Integrating Gender and Group Differences into Bridging Strategy

Date

2010-08-01

Author

YILMAZ, SERKAN
Eryılmaz, Ali

Metadata

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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.

Subject Keywords

Science education, Analogy, Conceptual change, Bridging strategy

URI

https://hdl.handle.net/11511/32962

Journal

JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY

DOI

https://doi.org/10.1007/s10956-010-9204-0

Collections

Department of Mathematics and Science Education, Article

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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: https://hdl.handle.net/11511/32962.