ELEMENTARY EDUCATION STUDENTS’ UNDERSTANDING LEVELS OF ONE DIMENSIONAL MOTION AND INSTRUCTORS’ PREDICTIONS RELATED TO THEIR RESPONSES
DOI:
https://doi.org/10.46827/ejes.v0i0.1962Keywords:
elementary education undergraduate students, one dimensional motion, understanding level, instructors’ predictionsAbstract
The purpose of the study is to investigate the elementary education undergraduate students' understanding levels of one dimensional motion which they take in the compulsory general physics course in the second year, third term and instructors’ predictions about the students’ responses. The study is a descriptive study. The data of the study were collected via an interview form consisting of three multiple choice questions and one open ended question developed by the researcher considering the expert opinions. Seven students were chosen randomly from the population relying on volunteers and having spare time and semi-structured interviews were carried out with these students individually. In addition, just after the questions were asked to the students, face-to-face interviews were carried out with five experienced faculty members teaching general/basic physics courses in the same faculty. It was revealed that among the elementary education students 30.7% of students perceived that average speed and average velocity were different quantities, 33.3% of students calculated correctly the value of the velocity of the car starting from rest and speeding up at a constant acceleration on a straight line considering the distance travelled, and 29.3% of them calculated correctly the negative acceleration (or deceleration) of a moving car which slows down at a constant acceleration on a straight line and 10.7% of the students calculated correctly the similar distance travelled by another car moving with a constant acceleration while coming to a rest when it caught up the car moving with a constant speed on a straight line in the same direction. It was revealed that among the participants, the rate of the students who answered the questions correctly were at low levels which required to be examined, thought, discussed, and considered. The percentages of the instructors’ predictions about the responses of elementary education undergraduate students whom they teach linear motion in general physics course reveal that they usually do not adequately know their students’ understanding levels of linear motion and their problems about the subject.
Article visualizations:
References
Arons, A. B. (1990). A Guide to Introductory Physics Teaching. New York: John Wiley.
Borghi, L., De Ambrosis, A. & Massara, C. I. (1993). Understanding average speed: a study on students aged 11 to 12 years. Physics Education. 28, 33- 38.
Bozat, Ö. & Yıldız, A. (2015). Beşinci sınıf yaşamımızdaki elektrik ünitesinde öğrenme amaçlı yazma etkinliklerinden mektubun başarıya etkisi. NWSA-Education Sciences, 10 (4), 291-304. doi:10.12739/NWSA.2015.10.4.1C0648
Gunstone, R. & Watts, M. (1985). Force and Motion. In R. Driver, E. Guesene and A. Tiberghien (eds), Children’s ideas in Science. Milton Keynes, Philadelphia: Open University Press.
Halliday, D., Resnick, R. & Walker, J. (2014). Fundamentals of Physics-1, 9th Edition (Çev.: Bülent Akınoğlu ve Murat Alev). Ankara: Palme Yayıncılık.
Mazur, E. (2015). Principles & Pratice of Physics-1, 1th Edition (Çev. Ed.: Abdullah Verçin & Ali Ulvi Yılmazer). Ankara: Nobel Akademik Yayıncılık Eğitim Danışmanlık Tic. Ltd. Şti.
Serway, R. A. & Beichner, R. J. (2010). Physics for Scientists and Engineers with Modern Physics, 5th Edition (Çev. Ed.: Kemal Çolakoğlu). Ankara: Palme Yayıncılık.
Yıldız A., Büyükkasap, E., Erkol, M. & Dikel, S. (2007). Fen bilgisi öğrencilerinin, hız, sabit hız, sürat ve yer değiştirme kavramlarını anlama düzeyleri. Erzincan Eğitim Fakültesi Dergisi, 9(2), 1-12.
Yıldız, A. & Büyükkasap, E. (2006). Fizik öğrencilerinin, kuvvet ve hareket konusundaki kavram yanılgıları ve öğretim elemanlarının bu konudaki tahminleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30, 268-277.
Yıldız, A. & Büyükkasap, E. (2011a). Öğretmen adaylarının Compton olayını anlama düzeyleri ve öğrenme amaçlı yazma aktivitelerinin akademik başarıya etkisi. Uluslararası İnsan Bilimleri Dergisi, 8 (1), 1643-1664.
Yıldız, A. & Büyükkasap, E. (2011b). Öğretmen adaylarının fotoelektrik olayını anlama düzeyleri ve öğrenme amaçlı yazmanın başarıya etkisi. Kuram ve Uygulamada Eğitim Bilimleri, 11 (4), 2259- 2274.
Yıldız, A. (2012a). Letter as a writing to learn activity and the addressee. Mevlana International Journal of Education, 2(2), 1-10.
Yıldız, A. (2012b). Prospective teachers’ comprehension levels of special relativity theory and the effect of writing for learning on achievement. Australian Journal of Teacher Education, 37(12), 15-28. doi:10.14221/ajte.2012v37n12.1
Yıldız, A. (2014a) Öğretmen adaylarının “c=3.108m/s” sabitiyle ilgili görüşleri. The Journal of Academic Social Science Studies, 28 Autumn II, 28, 13-21. doi:10.9761/JASSS2474
Yıldız, A. (2014b). Öğrenme amaçlı yazma aktivitesi olarak mektup ve etkili kullanımı. Turkish Studies, 9(5), 2097-2104. doi:10.7827/TurkishStudies.6979
Yıldız, A. (2016a). A discussion on velocity–speed and their instruction. International Physics Conference at the Anatolian Peak (IPCAP 2016), IOP Publishing, Journal of Physics: Conference Series 707 (2016) 012040. doi:10.1088/1742- 6596/707/1/012040.
Yıldız, A. (2016b). İlkokulda öğrenme amaçlı yazma etkinliklerinin akademik başarıya etkisinin tartışılması. Turkish Studies, 11 (14 Summer), 861-870. doi:10.7827/TurkishStudies.9665
Yıldız, A. (2017a). Öğretmen adaylarının skaler ve vektörel nicelikleri anlama düzeylerinin incelenmesi. Education Sciences (NWSAES), 12(3): 86-93. doi: 10.12739/NWSA.2017.12.3.1C0670.
Yıldız, A. (2017b). Sürat ve hız niceliklerinin ÖSS matematik sorularında kullanılan anlamlarının tartışılması. Qualitative Studies (NWSAQS),12(3):25-30. doi:10.12739/NWSA.2017.12.3.E0033.
Yıldız, A., Büyükkasap, E. & Günel, M. (2011). Öğretmen adaylarının dairesel hareketi anlama düzeyleri. Journal of Qafqaz University:Philology and pedagogy, 32, 97-103.
Young, H. D. & Freedman, R. A. (2009). Sears and Zemansk’s University Physics with Modern Physics, 12th Edition (Çev. Ed.: Hilmi Ünlü). İstanbul: Pearson Education Yayıncılık Ltd. Şti.
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
