Effectiveness of conceptual change instruction on overcoming students' misconceptions of electric field, electric potential and electric potential energy at tenth grade level

Download

index.pdf

Date

2006

Author

Vatansever, Orhan

Metadata

Show full item record

Item Usage Stats

1145
views

272
downloads

The purpose of this study was to investigate the effectiveness of the conceptual change text based instruction over traditionally designed physics instruction to overcome tenth grade students’ misconceptions on electric field, electric potential and electric potential energy concepts. To provide conceptual change, conceptual change texts (CCT) were developed by the researcher. An Electric Potential and Electric Potential Energy Concept Test (EPEPECT) which consists of 10-items was developed and used to examine students’ probable misconceptions. Physics Attitude Scale (PATS) was administered to the students to obtain valid information concerning how conceptual change text based instruction effect students’ attitudes toward physics. The subjects of this study included two tenth grade level classes from TED Ankara College Private High School in Ankara, Turkey, and a total of 37 students’ scores were used for the statistical analysis. Students from one of the classes that were randomly assigned participated in traditional instruction and referred as the control group. Students from the other class participated in CCT based instruction and referred as the experimental group. EPEPECT and PATS had been administrated to both groups on two different occasions as pretest and posttest. According to the results of the study, statistically significant differences were found between conceptual change instruction and traditional method. Students taught with CCI showed a better scientific conception related to electric field, electric potential and electric potential energy and elimination of misconceptions than the students taught with traditionally designed physics instruction (TDPI). However, CCI did not increase the students’ attitudes toward physics as school subject more than TDPI did. That is, conceptual change instruction was not effective in improving positive attitudes toward physics.

Subject Keywords

Educational Tests., Evaluations and Examinations., Measurements.

URI

http://etd.lib.metu.edu.tr/upload/12607920/index.pdf
https://hdl.handle.net/11511/16445

Collections

Graduate School of Natural and Applied Sciences, Thesis

Suggestions

OpenMETU
Core

Development of a three-tier test to assess ninth grade students' misconceptions about simple electric circuits Peşman, Haki; Eryılmaz, Ali; Department of Secondary Science and Mathematics Education (2005) The main purpose of this study was to develop a three-tier test for assessing ninth-grade students̕ misconceptions about simple electric circuits. The first tier of an item on the test presents an ordinary multiple choice question, the second tier presents a set of reasons for the response given to the first tier, and the third tier questions if examinees are confident for their responses to the first two tiers. The study was carried in Polatlı, the biggest outlying district of capital Ankara. In the light ...
Effect of instruction based on conceptual change activities on students' understanding of static electricity Geban, Ömer (2007-09-01)
Effectiveness of case-based learning instruction on students’ understanding of solubility equilibrium concepts Çam, Aylin; Geban, Ömer; Department of Secondary Science and Mathematics Education (2009) The main purpose of this study is to compare the effectiveness of case- based learning method instruction over traditional method instruction on eleventh grade high school students’ understanding of solubility equilibrium concepts. In addition, students’ attitudes toward chemistry as a school subject and students’ epistemological beliefs were investigated. Sixty-two eleventh grade students from two classes of a chemistry course taught by the same teacher in Atakent High School in 2007-2008 spring semesters ...
Effect of conceptual change texts accompanied with analogies on promoting conceptual change in acid and base concepts Tamer, Püren İpek; Geban, Ömer; Department of Secondary Science and Mathematics Education (2006) This study was conducted to compare the effectiveness of conceptual change text oriented instruction accompanied with analogies over traditional instruction on tenth grade students’ understanding of the acid and base concepts and attitude toward science as a school subject. In addition, effect of the gender difference and science process skills on students’ understanding of acid and base concepts and effect of gender difference on students’ attitudes toward chemistry as a school subject were also investigat...
EFFECTIVENESS OF CONCEPTUAL CHANGE INSTRUCTION ON FLUID FORCE TOPIC Ipekcioglu, S.; Elmas, R.; Geban, Ömer; Yesilyurt, H. (2011-03-09) The main purpose of the study was to investigate the effectiveness of conceptual change oriented instruction over traditionally designed science instruction on 8th grade students' understanding of fluid force concepts. Participants of the study were fifty five 8th grade students from two classes in a private elementary school. This study is a quasi experimental pretest-posttest control group design. Both groups were administered Fluid Force Concept Achievement Test as pre and post test. Also Logical Thinkin...

Citation Formats

O. Vatansever, “Effectiveness of conceptual change instruction on overcoming students’ misconceptions of electric field, electric potential and electric potential energy at tenth grade level,” M.S. - Master of Science, Middle East Technical University, 2006.