In this study, the effect of technology enhanced conceptual change texts on elementary school students' understanding of buoyant force was investigated. The conceptual change texts (written forms) used in this study are proven for effectiveness and are enriched by using technology support in this study. These texts were tried out on two groups. A pre-test/post-test quasi-experimental design and one control group (n=20) and one experimental group (n=20) were used. Experimental group were given the technology enhanced conceptual change texts, whereas the control group was taught in the traditional instruction. Data were collected five open-ended questions concerning buoyancy. When the results of the study were examined as to the conceptual understanding attained in the two groups, it was found that experimental group's conceptual understanding was higher than that of traditional instruction group. It is believed that these texts about "buoyant force," an often misunderstood subject in science education, are very useful class materials that can enable students to learn meaningfully.
The aim of this research is to reveal the environmental consciousness levels of university students determine how they evaluate the society and the University at this level of consciousness and analyse the attitudes and behaviour they exert. For this purpose, a structured survey was conducted at nine faculty students at Bursa Uludag University in Turkey. Students' attitudes and behaviour were examined through their gender, family income level, parental education and professions and the field of the study variables. In this research, the questionnaire consisting of open and close-end questions was used; SPSS 23 program was used to evaluate the data. The research revealed that variables other than gender and the fathers education have a significant effect on the environmental awareness of the students. Furthermore, the students stated that universities did not take an active role in environmental protection. They attributed the lack of environmental awareness to the lack of adequate environmental protection laws and penalties. They wanted society to be more active in protecting the environment and universities to include students in environmental decisions and practices. The results show that students have inadequate environmental knowledge, therefore, display lower levels of environmental attitude and do not exert highly favourable behaviour.
The aim of this research was to explore the effects of three different types of methods of learning physics (conceptual change-based, real life context-based and traditional learning) on high school physics students in the 11th grade in terms of conceptual change they achieved in learning about the various topics (pressure exerted by solids, pressure in stagnant liquids and gases, buoyancy, Bernoulli’s principle). In this study, a pre-test/post-test quasi-experimental method with nonequivalent control group, involving a 3 (group) × 2 (time) factorial design was used. Study group 1 were given the conceptual change texts on the mentioned subjects, study group 2 were offered a teaching approach based on real life context-based learning, whereas the control group was taught in the traditional style. Data for the research were collected with the ‘pressure conceptual test’. As a result of research, the number of misconceptions had been reduced or shifted altogether in all three groups. After the instruction, it was seen that none of the students formed new misconceptions. It was found that the most positive change could be seen in the conceptual change text group followed by context-based and lastly traditional. The fact that none of the students formed new misconceptions is important, particularly since research such as the following shows that conceptual change is tenuous and inconsistent, taking time to shift in a sustained manner.
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