7th Grade Students’ Mathematical Difficulties in Force and Motion Unit

Cebesoy, Ümran Betül; Yeniterzi, Betül

doi:10.19128/turje.51242

Cited by 7 publications

(2 citation statements)

References 32 publications

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“…In the same vein, pre-service physics teachers [4] and science teachers [69] experienced mathematics-based difficulties such as the failure to complete mathematical operations correctly through the teaching sequences. Howe et al [70] as well as Cebesoy and Yeniterzi [71] also found that that the students faced problems regarding mathematics when studying science/physics concepts. Aycan and Yumus ¸ak [1] underlined the importance of mathematics knowledge and skills in the context of grasping physics topics.…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 95%

Development of the university students’ mental models on direct current*

Durukan

Arslan

2022

Eur. J. Phys.

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This study aims to analyze the effects of the teaching sequence based on adidactical situations and learning styles on the development and change of the university students’ understanding levels and mental models about direct current. The study was carried out within the framework of didactical engineering. The sample of this study consisted of 27 students of the Science Teacher Training Program. The students’ learning styles were assessed and identified through Gregorc style delineator. The data gathered through the achievement test and clinical interviews were analyzed in a two-stage process: (1) The understanding levels and (2) The mental model characteristics and matrices. The review of data on understanding levels revealed that a significant number of students respond to the questions at the level of [1] and [2] in the pre-implementation; at the level of [2] and [3] in the post-implementation; and at the level of [2] in the deferred test. The students’ mental models generally exhibited the characteristics of the synthesis and initial model types. The findings reached through the study revealed that the designed teaching sequence based on adidactical situations and learning style had a positive effect on the advances registered in the students’ understanding levels and mental model development regarding direct current.

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Section: Discussion Conclusion and Recommendationsmentioning

confidence: 95%

Development of the university students’ mental models on direct current*

Durukan

Arslan

2022

Eur. J. Phys.

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“…In addition, according to Akatugba and Wallace [6] study, proportional reasoning not only related to the science concept understanding but also related to problem-solving in cultural, social, cognitive, and contextual elements in learning physics. However, many students still difficult to understand ratio and proportion in science concepts [7].…”

Section: Introductionmentioning

confidence: 99%

Could STEM-based Phenomenon Learning Improve Students’ Proportional Reasoning?

2020

ILHSS-20, TILEIS-20 &Amp; EABID-20 March 2-4, 2020 Istanbul (Turkey)

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This study investigated the influence of Science, Technology, Engineering, and Mathematics (STEM) based phenomenon learning on students' proportional reasoning. The embedded mixed method design was utilized with 25 senior high school students in the East Java Province, Indonesia at the 2019/2020 school year. The data were collected via written tests (pretest and posttest) and interviews to find the effect of STEM-based phenomenon learning on students' proportional reasoning. Data were analyzed with the Wilcoxon signed-rank test and categorized into five levels of proportional reasoning. The result showed that STEM-based phenomenon learning led to no statistically significant increase in the students' proportional level. There was also a slight decrease in the percentage of students who categorized as level 4 (ration). In particular, the qualitative analysis documented that the students only focus on the proportion of one variable that changes and does not pay attention to changes in other variables. The students also indicated to provide an inverse proportion.

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Comparative Analysis of Mathematical Knowledge in Physics Textbooks

Takaoğlu¹

2018

ujer

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When different disciplines that physics lesson is related are examined, it is seen that mathematics becomes prominent as one of the most used fields. Physics textbooks are the most significant resources to clarify this relationship. Therefore, in this study, it is aimed to analyze the involvement of mathematical knowledge in physics textbooks used during 2011-2012 and 2016-2017 academic year in Turkey and to evaluate them according to mathematics subject distribution. In line with this aim, 9 th , 10 th , 11 th , and 12 th-grade textbooks used in physics lessons during 2011-2012 and 2016-2017 academic years are examined through document analysis method. According to the research results, it is found that mathematical knowledge is mostly located in Force and Movement chapters in both physics textbooks belonging to two different years. The involvement of mathematical knowledge in the chapters can result from the fact that Force and Movement chapters are the most suitable chapters for daily practices of mathematics. Besides, it occurs that the most used mathematical knowledge is the category of numbers and operations. This is because of the fact that basic level knowledge is used more because all mathematical knowledge is based on numbers and four operations. In this respect, that mathematical knowledge involved in physics textbooks is very excessive stands as the most significant evidence for that there is a strong connection between physics and mathematics.

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7th Grade Students’ Mathematical Difficulties in Force and Motion Unit

Cited by 7 publications

References 32 publications

Development of the university students’ mental models on direct current*

Development of the university students’ mental models on direct current*

Could STEM-based Phenomenon Learning Improve Students’ Proportional Reasoning?

Comparative Analysis of Mathematical Knowledge in Physics Textbooks

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