Investigating the High School Students’ Cognitive Structures about the Light Concept through Word Association Test

Öz

Cognitive structure is a structure exhibiting the mutual associations of concepts recorded in the long-term memory. Students set up cognitive bridges between their previous knowledge and new knowledge during the creation of the cognitive structure. Learning a concept does not mean learning what a concept is called or learning only its definition, but it also means being able to set up the associations between the concept and the whole. This study determines high school students’ cognitive structures about the concept of light by using a two-stage word association test. Content analysis was used in analysing the data collected. Content analysis is a very effective method yielding accurate results in reaching the concepts, correlations and logical patterns which can describe the data. The data obtained were analysed by using the technique of semantic relations in order to be able to set up logical ties between the number of words and words. 136 high school students (88 female and 48 male) were included in the research. The words having semantic proximity were divided into five categories by analysing the data through word association test. Consequently, the most used categories were as in the following, respectively: Structure of Light (223), Propagation of Light (143) and Properties of Light (142). The findings obtained in this study indicate that high school teachers and university instructors should take special care with some points in the teaching of subjects related with light. Besides, the formation of scientific knowledge about the concepts in individuals’ minds will also encourage the emergence of complex organised knowledge about the phenomena. 

Anahtar Kelimeler

• cognitive structure,high school students,light,word association test

Kaynakça

1. Atasoy, B. (2004). Fen öğrenimi ve öğretimi. Ankara: Asil.
2. Ausubel, D. P. (1968). Educational psychology: A cognitive view. New York: Holt, Rinehart and Winston.
3. Aydemir, A. (2014). Ortaokul 7. Sınıf öğrencilerinin beşerî coğrafya kavramlarına ilişkin algılarının kelime ilişkilendirme testi aracılığıyla incelenmesi. (Unpublished MA thesis), Gazi University, Institute of Educational Sciences, Ankara.
4. Bahar, M., & Özatlı, S. (2003). Kelime iletişim testi yöntemi ile lise 1. sınıf öğrencilerinin canlıların temel bileşenleri konusundaki bilişsel yapılarının araştırılması. Balıkesir Üniversitesi Fen Bilimleri Enstitüsü Dergisi, 5, 75-85.
5. Bahar, M., Johnstone, A.H., & Sutcliffe, R.G. (1999). Investigation of students’ cognitive structure in elementary genetics through word association tests. Journal of Biological Education, 33, 134-141.
6. Bahar, M., & Kılınç, F. (2001). Kelime ilişkilendirme testi yöntemi ile atatürk ilkeleri arasındaki bağların araştırılması. X. Ulusal eğitim bilimleri kongresi. Abant İzzet Baysal University, Bolu.
7. Bendall, S., Goldberg, F., & Galili, I. (1993). Prospective elementary teachers’ prior knowledge about light. Journal of Research in Science Teaching, 30, 1169-1187.
8. Blizak D., Chafiqi, F., & Kendil D. (2009). Students misconceptions about light in algeria. Education and Training in Optics and Photonics, OSA Technical Digest Series (CD) (Optical Society of America, paper EMA5).

9. Cachapuz, A. F. C., & Maskill, R. (1987). Detecting changes with learning in the organisation of knowledge: use of word association tests to follow the learning of collision theory. International Journal of Science Education, 9, 491-504.
10. Cansüngü, Ö. (2000). İlköğretim öğrencilerinin (5., 6., 7. Sınıflar) ışık ve ışıkla ilgili kavramları algılama şekillerinin tespiti üzerine bir araştırma. (Unpublished MA thesis), Gazi University, Institute of Educational Sciences, Ankara.
11. Cansüngü, Ö., & Bal, Ş. (2002). İlköğretim 5. ve 6. Sınıf öğrencilerinin ışık ve ışığın hızı ile ilgili yanlış kavramları ve bu kavramları oluşturma şekilleri. G.Ü. Gazi Eğitim Fakültesi Dergisi, 22 (1), 1-11.
12. Cardellini, L., & Bahar, M. (2000). Monitoring the learning of chemistry through word association tests. Australian Chemistry Resource Book, 19, 59-69.
13. Carrie, J. (1984). The growth of the concept energy - a longitudinal study in Scottish secondary schools. (Unpublished PhD dissertation), University of Glasgow.
14. Çepni, S., Ayas A., Johnson D., & Turgut M.F. (1997). Fizik öğretimi. YÖK Dünya Bankası, Ankara.
15. Deese, J. (1962). On the structure of associative meaning. Psychological Review. 69,161-175.
16. Deese, J. (1965). The structure of associations in language and thought. Baltimore: The Johns Hopkins Press.
17. Ercan, F., Taşdere, A., & Ercan, N. (2010). Kelime ilişkilendirme testi aracılığıyla bilişsel yapının ve kavramsal değişimin gözlenmesi [Determination the cognitive structures and the conceptual changes through word association test]. Türk Fen Eğitimi Dergisi, 7(2), 136-154.
18. Galton, F. (1880). Psychometric experiments. Brain, 2, 49-162.
19. Geeslin, W. E., & Shavelson, R. J. (1975). An exploratory analysis of the representation of a mathematical structure in students' cognitive structures. American Educational Research Journal, 21, 21-39.
20. Gilbert, J. K., Boulter, C., & Rutherford, M. (1998a). Models in explanations, part 1, Horses for courses? International Journal of Science Education, 20, 83-97.
21. Gilbert, J. K., Boulter, C., & Rutherford, M. (1998b). Models in explanations, part 2, Whose voice? Whose ears? International Journal of Science Education, 20, 187–203.
22. Gilbert, J. K.A., & Watts, M. (1983). Conceptions, misconceptions and alternative conceptions. Studies in Science Education, 10, 61-98.
23. Güneş, H., & Gözüm İ.C. (2013). İlköğretimde işlenen ekoloji konusunun 10. Sınıf öğrencilerin ekosistem ekolojisi konusundaki hazırbulunuşluk düzeyleri üzerindeki etkisinin saptanmasında kelime ilişkilendirmenin kullanılması [Using the word association method or detection of the effect of ecology knowledge learned in primary education on readiness of 10th grade students]. Journal of Research in Education and Teaching, 2 (3), 240-252.
24. Hewson, P.W., & Hewson, M.G. (1981). Effect of instruction using, students' prior knowledge and conceptual change strategies on science learning. Annual Meeting of the National Association for Research in Science Teaching, New York.
25. Hubber, P. (2006). Year 12 students’ mental models of the nature of light. Research Science Education, 36, 419–439.
26. Johnson, P. E. (1964). Associative meaning of concepts in physics. Journal of Educational Psychology, 55, 84-88.
27. Johnson, P. E. (1965). Word relatedness and problemsolving in high school physics. Journal of Educational Psychology, 56, 217-224.
28. Johnson, P. E. (1967). Some psychological aspects of subjects-matter structure. Journal of Educational Psychology, 58, 75-83.
29. Johnson, P. E. (1969). On the communication of concepts in science. Journal of Educational Psychology, 60, 32-40.
30. Johnson, P. E., Cox, D. L., & Curran, T. E. (1970). Psychological reality of physical concepts. Psychonomic Science, 19, 245-247.
31. Johnstone, A. H., & Moynihan, T. F. (1985) The relationship between performances in word association tests and achievement in chemistry. European Journal of Science Education, 7, 57-66.
32. Kara, İ., Avcı, E. D., & Çekbaş, Y. (2008). Fen bilgisi öğretmen adaylarının ışık kavramı ile ilgili bilgi düzeylerinin araştırılması [Determination of pre-sercive science teachers’ knowledge level about light concept]. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 46-57. Kiss, G. R. (1969). A computer model for certain classes of verbal behavior. Proceedings of the International Joint Conference on Artificial Intelligence, Washington, D. C., March. Kostova, Z., & Radoynovska, B. (2008). Word association test for studying conceptual structures of teachers and students. Bulgarian Journal of Science Edutacion Policy, 2 (2), 209-231. Kurt, H. (2013). Biyoloji öğretmen adaylarının “bağışıklık” konusundaki bilişsel yapıları [biology student teachers’ cognitive structure on the concept of “immunity”]. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 21, 242-264. Kurt, H., & Ekici, G. (2013a). Biyoloji öğretmen adaylarının “bakteri” konusundaki bilişsel yapılarının ve alternatif kavramlarının belirlenmesi [determining biology student teachers’ cognitive structure and alternative concepts on the concept of “bacteria”]. International Periodical for the Languages, Literature and History of Turkish, 8 (8), 885-910
33. Kurt, H., & Ekici, G. (2013b). Virüs nedir? Biyoloji öğretmen adaylarının virüs konusundaki bilişsel yapıları [The cognitive structures of pre-service biology teachers about virus]. International Online Journal of Educational Sciences, 5 (3), 736-756.
34. Kurt, H., Ekici, G., & Aksu, Ö. (2013). Tuz: biyoloji öğretmen adaylarının zihinsel modelleri kullanılması [Aalt: The mental models of the prospective biology teachers]. Journal of Research in Education and Teaching, 2(4), 244-255.
35. Millî Eğitim Bakanlığı (MEB). (2013). İlköğretim kurumları (ilkokullar ve ortaokullar) Fen Bilimleri Dersi (3, 4, 5, 6, 7 ve 8. Sınıflar) Öğretim Programı. Millî Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı. Ankara.
36. Nakiboğlu, C. (2008). Using word associations for assessing non major science students’ knowledge structure before and after general chemistry instruction: the case of atomic structure. Chemistry Education Research and Practice, 9, 309–322.
37. Özcan, Ö. (2015). Investigating students’ mental models about the nature of light in different contexts, European Journal of Physics, 36 (6), 065042, 1-16.
38. Patton, M. Q. (2002). Qualitative research & evaluation methods (3rd ed.). Thousand Oaks, CA: Sage. Preece, P. F. W. (1976). Mapping cognitive structure — a comparison of methods. Journal of Educational Psychology, 68, 1-8. Preece, P. F. W. (1978). Exploration of semantic space: review of research on the organisation of scientific concepts in semantic memory. Science Education. 63, 547-562. Rothkopf, E. Z., & Thurner, R. D. (1970). Effects of written instructional material on the statistical structure of test essasy. Journal of Educational Psychology, 61, 83-89.
39. Shavelson, R. J. (1973). Learning from psychic instructions. Journal of Research in Science Teaching. 10, 101-111.
40. Shavelson, R. J. (1974). Methods for examining representations of a subject-matter structure in a student's memory. Journal of Research in Science Teaching, 11, 231-249.
41. Skemp, R.R. (1971). The psychology of learning mathematics. Middlesex, England: Penguin Books.
42. Şahin, Ç., İpek, H, & Ayas, A. (2008). Student understanding of light concept primary schools: A cross-age study. Asia-Pacific Forum on Science learning and teaching, 9(1), 1-19.
43. Şengören, S. K. (2010). Turkish students’ mental models of light to explain the single slit diffraction and double slit interference of light: a cross-sectional study. Journal of Baltic Science Education, 9, 61-71.
44. Taşdere A., Özsevgeç T., & Türkmen L. (2014). Bilimin doğasına yönelik tamamlayıcı bir ölçme aracı: kelime ilişkilendirme testi [A diagnostic measument tool towards nature of science: word association test]. Fen Bilimleri Öğretimi Dergisi, 2 (2), 129-144.
45. Temiz B.K. (2001). Lise 1. Sınıf fizik dersi programının öğrencilerin bilimsel süreç becerilerini geliştirmeye uygunluğunun incelenmesi. (Unpublished MA thesis), Gazi University, Institute of Educational Sciences, Ankara.
46. Yağbasan R., & Gülçiçek Ç. (2003). Fen öğretiminde kavram yanılgılarının karakteristiklerinin tanımlanması [Describing the characteristics of misconceptions in science teaching]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 13, 102-120.
47. Yeşilyurt, M., Bayraktar, Ş., Kan, S., Orak, S., (2005). İlköğretim öğrencilerinin işık kavramı ile ilgili düşünceleri [Primary education students’ views about light concept]. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 2(1), 1-24.