THE EFFECT OF FIRE CONTEXT ON THE CONCEPTUAL UNDERSTANDING OF STUDENTS: “THE HEAT-TEMPERATURE”
DOI:
https://doi.org/10.46827/ejes.v0i0.672Keywords:
conceptual understanding, fire context, heat, temperatureAbstract
The purpose of this research is to investigate effects of the guiding materials developed based on the REACT teaching model relate to “heat-temperature” concepts in the conceptual understanding of students. The sample group of the study consists of 5th grade students selected from elementary school. A total of 56 (experiment group 27, control group 29) students from two classes have participated in the study. A quasi-experimental method has been used in this study. Experiment and control groups’ obtained test scores are measured before and after the intervention and these results are compared with each other. A concept test, an interview consisting of semi-structured questions and a drawing test, have been utilised in the research. While no significant difference (U=373.5; p>.05) has been found between the pre-test scores of the control group and experiment group students, a significant difference (U= 271.5; p<.05) has been found in favour of the experiment group in the post test. The materials prepared in accordance with the “The fire context” which was applied in the experiment group had positive effect in students’ conceptual understanding.
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