007). Korean 4- to 11-year-old student conceptions of heat and temperature. Journal of Research in Science Teaching, 44(2), 284–302.
• Peşman, H. & Eryılmaz, A. (2010) Development of a three-tier test to assess misconceptions about simple electric circuits, The Journal of Educational Research, 103(3), 208-222. DOI:10.1080/00220670903383002.
• Prince, M., Vigeant, M., & Nottis, K. (2012). Development of the heat and energy concept inventory: Preliminary results on the prevalence and persistence of engineering students’ misconceptions. Journal of Engineering Education, 101(3), 412–438.
• Sözbilir, M. (2003) A review of selected literature on students’ misconceptions of heat and temperature. Boğaziçi University Journal of Education, 20(1), 25-41.
• Treagust, D. F. 1988. “Development and use of diagnostic tests to evaluate students’ misconceptions in science.” International Journal of Science Education 10 (2): 159–169.
• Yang, D. C., & Lin, Y. C. (2015). Assessing 10-to 11-year-old children’s performance and misconceptions in number sense using a four-tier diagnostic test. Educational Research, 57(4), 368-388. doi: 10.1080/00131881.2015.1085235.
• Yin, Y., Tomita, M.K. & Shavelson, R.J. (2008). Diagnosing and dealing with student misconceptions: floating and sinking. Science Scope, 31(8), 34-39.