Effects of bridging analogies on students misconceptions about gravity and inertia

2001-01-01
Abak Güngör, Almer
Eryılmaz, Ali
Yılmaz, Serkan
Yılmaz, Müge
Show full item record
154
views
0
downloads
Bridging analogies, Anchoring analogies, Miseonceptions in gravity, Miseoneeptions in inertia, Treatment of miseoneeptions, Bağdaştırıcı benzetmeler, Çekimle ilgili kavram yanılgıları, Eylemsizlikle ilgili kavram yanılgıları, Kavram yanılgılarının düzeltilmesi
https://hdl.handle.net/11511/87520
https://dergipark.org.tr/tr/download/article-file/87945
Hacettepe Journal of Education
Department of Secondary Science and Mathematics Education, Article

Suggestions

Effect of Student Level Variables on Elementary Students’ Nature of Science Views
Hacıeminoğlu, Esma; Ertepınar, Hamide; Yılmaz Tüzün, Özgül (null; 2010-03-21)
The purpose of this study was to investigate which of the student level variables help to explain the difference in understanding the nature of science (NOS) views. The sample included 3,062 students enrolled in sixth, seventh, and eighth grade elementary schools located in Cankaya, Turkey. Data was collected during the spring of 2008. The Nature of Science Instrument, Learning Approach Questionnaire and Achievement Motivation Questionnaire were applied to the students. Hierarchical linear modeling (HLM...
Effects of instructions based on cognitive bridging and cognitive conflict on 9th grade students‘ understanding of force and motion, epistemological beliefs, and self-efficacy
Yaman, İbrahim; Özdemir, Ömer Faruk; Department of Secondary Science and Mathematics Education (2013)
The aim of this study is to compare the effects of the instructions based on cognitive bridging and cognitive conflict approaches and gender on 9th grade students‘ conceptual understanding of force and motion, self-efficacy, and epistemological beliefs. The study was conducted with a sample of 206 students in two different schools. The instructional method (traditional, cognitive conflict, and cognitive bridging) and students‘ gender were used as independent variables in a 3x2 factorial design. Within this ...
Effects of Physical Manipulative Instructions with or without Explicit Metacognitive Questions on Geometrical Knowledge Acquisition
Ubuz, Behiye (2019-01-01)
In this study, effects of 2 physical manipulative instructions on students' geometrical knowledge acquisition were compared. Geometry topics' presentation was conducted via using physical manipulative and the practice stage in two different forms: (1) practice consisting of problems supported with explicit metacognitive questions and (2) practice consisting of problems not supported with explicit metacognitive questions. Participants were 220 6th grade students, studying in 5 classrooms. Students' knowledge...
Effects of conceptual assignments and conceptual change discussions on students' misconceptions and achievement regarding force and motion
Eryılmaz, Ali (2002-12-01)
The purpose of this study was to investigate the effects of conceptual assignments and conceptual change discussions on students' achievement and misconceptions about force and motion. The study was conducted with 6 physics teachers and their 18 classes, consisting of 396 high school physics students. The teachers administered the Force Misconception and Force Achievement Tests to their physics classes as a pretest. The results obtained were used to match the 18 classes statistically. Students assigned to t...
The effect of explicit embedded reflective instruction on nature of science understandings in advanced science students
Koksal, Mustafa Serdar; Çakıroğlu, Jale; Geban, Ömer (Informa UK Limited, 2013-12-01)
The purpose of this study is to investigate the effectiveness of explicit-embedded-reflective (EER) instruction in nature of science (NOS) understandings of ninth-grade advanced science students. This study was conducted with 71 students, who were divided into three groups, by using non-equivalent quasi-experimental design. In the treatment groups, the EER teaching was conducted, while in the comparison group NOS instruction was carried out in the same time interval by lecturing, demonstration and questioni...
Citation Formats
A. Abak Güngör, A. Eryılmaz, S. Yılmaz, and M. Yılmaz, “Effects of bridging analogies on students misconceptions about gravity and inertia,” Hacettepe Journal of Education, pp. 1–8, 2001, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/87520.
METU IIS - Integrated Information Service open@metu.edu.tr