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A QUALITATIVE STUDY ON HIGH SCHOOL STUDENTS’ CONCEPTUAL UNDERSTANDINGS OF ELECTRICITY AND MAGNETISM

LİSE ÖĞRENCİLERİNİN ELEKTRİK VE MAGNETİZMAYI KAVRAMSAL ANLAYIŞLARI ÜZERİNE NİTEL BİR ÇALIŞMA

Journal Name:

  • Erciyes Üniversitesi Sosyal Bilimler Enstitüsü Dergisi

Publication Year:

  • 2010

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
Bu çalışma bir grup lise öğrencilerinin elektrik ve manyetizma kavramlarını nasıl anladıklarını keşfetmek için dizayn edilmiştir. Bu araştırmadaki araştırmayı yönlendiren sorular: (1) Lisede okuyan öğrencilerin elektrik ve manyetizma kavramlarını nasıl anlamaktadırlar? ve (2) Elektrik ve magnetizma kavramlarını öğrenirken yaşadıkları zorluklar nelerdir? Kısaca, Lise öğrencilerinin elektrik ve manyetizma kavramlarını anlamak için nasıl bir süreçten geçtikleri ve yaşadıkları zorlukları bu araştırmanın ana sebepleridir. Bulgular göstermektedirki öğrencilerin çoğu öğrendikleri bilgileri hemen unutmaktadır ve bunun çözümlerinden birisi olarakta problem çözme ile öğrenme tekniğinin kullanılması tavsiye edilmektedir.
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Abstract (Original Language): 
The present study is designed to explore a group of high school students’ perceptions of fundamental principles of electricity and magnetism. Primarily, this research is guided by the following research questions: (1) what are the common conceptual knowledge do high school students possess about electric current and magnetism? And (2) what are the possible difficulties or misconceptions and possible solutions students have in the concepts? To summarize, we sought to investigate high school students’ conceptual and cognitive understandings of electricity and magnetism at a local public school in the state of Ohio in the United States. The findings revealed that most of the students could retain only inadequate amount of the topics studied in elementary physics courses and for that reasons remedies are suggested to enhance their knowledge such as including problem-based learning (PBL) strategies in the curriculum studies.
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