Assessing the Impact of Bridging Analogies in Mechanics

Date

2006-06-01

Author

Yılmaz, Serkan
Eryılmaz, Ali
Geban, Ömer

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The effects of bridging analogies teaching strategy and gender on Turkish high school students' misconceptions in mechanics were investigated. After a pilot study with 67 students in a nearby high school, the researchers administered the revised Mechanics Misconception Test to 119 high school students as a pretest. Students in the experimental group were instructed by using bridging analogies teaching strategy. At the end of a 3‐week treatment period, the same test was administered to all students as a posttest. The data were analyzed by using analysis of covariance (ANCOVA). The statistical results showed that bridging analogies teaching strategy was an effective means of reducing the number of misconceptions students held about normal forces, frictional forces, tension, gravity, inertia, and Newton's third law.

URI

https://hdl.handle.net/11511/82609

Journal

School Science and Mathematics

Collections

Department of Secondary Science and Mathematics Education, Article

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Citation Formats

S. Yılmaz, A. Eryılmaz, and Ö. Geban, “Assessing the Impact of Bridging Analogies in Mechanics,” School Science and Mathematics, pp. 220–230, 2006, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/82609.