ELEMENTARY EDUCATION STUDENTS’ UNDERSTANDING LEVELS OF ONE DIMENSIONAL MOTION AND INSTRUCTORS’ PREDICTIONS RELATED TO THEIR RESPONSES

Ali Yıldız

Abstract


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:

Hit counter

DOI

Keywords


elementary education undergraduate students, one dimensional motion, understanding level, instructors’ predictions

Full Text:

PDF

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.


Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Ali Yıldız

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2018. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.


This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).