AN ANALYSIS OF THE CONCEPTUAL UNDERSTANDING OF SECONDARY SCHOOL STUDENTS ABOUT THE TOPIC OF MIRRORS

Özgür ANIL; Hüseyin KÜÇÜKÖZER

Journals / Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi / 2017 / Sayı: 43

AN ANALYSIS OF THE CONCEPTUAL UNDERSTANDING OF SECONDARY SCHOOL STUDENTS ABOUT THE TOPIC OF MIRRORS

ORTAÖĞRETİM ÖĞRENCİLERİNİN AYNALAR KONUSUNDAKİ KAVRAMSAL ANLAMALARININ ANALİZİ

Özgür ANIL

Hüseyin KÜÇÜKÖZER

Journal: Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi
Issue: 2017 · Sayı: 43
Pages: 78–122
Publication Date: 2017-06-30
DOI: —

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AI Summary & Key Takeaways

AI Insight

⚡ TL;DR(Too Long; Didn't Read)

The data analysis process made use of "Situation Analysis Categories." The students' conceptual change process was analyzed within the framework of the dimensions of "Intelligibility," "Plausibility" and "Fruitfulness." In the evaluation of the results of the analysis of the students' state of conceptual change, it may be said that most of the students had been unsatisfied with the concepts they had carried into the learning process and that with the help of the experiments and activities they performed, they found the new concepts and explanations "intelligible," "plausible" and "fruitful" and were then able to internalize the new scientific concepts and achieve meaningful and permanent learning.

📌 3 Key Takeaways

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Objective & Hypothesis: The purpose of the research was to analyze the conceptual understanding of secondary school students about the topic of mirrors.

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Key Findings & Data:In this context, an answer was sought to the question, "What is the process of the students' conceptual change?" The sample for the research comprised a total of 46 students (24 girls, 22 boys) in two 10th-grade classes in a high school in the city of Balıkesir, chosen by the cluster sampling method.

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Conclusion & Impact:The data analysis process made use of "Situation Analysis Categories." The students' conceptual change process was analyzed within the framework of the dimensions of "Intelligibility," "Plausibility" and "Fruitfulness." In the evaluation of the results of the analysis of the students' state of conceptual change, it may be said that most of the students had been unsatisfied with the concepts they had carried into the learning process and that with the help of the experiments and activities they performed, they found the new concepts and explanations "intelligible," "plausible" and "fruitful" and were then able to internalize the new scientific concepts and achieve meaningful and permanent learning.

🔬Design:Lab & Field Experiment

📍Scope:Comprehensive Sample

⚙️Variables:Kavramsal değişim · durum analiz kategorileri · öğrenci kılavuzları

Abstract

The purpose of the research was to analyze the conceptual understanding of secondary school students about the topic of mirrors. In this context, an answer was sought to the question, "What is the process of the students' conceptual change?" The sample for the research comprised a total of 46 students (24 girls, 22 boys) in two 10th-grade classes in a high school in the city of Balıkesir, chosen by the cluster sampling method. A "Concept Test," "Interviews," "Camera Recordings," "Student Guidebooks" and "Meaning Analysis Tables" were used in the data collection. The data analysis process made use of "Situation Analysis Categories." The students' conceptual change process was analyzed within the framework of the dimensions of "Intelligibility," "Plausibility" and "Fruitfulness." In the evaluation of the results of the analysis of the students' state of conceptual change, it may be said that most of the students had been unsatisfied with the concepts they had carried into the learning process and that with the help of the experiments and activities they performed, they found the new concepts and explanations "intelligible," "plausible" and "fruitful" and were then able to internalize the new scientific concepts and achieve meaningful and permanent learning.

Özet

Araştırmanın amacı, ortaöğretim öğrencilerinin aynalar konusundaki kavramsal anlamalarının analizini yapmaktır. Bu kapsamda; “Öğrencilerin kavramsal değişim süreci nasıl gerçeklemektedir?” sorusuna yanıt aranmıştır. Araştırmanın örneklemini, Balıkesir il merkezinde bulunan bir lisenin 10. Sınıfları arasından küme örnekleme yöntemi yardımı ile seçilen, iki şubedeki toplam 46 öğrenci (24 kız, 22 erkek) oluşturmuştur. Veri toplama sürecinde; “Kavram Testi”, “Görüşmeler”, “Kamera Kayıtları”, “Öğrenci Kılavuzları” ve “Anlam Çözümleme Tabloları” kullanılmıştır. Verilerin analizi sürecinde, “Durum Analiz Kategorilerinden” yararlanılmıştır. Öğrencilerin kavramsal değişim süreçleri; “Anlaşılırlık”, “Akla Yatkınlık” ve “Yararlılık” boyutları çerçevesinde analiz edilmiştir. Kavramsal değişim durumlarının analizinden elde edilen sonuçlar değerlendirildiğinde; öğrencilerin çoğunluğunun öğretim sürecine taşıdıkları mevcut kavramlar ile ilgili hoşnutsuzluk duydukları, gerçekleştirdikleri deney ve etkinlikler yardımı ile ulaştıkları yeni kavram ve açıklamaları “anlaşılır”, “akla yatkın” ve “yararlı” buldukları için olası yeni (bilimsel) kavramları içselleştirerek anlamlı ve kalıcı bir öğrenme gerçekleştirdikleri söylenebilir.

Keywords

Kavramsal değişim durum analiz kategorileri öğrenci kılavuzları anlam çözümleme tabloları anlamlı öğrenmE Conceptual change situation analysis categories student guidebooks meaning analysis tables meaningful learning

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Cite This Article

ANIL, Ö., KÜÇÜKÖZER, H. (2017). AN ANALYSIS OF THE CONCEPTUAL UNDERSTANDING OF SECONDARY SCHOOL STUDENTS ABOUT THE TOPIC OF MIRRORS. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, Sayı: 43, 78–122. https://ajindex.com/articles/117599

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