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EXAMINATION 8TH GRADE STUDENTS’ COGNITIVE STRUCTURES ABOUT PHYSICAL AND CHEMICAL CHANGES THROUGH WORD ASSOCIATION TEST

Yıl 2017, Cilt: 7 , 49 - 51, 04.08.2017

Öz

In
this study it is aimed to investigate middle school
students’ cognitive structures of physical and chemical changes through word
association test (WAT). The data were collected from 126 eight grade students.
The WAT was used as data a data collection instrument developed by the
researcher in her previous study. At the beginning of the study, the physical
and chemical change topic placed in the middle school science curriculum was
examined and also the opinions of the two science teachers were asked to
establish the content validity of the stimulus words of WAT. The same WAT
comprised of eight total stimulus words was decided to use without
modification. The response frequency mapping method was used to examine
students’ cognitive structure which was developed by the researcher. At the end
of the study, it was found that
all stimulus words appeared and were added to the
map at the frequency range 16≤f≤20 as five separate islands. Besides, it was
concluded that the
eight grade students, like
ninth and tenth grade students, could not associate with the concept of energy
with other concepts of the subject.

Kaynakça

  • Bahar, M., Johnstone, A. H., & Sutcliffe, R. G. (1999). Investigation of students’ cognitive structure in elementary genetics through word association tests. Journal of Biology Education, 33, 134-141. Cachapuz, A. F. C., & Maskill, R. (1987). Detecting changes with learning in the organization of knowledge: use of word association test to follow the learning of collision theory. International Journal of Science Education, 9, 491-504. Champagne, A. B., Klopfer, L. E., Desena, A. T., & Squires, D. A. (1981). Structural representations of students’ knowledge before and after science instruction. Journal of Research in Science Teaching, 18, 97-111. Gay, L. R., & Airasion, P. (2000). Educational research: competencies for analysis and application, Prentice Hall, New Jersey. Gussarsky, E., & Gorodetsky, M. (1988). On the chemical equilibrium concept: constrained word associations and conception. Journal of Research in Science Teaching, 25, 319-333. Kalyuga, S. (2006). Rapid cognitive assessment of learners’ knowledge structures. Learning and Instruction, 16, 1-11. Nakiboglu, C. (2008). Instructional misconceptions of Turkish prospective chemistry teachers about atomic orbitals and hybridization. Chemistry Education Research and Practice, 4, 171-188. Nakiboglu, C. (2016). Probing high school students’ cognitive structure about physical and chemical changes through word association test. International Conference on Education in Mathematics, Science & Technology (ICEMST), 547-550, Bodrum, Turkey. Tsai, C. C. (2001). Proping students’ cognitive structures in science: the use of a flow map method coupled with a meta listening technique. Studies in Educational Evaluation, 27, 257-268. Tsai, C. C., & Huang, C. M. (2002). Exploring students’ cognitive structures in learning science: A review of relevant methods. Journal of Biology Education, 36, 163-169.
Yıl 2017, Cilt: 7 , 49 - 51, 04.08.2017

Öz

Kaynakça

  • Bahar, M., Johnstone, A. H., & Sutcliffe, R. G. (1999). Investigation of students’ cognitive structure in elementary genetics through word association tests. Journal of Biology Education, 33, 134-141. Cachapuz, A. F. C., & Maskill, R. (1987). Detecting changes with learning in the organization of knowledge: use of word association test to follow the learning of collision theory. International Journal of Science Education, 9, 491-504. Champagne, A. B., Klopfer, L. E., Desena, A. T., & Squires, D. A. (1981). Structural representations of students’ knowledge before and after science instruction. Journal of Research in Science Teaching, 18, 97-111. Gay, L. R., & Airasion, P. (2000). Educational research: competencies for analysis and application, Prentice Hall, New Jersey. Gussarsky, E., & Gorodetsky, M. (1988). On the chemical equilibrium concept: constrained word associations and conception. Journal of Research in Science Teaching, 25, 319-333. Kalyuga, S. (2006). Rapid cognitive assessment of learners’ knowledge structures. Learning and Instruction, 16, 1-11. Nakiboglu, C. (2008). Instructional misconceptions of Turkish prospective chemistry teachers about atomic orbitals and hybridization. Chemistry Education Research and Practice, 4, 171-188. Nakiboglu, C. (2016). Probing high school students’ cognitive structure about physical and chemical changes through word association test. International Conference on Education in Mathematics, Science & Technology (ICEMST), 547-550, Bodrum, Turkey. Tsai, C. C. (2001). Proping students’ cognitive structures in science: the use of a flow map method coupled with a meta listening technique. Studies in Educational Evaluation, 27, 257-268. Tsai, C. C., & Huang, C. M. (2002). Exploring students’ cognitive structures in learning science: A review of relevant methods. Journal of Biology Education, 36, 163-169.
Toplam 1 adet kaynakça vardır.

Ayrıntılar

Bölüm Articles
Yazarlar

Canan Nakiboglu

Yayımlanma Tarihi 4 Ağustos 2017
Yayımlandığı Sayı Yıl 2017 Cilt: 7

Kaynak Göster

APA Nakiboglu, C. (2017). EXAMINATION 8TH GRADE STUDENTS’ COGNITIVE STRUCTURES ABOUT PHYSICAL AND CHEMICAL CHANGES THROUGH WORD ASSOCIATION TEST. The Eurasia Proceedings of Educational and Social Sciences, 7, 49-51.