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ERIC Number: ED519689
Record Type: Non-Journal
Publication Date: 2009-Sep
Pages: 12
Abstractor: As Provided
Reference Count: 15
ISBN: N/A
ISSN: N/A
Turkish Students' Force Meanings
Menekse, Muhsin; Clark, Douglas B.; Ozdemir, Gokhan; D'angelo, Cynthia; Scheligh, Sharon
Online Submission, Paper presented at the Annual Meeting of the European Science Education Research Association (Istanbul, Turkey, Aug 31-Sep 4, 2009)
What are Turkish pre, elementary, middle, and high school students' force ideas? And, how do Turkish students' non-normative force ideas differ or be similar to the well-known force misconceptions reported in the literature? Students have false and persistent beliefs about the physical world and they struggle with challenging misconceptions based on their perceptions of everyday experiences. The current study applied the coding schemes from diSessa, Gillespie, and Esterly (2004) to interviews conducted with 78 students from two cities in Turkey in order to investigate students' understandings of force concept. Specifically, this study focuses on Turkish students' force meanings in different situations and the commonalities of the ideas at various age groups. The results show that there are significant differences, in terms of force meanings, among grade levels and high school tracks but no difference by gender nor city students live. Also, the distribution of force meanings across grade levels indicate remarkable findings, such as force meanings are uniformly distributed for both middle and high school students. Overall, this study, with its large sample size and in-depth interview questions, offers a significant contribution to the limited literature of Turkish students' force-meanings. (Contains 2 tables and 2 figures.)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: Elementary Education; Elementary Secondary Education; High Schools; Middle Schools; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey