NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1101784
Record Type: Journal
Publication Date: 2007-Nov
Pages: 21
Abstractor: As Provided
ISSN: EISSN-1305-8223
A Case Study of One Student's Metaconceptual Processes and the Changes in Her Alternative Conceptions of Force and Motion
Yürük, Nejla
EURASIA Journal of Mathematics, Science & Technology Education, v3 n4 p305-325 Nov 2007
The aim of this paper was to describe the changes in one student's ideas about force and one-dimensional motion concepts and portray the relevant metaconceptual processes that she engaged in during the implementation of metaconceptual teaching interventions. Metaconceptual processes involves metacognitive processes that are directly acting on or related to individuals' conceptions, mental models or elements of their conceptual ecology. Several types of instructional activities including poster drawing, concept mapping, group debate, journal writing and group and class discussions were used to activate students' metaconceptual processes. The findings of the study indicated that the student changed all of her alternative ideas that were assessed before the instruction with scientifically accepted conceptions following the instruction. The findings also showed that the student engaged in several types of metaconceptual processes ranging from simple awareness of ideas to more sophisticated metaconceptual processes, such as metaconceptual monitoring and evaluation. The findings strengthen the claims about the positive impact of metaconceptual processes on changing students' conceptions of physical world.
EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Grade 11; Grade 12
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ohio
Grant or Contract Numbers: N/A