Integrating Gender and Group Differences into Bridging Strategy

Eryılmaz, Ali
The main goal of this study was to integrate gender and group effect into bridging strategy in order to assess the effect of bridging analogy-based instruction on sophomore students' misconceptions in Newton's Third Law. Specifically, the authors developed and benefited from anchoring analogy diagnostic test to merge the effect of group and gender into the strategy. Newton's third law misconception test, attitude scale toward Newton's third law, and classroom observation checklists were the other measuring tools utilized throughout this quasi-experimental study. The researchers also developed or used several teaching/learning materials such as gender and group splitted concept diagrams, lesson plans, gender splitted frequency tables, make sense scales, PowerPoint slides, flash cards, and demonstrations. The convenience sample of the study chosen from the accessible population involved 308 students from two public universities. The results of multivariate analysis of covariance indicated that the bridging strategy had a significant effect on students' misconceptions in Newton's third law whereas it had no significant effect on students' attitudes toward Newton's third law.


Cetingul, Ipek; Geban, Ömer (2011-01-01)
This study was conducted to explore the effectiveness of conceptual change oriented instruction over traditional instruction on students' understanding of acids and bases concept. Besides, effects of gender difference and science process skills on students' understanding of acids and bases were also investigated. Analysis of the results showed that establishing an analogical thinking during the instruction via conceptual change text caused better acquisition of scientific conceptions and elimination of misc...
Effectiveness of conceptual change instruction on understanding of heat and temperature concepts
Geban, Ömer (2007-05-01)
This study investigated the differential effects of two modes of instructional program (conceptual change oriented and traditionally designed) and gender difference on students' understanding of heat and temperature concepts, and their attitudes toward science as a school subject. The subjects of this study consisted of 72 seventh grade students from two General Science Classes taking the course from the same teacher. Each teaching method was randomly assigned to one class. The experimental group received r...
Using technology in preventing and remedying seventh grade students' misconceptions in forming and solving linear equations
Erek, Görkem; Erbaş, Ayhan Kürşat; Department of Educational Sciences (2008)
The purposes of this study was to investigate seventh-grade students’ misconceptions related to forming and solving equations and examine the role of technology use in preventing and remedying these misconceptions. A group of 18 seventh grade students was given a diagnostic test before they started the equations unit to determine their misconceptions related to the topic. Students studied equations for 6 weeks and half of the instruction took place in the computer lab where they used various electronic mani...
Conceptual change oriented instruction and students' misconceptions in gases
Azizoğlu, Nursen; Geban, Ömer; Department of Secondary Science and Mathematics Education (2004)
The purpose of this study was to investigate the effects of conceptual change oriented instruction accompanied by demonstrations and gender on tenth grade students̕ understanding of gases concepts, and attitudes toward chemistry. Hundred tenth grade students from two classes taught by the same teacher in a public high school were enrolled in the study in the Fall semester of 2003-2004. Control group students were taught by traditionally designed chemistry instruction (TI), while experimental group students ...
Promoting Conceptual Understanding with Explicit Epistemic Intervention in Metacognitive Instruction: Interaction Between the Treatment and Epistemic Cognition
Yerdelen-Damar, Sevda; Eryılmaz, Ali (2021-04-01)
This study investigated the effect of the metacognitive instruction in which students’ epistemic cognitions were explicitly addressed, on tenth-grade students’ conceptual understandings regarding force and motion. The participants of the study included 107 (49 female, 58 male) tenth-grade students at two public high schools. A quasi-experimental design was employed. Two intact classes of each school were randomly assigned to the experimental and control groups. The Force and Motion Conceptual Tests I and II...
Citation Formats
S. YILMAZ and A. Eryılmaz, “Integrating Gender and Group Differences into Bridging Strategy,” JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY, pp. 341–355, 2010, Accessed: 00, 2020. [Online]. Available: