Fen Bilgisi Öğretmen Adaylarının Statik Elektrik Konusu İle İlgili Karşılaştıkları Kavramsal Zorluklar

Öz

Static electricity is an introduction to electricity in all high school and university Physics textbooks. Definitions of static electricity phenomena are not clear, including in higher education. This research was conducted to determine the fundamental difficulties that teacher candidates encounter in explaining static electricity. They conducted electrostatic experiments focusing on different electricity in the Introduction's context to Physics Laboratory Lesson. At the end of the class, the data were collected through the reports they wrote. The qualitative content analysis method was used in the analysis of the data. The convenient sample comprises 400 science teacher candidates (270 girls and 130 boys). The analysis showed that teacher candidates had significant difficulties in conceptualizing the microscopic processes - with inductive loading - that explain this phenomenon. Some observe that the different roles played by electrons in conductors and insulators pose difficulties for science teacher applicants. The findings emphasized microscopic models during macroscopic experimental processes. This may help teacher candidates to understand the role of electrons in conductors and insulators and the different mechanisms involved in electrification.

Anahtar Kelimeler

• kavramsal zorluklar
• öğretmen adayları
• içerik analizi
• static electricity

Conceptual Difficulties Encountered By Science Teacher Candidates In Static Electricity

Öz

Static electricity is an introduction to electricity in all high school and university Physics textbooks. Definitions of static electricity phenomena are not clear, including in higher education. This research was conducted to determine the fundamental difficulties that teacher candidates encounter in explaining static electricity. They conducted electrostatic experiments focusing on different electricity in the Introduction's context to Physics Laboratory Lesson. At the end of the class, the data were collected through the reports they wrote. The qualitative content analysis method was used in the analysis of the data. The convenient sample comprises 400 science teacher candidates (270 girls and 130 boys). The analysis showed that teacher candidates had significant difficulties in conceptualizing the microscopic processes - with inductive loading - that explain this phenomenon. Some observe that the different roles played by electrons in conductors and insulators pose difficulties for science teacher applicants. The findings emphasized microscopic models during macroscopic experimental processes. This may help teacher candidates to understand the role of electrons in conductors and insulators and the different mechanisms involved in electrification.

Anahtar Kelimeler

• Conceptual challenges
• teacher candidates
• content analysis,

Kaynakça

1. Atasoy, Ş. (2013). Effect of writing-to-learn strategy on undergraduates’ conceptual understanding of electrostatics. The Asia Pacific Education Researcher, 22 (4), 593-602.
2. Başer, M., Geban, Ö. (2007). Effect of instruction based on conceptual change activities on students’ understanding of static electricity concepts. Research in Science & Technological Education, 25 (2), 243-267.
3. Caillot, M., & Xuan, A. N. (1993). Adults' misconceptions in electricity. In The Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics. NY: Ithaca.
4. Cheng, M. F., & Lin, J. L. (2015). Investigating the relationship between students’ views of scientific models and their development of models. International Journal of Science Education, 37(15), 2453-2475.
5. Çiğdemtekin, B. (2007). Fizik eğitiminde elektrostatik konusu ile ilgili kavram yanılgılarının giderilmesine yönelik bir karikatüristik yaklaşım (Yayımlanmamış yüksek lisans tezi). Gazi Üniversitesi, Ankara-Türkiye
6. Demirci, N. & Çirkinoğlu, A. (2004). Öğrencilerin elektrik ve manyetizma konularında sahip oldukları ön bilgi ve kavram yanılgılarının belirlenmesi. Türk Fen Eğitimi Dergisi, 1(2), 116-138
7. Dori, Y. J., & Belcher, J. (2005). How does technology-enabled active learning affect undergraduate students' understanding of electromagnetism concepts?. The Journal Of The Learning Sciences, 14(2), 243-279.
8. Ersoy, F. N., & Dilber, R. (2014). Comparison of two different techniques on students’ understandings of static electric concepts. International Journal Of İnnovation And Learning, 16(1), 67-80.

9. Eylon, B. S., & Ganiel, U. (1990). Macro-micro relationships: The missing link between electrostatics and electrodynamics in students’ reasoning. International Journal of Science Education, 12(1), 79–94. https://doi.org/10.1080/0950069900120107.
10. Furio, C., & Guisasola, J. (1998). Difficulties in learning the concept of electric field. Science Education, 82(4), 511–526.
11. Guisasola, J. (2014). Teaching and learning electricity: The relations between macroscopic level observations and microscopic level theories. In International handbook of research in history, philosophy and science teaching. NY: Springer
12. Guruswamy, C., Somars, M. D., & Hussey, R. G. (1997). References students’ understanding of the transfer of charge between conductors. Physics Education, 32(2), 91–96.
13. Gülçiçek, N. (2016). Fen bilgisi öğretmen adaylarının elektrostatik konusunda teknolojik pedagojik alan bilgileri (Yayınlanmamış doktora tezi). Gazi Üniversitesi, Ankara-Türkiye.
14. Güneş, B. (2013). Fizikte Kavram yanılgıları. Ankara: Palme Yayınları.
15. Hermita, N., Suhandi, A., Syaodih, E., Samsudin, A., Isjoni, Johan, H., Rosa, F., Setyaningsih, R., Sapriadil & Safitri, D. (2017). Constructing and implementing a four tier test about static electricity to diagnose pre-service elementary school teacher’ misconceptions. Journal of Physics, 895(1), 012167.
16. Maloney, D. P., O’Kuma, T. L., Hieggelke, C. J., & Van Heuvelen, A. (2001). Surveying students’ conceptual knowledge of electricity and magnetism. American Journal of Physics, 69(S1), S12-S23.
17. Park, J. (2001). Analysis of students’ processes of confirmation and falsification of their prior ideas about electrostatics. International Journal of Science Education, 23(12), 1219-1236.
18. Park, J., Kim, I., Kim, M., & Lee, M. (2001). Analysis of students’ processes of confirmation and falsification of their prior ideas about electrostatics. International Journal of Science Education, 23(12), 1219–1236.
19. Pardhan, H. ve Bano, Y. (2001). Fen bilgisi öğretmenlerinin doğrudan akımlarla ilgili alternatif kavramları. International Journal of Science Education, 23 (3), 301-318.
20. Planinic, M. (2006). Assessment of difficulties of some conceptual areas from electricity and magnetism using the Conceptual Survey of Electricity and Magnetism. American Journal of Physics, 74(12), 1143-1148.
21. Sarıkaya, M. (2007). Prospective teachers’ misconceptions about the atomic structure in the context of electrification by friction and an activity to remedy them. International Education Journal, 8(1), 40-63.
22. Savelsbergh, E. R., de Jong, T., & Ferguson-Hessler, M. G. (2011). Choosing the right solution approach: The crucial role of situational knowledge in electricity and magnetism. Physical review special topics-Physics education research, 7(1), 010103.
23. Sederberg, D. (2012). Middle school students’ mental models of magnets and magnetism (Unpublished doctoral dissertation). Purdue University, Indiana.
24. Siegel, M. A., & Lee, J. A. (2001). " But Electricity Isn't Static": science discussion, ıdentification of learning ıssues, and use of resources in a problem-based learning education course. ERIC Clearinghouse.
25. Simayi, A. N. (2014). The use of contextually appropriate analogies to teach direct current electric circuit concepts to isiXhosa speaking learners (Doctoral dissertation). Nelson Mandela Metropolitan University, South Africa.
26. Singh, C. (2006). Student understanding of symmetry and Gauss’s law of electricity. American journal of physics, 74(10), 923-936
27. Stefanidou, C. G., Tsalapati, K. D., Ferentinou, A. M., & Skordoulis, C. D. (2019). Conceptual Difficulties Pre-Service Primary Teachers Have with Static Electricity. Journal of Baltic Science Education, 18(2), 300.
28. Taşkın, T. (2021). Examination of prospective teachers’ knowledge about capacitors and electric field lines. Research in Science & Technological Education, 1-18.
29. Tezcan, H., ve Salmaz, Ç. (2005). Atomun yapısının kavratılmasında ve yanlış kavramaların giderilmesinde bütünleştirici ve geleneksel öğretim yöntemlerinin etkileri. Gazi Eğitim Fakültesi Dergisi, 25(1), 41-54.
30. Thacker, B. A., Ganiel, U., & Boys, D. (1999). Macroscopic phenomena and microscopic processes: Student understanding of transients in direct current electric circuits. American Journal of Physics, 67(S1), 25-31.
31. Thong, W. M., & Gunstone, R. (2008). Some student conceptions of electromagnetic induction. Research in Science Education, 38(1), 31-44.
32. Törnkvist, S., Pettersson, K. A., & Transtr.mer, G. (1993). Confusion by representation: On student’s comprehension of the electric field concept. American Journal of physics, 61(4), 335-338.
33. Voutsina, L., & Ravanis, K. (2011). History of physics and conceptual constructions: The case of magnetism. Themes in Science and Technology Education, 4(1), 1–20.
34. Yıldız, F. (2011). İlköğretim 7. sınıf öğrencilerinin elektrostatik konusuyla ilgili kavram yanılgılarının belirlenmesi (Yayımlanmamış yüksek lisans tezi). Balıkesir Üniversitesi Fen Bilimleri Enstitüsü, Balıkesir.