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Kavramsal Değişim Yaklaşımının Doğru Akım Devreleri Konusundaki Kavram Yanılgılarının Giderilmesine Etkisi

Effect of Conceptual Change Instruction on Remedying Misconceptions Concerning Direct Current Circuits

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Publication Year:

DOI: 
10.14686/BUEFAD.201416214

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
In the current study, the effect of conceptual change approach on students’ misconceptions concerning the direct current circuits was investigated. The study was conducted with 139 pre-service science teachers studying in a government university. A quasi-experimental design was used and the study lasted in three-weeks. The experimental group studied the concerning concept with the application of concept cartoon worksheet and simulation, and the control group studied it with instructor centered traditional instruction. Three-tier misconception test was administered as pre and post-test as a measuring tool. The data was analyzed via descriptive statistics. The percentage of students having correct response and those of having misconceptions for predefined 11 misconceptions were calculated according to the first, first-two and all three-tiers of items from pre-test to post-test. The results denoted that the conceptual change approach accompanied by concept cartoon worksheet and simulation is likely to be more effective for increasing students conceptual understanding and decreasing their misconceptions of direct current circuits than the traditional instruction. In physics education, it is suggested to use concept cartoon worksheets with simulation concurrently to remedy students’ misconceptions
Abstract (Original Language): 
Bu çalışmada kavramsal değişim yaklaşımının doğru akım devreleri konusundaki kavram yanılgılarının giderilmesine etkisi araştırılmıştır. Çalışma bir devlet üniversitesinde öğrenim görmekte olan 139 birinci sınıf fen bilgisi öğretmen adayı ile gerçekleştirilmiştir. Araştırmada yarı-deneysel desen kullanılmış olup, çalışma üç hafta sürmüştür. Deney grubunda kavramsal değişim yaklaşımını temel alan öğretim yapılırken, kontrol grubunda öğretmen merkezli geleneksel düz anlatım yöntemi kullanılmıştır. Kavramsal değişimi sağlamak için kavram karikatürleriyle zenginleştirilmiş çalışma yaprakları geliştirilerek, simülasyon programı ile birlikte uygulanmıştır. Üç-aşamalı kavram yanılgısı testi ölçüm aracı olarak kullanılmış olup bu test ön-test ve son-test olarak uygulanmıştır. Ön-test ve son-test sonuçlarına göre testin her aşamasında doğru cevap yüzdeleri ile 11 farklı kavram yanılgısı yüzdeleri frekans analizi ile hesaplanmıştır. Sonuçlar kavram karikatürleriyle zenginleştirilmiş çalışma yaprakları ve simülasyon programı kullanılarak gerçekleştirilen kavramsal değişim temelli öğretimin öğrencilerin doğru akım devreleri konusundaki kavramsal anlamalarını arttırma ve kavram yanılgılarını azaltmada öğretmen merkezli düz anlatım yöntemine göre daha etkili olduğunu göstermiştir. Fizik öğretiminde kavram yanılgılarını azaltmak için Kavram karikatürleriyle zenginleştirilmiş çalışma yaprakları ve simülasyon programlarının kullanılması önerilmektedir.

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