Representation-Based Instruction in Physics Education: Effects of Classical, Quantum, and Metaphysical Framings on Students’ Conceptual Understanding, Epistemological Beliefs, and Tolerance of Uncertainty

Ayhan Aksakallı

doi:10.53444/deubefd.1779156

TR EN

Öz

Fizik Öğretiminde Temsil Temelli Öğretim: Klasik, Kuantum ve Metafiziksel Çerçevelerin Öğrencilerin Kavramsal Anlama, Epistemolojik İnanç ve Belirsizlik Toleransı Üzerindeki Etkileri

Öz

Bu çalışma, fizik öğretiminde temsil temelli öğretim yaklaşımlarının öğrencilerin kavramsal anlama düzeyleri, epistemolojik inançları ve belirsizlik toleransları üzerindeki etkisini incelemektedir. Araştırmada karma yöntemli yarı deneysel desen kullanılmış ve 30 lisans öğrencisi rastgele olarak üç gruba atanmıştır: klasik temsil grubu (n=10), kuantum temsil grubu (n=10) ve metafiziksel temsil grubu (n=10). Tüm gruplarda aynı fiziksel içerik ele alınmış; ancak öğretim süreci temsil çerçevesi-ne göre farklılaştırılmıştır. Klasik grupta Newtonyen kesinlik ve determinizm vurgulanırken, kuan-tum grupta olasılık temelli açıklamalar ve gözlemci bağımlılığı öne çıkarılmış, metafiziksel grupta ise Schrödinger’in Kedisi gibi düşünce deneyleriyle ontolojik belirsizlik tartışmaları yürütülmüştür. Veri toplama sürecinde Kavramsal Anlama Testi, Epistemolojik İnanç Ölçeği ve Belirsizlik Toleran-sı Ölçeği uygulanmış; ayrıca açık uçlu sorular ve odak grup görüşmeleriyle nitel veriler elde edil-miştir. Nicel veriler tek yönlü ANOVA ve Tukey HSD testleriyle analiz edilmiş, etki büyüklükleri (η²) hesaplanmıştır. Bulgular, gruplar arasında anlamlı farklılıklar olduğunu ve metafiziksel temsil grubunun kavramsal anlama (F (2,27) =9.64, p<.001, η²=.42) ve epistemolojik inanç düzeylerinde (F (2,27) =6.71, p=.004, η²=.33) en yüksek gelişimi gösterdiğini ortaya koymuştur. Sonuç olarak temsil temelli öğretimde metafiziksel çerçevelerin, öğrencilerin epistemolojik farkındalığını güç-lendirebileceği ve belirsizlikle başa çıkma becerilerini destekleyebileceği değerlendirilmektedir.

Anahtar Kelimeler

Belirsizlik, epistemolojik inanç, fizik eğitimi, kavramsal anlama, temsil

Representation-Based Instruction in Physics Education: Effects of Classical, Quantum, and Metaphysical Framings on Students’ Conceptual Understanding, Epistemological Beliefs, and Tolerance of Uncertainty

Öz

This study investigates the effects of representation-based instruction in physics education on stu-dents’ conceptual understanding, epistemological beliefs, and tolerance of uncertainty. A mixed-method quasi-experimental design was employed with 30 undergraduate students randomly assig-ned to three groups: classical representation (n=10), quantum representation (n=10), and metaphy-sical representation (n=10). All groups studied the same core physics content; however, the instruc-tional framing differed across conditions: the classical group emphasized Newtonian determinism and certainty, the quantum group focused on probabilistic reasoning and observer dependence, and the metaphysical group engaged with thought experiments such as Schrödinger’s Cat to explore ontological ambiguity. Data were collected using a Conceptual Understanding Test, an Epistemolo-gical Beliefs Scale, and a Tolerance for Uncertainty Scale, supported by open-ended questions and focus group interviews. Quantitative data were analyzed using one-way ANOVA and Tukey HSD tests with effect sizes (η²), while qualitative data were examined through thematic analysis. Results indicated significant differences among groups, with the metaphysical representation condition yielding the highest gains in conceptual understanding (F (2,27) =9.64, p<.001, η²=.42) and episte-mological beliefs (F (2, F (6.71, p=.004, η²=.33). Overall, the findings suggest that metaphysical representations can support deeper epistemological awareness and enhance students’ ability to cope with uncertainty in physics learning.

Anahtar Kelimeler

Conceptual understanding, epistemological beliefs, representation, physics education, uncertainty

Etik Beyan

Bu çalışma, Etik Kurul tarafından incelenmiş ve onaylanmıştır (Karar Tarihi: 20.08.2025, Karar No: 408, Oturum No: 11). “Fizik Eğitiminde Temsile Dayalı Öğretim: Klasik, Kuantum ve Metafizik Çerçevelerin Öğrencilerin Kavramsal Anlayışı, Epistemolojik İnançları ve Belirsizliğe Toleransları Üzerindeki Etkileri” başlıklı araştırma önerisi etik ilkeler doğrultusunda değerlendirilmiş olup, komite üyeleri tarafından oy birliğiyle araştırmanın etik standartlara uygun olduğuna karar verilmiştir.

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Ayrıntılar

Birincil Dil

İngilizce

Konular

Fizik Eğitimi

Bölüm

Araştırma Makalesi

Yazarlar

Ayhan Aksakallı ^*
0000-0001-6281-5828
Türkiye

Yayımlanma Tarihi

31 Mart 2026

Gönderilme Tarihi

6 Eylül 2025

Kabul Tarihi

12 Şubat 2026

Yayımlandığı Sayı

Yıl 2026 Sayı: 67

DOI

https://doi.org/10.53444/deubefd.1779156

IZ

https://izlik.org/JA39CY33BX

APA

Aksakallı, A. (2026). Representation-Based Instruction in Physics Education: Effects of Classical, Quantum, and Metaphysical Framings on Students’ Conceptual Understanding, Epistemological Beliefs, and Tolerance of Uncertainty. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 67, 385-416. https://doi.org/10.53444/deubefd.1779156

AMA

1.Aksakallı A. Representation-Based Instruction in Physics Education: Effects of Classical, Quantum, and Metaphysical Framings on Students’ Conceptual Understanding, Epistemological Beliefs, and Tolerance of Uncertainty. DEU BEF Dergi. 2026;(67):385-416. doi:10.53444/deubefd.1779156

Chicago

Aksakallı, Ayhan. 2026. “Representation-Based Instruction in Physics Education: Effects of Classical, Quantum, and Metaphysical Framings on Students’ Conceptual Understanding, Epistemological Beliefs, and Tolerance of Uncertainty”. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, sy 67: 385-416. https://doi.org/10.53444/deubefd.1779156.

EndNote

Aksakallı A (01 Mart 2026) Representation-Based Instruction in Physics Education: Effects of Classical, Quantum, and Metaphysical Framings on Students’ Conceptual Understanding, Epistemological Beliefs, and Tolerance of Uncertainty. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi 67 385–416.

IEEE

[1]A. Aksakallı, “Representation-Based Instruction in Physics Education: Effects of Classical, Quantum, and Metaphysical Framings on Students’ Conceptual Understanding, Epistemological Beliefs, and Tolerance of Uncertainty”, DEU BEF Dergi, sy 67, ss. 385–416, Mar. 2026, doi: 10.53444/deubefd.1779156.

ISNAD

Aksakallı, Ayhan. “Representation-Based Instruction in Physics Education: Effects of Classical, Quantum, and Metaphysical Framings on Students’ Conceptual Understanding, Epistemological Beliefs, and Tolerance of Uncertainty”. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi. 67 (01 Mart 2026): 385-416. https://doi.org/10.53444/deubefd.1779156.

JAMA

1.Aksakallı A. Representation-Based Instruction in Physics Education: Effects of Classical, Quantum, and Metaphysical Framings on Students’ Conceptual Understanding, Epistemological Beliefs, and Tolerance of Uncertainty. DEU BEF Dergi. 2026;:385–416.

MLA

Aksakallı, Ayhan. “Representation-Based Instruction in Physics Education: Effects of Classical, Quantum, and Metaphysical Framings on Students’ Conceptual Understanding, Epistemological Beliefs, and Tolerance of Uncertainty”. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, sy 67, Mart 2026, ss. 385-16, doi:10.53444/deubefd.1779156.

Vancouver

1.Ayhan Aksakallı. Representation-Based Instruction in Physics Education: Effects of Classical, Quantum, and Metaphysical Framings on Students’ Conceptual Understanding, Epistemological Beliefs, and Tolerance of Uncertainty. DEU BEF Dergi. 01 Mart 2026;(67):385-416. doi:10.53444/deubefd.1779156

Öz

Öz

Fizik Öğretiminde Temsil Temelli Öğretim: Klasik, Kuantum ve Metafiziksel Çerçevelerin Öğrencilerin Kavramsal Anlama, Epistemolojik İnanç ve Belirsizlik Toleransı Üzerindeki Etkileri

Öz

Anahtar Kelimeler

Representation-Based Instruction in Physics Education: Effects of Classical, Quantum, and Metaphysical Framings on Students’ Conceptual Understanding, Epistemological Beliefs, and Tolerance of Uncertainty

Öz

Anahtar Kelimeler

Etik Beyan

Kaynakça

Ayrıntılar

Birincil Dil

Konular

Bölüm

Yazarlar

Yayımlanma Tarihi

Gönderilme Tarihi

Kabul Tarihi

Yayımlandığı Sayı

DOI

IZ

Kaynak Göster