Daily life subjects that can be used with context based learning in high school physics lessons

Çetin, Ali

doi:10.12973/jesr.2014.41.3

Cited by 7 publications

(1 citation statement)

References 1 publication

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“…Gilbert (2006) stated in study that cognitive level and experiences should be taken into account in the selection of contexts in teaching processes. Cetin (2014) reported that context-based learning and the contexts selected from daily life were different between the class levels. Yesildere (2006) reported that there were certain differences between the paths that the students follow in mathematical thinking and knowledge acquisition processes in different class levels.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Analysis of Contextual Problem Solutions, Mathematical Sentences, and Misconceptions of Pre-Service Mathematics Teachers

İlhan¹,

Akin²

2022

INT ELECT J MATH ED

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The present study aimed to analyses the context-based problem solutions of pre-service mathematics teachers, their mathematical sentences formation skills and misconceptions. Thus, the participating pre-service mathematics teachers were asked to solve context-based problems, form mathematical sentences formation, predict misconceptions that they could experience in solving these problems and assess the related problems based on Benckert's (1997) contextual learning principles. Furthermore, the views of pre-service mathematics teachers on contextual problems were also obtained. Thus, the study was designed as a mixed-method case study that included both quantitative and qualitative data. Context-Based Problem Evaluation Form and a structured interview form developed by the authors were used as data collection instruments. Study participants included 114 (82 females, 32 males) pre-service mathematics teachers. Analysis of the study data demonstrated that preservice mathematics teachers were above-average in solving contextual problems and mathematical sentences formation, their misconceptions were below-average, and there were no significant differences between the above-mentioned study variables based on gender variable; however, there were significant differences based on student department, and mean participant score was above-average based on Benckert's principles. Furthermore, the views of pre-service mathematics teachers on contextual problems were determined and the conceptual and structural differences between the questions were analyzed.

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Section: Conclusion and Discussionmentioning

confidence: 99%

Analysis of Contextual Problem Solutions, Mathematical Sentences, and Misconceptions of Pre-Service Mathematics Teachers

İlhan¹,

Akin²

2022

INT ELECT J MATH ED

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INVESTIGATION of 11th GRADE STUDENTS’ KNOWLEDGE ABOUT EXPLANATION of MOTION TYPES and DRAWING, INTERPRETING RELATED GRAPHS

Toksoy

2020

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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Bu araştırmada, öğrencilerin hareket türleri ile ilgili açıklama, grafik çizme ve grafik yorumlama bilgilerini betimlemek ve bu bilgilerin birbiriyle olan ilişkilerini belirlemek amaçlanmıştır. Araştırma, özel bir okulda 11. sınıfta öğrenim görmekte olan 20 öğrenci ile yürütülmüştür. Veriler 10 açık uçlu sorudan oluşan, araştırmacı tarafından geliştirilmiş bir test aracılığıyla toplanmıştır. Cevaplar doğru, kısmen doğru, yanlış gibi kategorilendirilmiş, daha sonra ise sayısallaştırılan veriler non parametrik testler kullanılarak analiz edilmiştir. Öğrencilerin sabit ivmeli harekete göre sabit hızlı harekete ilişkin açıklamalarda, örnek vermeye göre tanımlamada daha başarılı oldukları belirlenmiştir. at grafiklerini, sabit ivmeli yavaşlayan harekete ait grafikleri ve negatif yöndeki grafikleri çizerken daha fazla yanlış yaptıkları belirlenmiştir. Öğrencilerin grafik türlerinden ulaşılabilecek bilgileri belirtmede eksikleri olduğu ulaşılan diğer bulgulardandır. Verilen grafiği okumada ise sabit ivmeli hareket, negatif yöndeki hareket ve at grafiğinde daha fazla eksikleri olduğu belirlenmiştir. Katılımcıların kinematikle ilgili açıklama, grafik yorumlama ve çizme bilgileri arasında anlamlı farklılık olduğu söylenebilir.

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The Thematic Review of Relating with Daily Life Studies in Science Education

Ormancı¹,

Çepni²

2018

Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi

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In parallel with the change and development in science education program, it is aimed to educate scientific literacy individual. In that case, it is very important for students not only to learn theoretical information about science but also to relate the subjects with daily life. Within this context in the study, it is aimed to investigate the studies regarding relating with daily life in science education. In the study thematic review was used. In the study, scans were carried out in the National Thesis Centre of Council of Higher Education and in the journals take place in Ulakbim. As a result of the scanning, 62 studies on relating with daily life in science education were encountered. The obtained researches were analyzed by using matrix. The data gathered was analyzed using basic statistical methods and content analysis method. Within the studies examined it is understood that the fundamental purposes were to determine the levels of relating with daily life and taking opinions about relating the concepts. In this context; studies are generally on the case determination, however it was concluded that long-term and solution-offering studies were less common.

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Daily life subjects that can be used with context based learning in high school physics lessons

Abstract: ÖZET

Cited by 7 publications

References 1 publication

Analysis of Contextual Problem Solutions, Mathematical Sentences, and Misconceptions of Pre-Service Mathematics Teachers

Analysis of Contextual Problem Solutions, Mathematical Sentences, and Misconceptions of Pre-Service Mathematics Teachers

INVESTIGATION of 11th GRADE STUDENTS’ KNOWLEDGE ABOUT EXPLANATION of MOTION TYPES and DRAWING, INTERPRETING RELATED GRAPHS

The Thematic Review of Relating with Daily Life Studies in Science Education

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