Examining Students' Explanations of Some Physics Topics with Diagrams and Association of Them with Daily Life

Abstract

This study aims to evaluate the students' conceptual learning through the diagrams created by the students regarding the physics concepts, phenomena, and events within the scope of the questions prepared by considering the science objectives of the students. Another purpose of the study was to examine the level of associating students' scientific concepts, facts, and events related to physics objectives with daily life. Phenomenological research design was used as one of the qualitative research approaches. The research study group comprised 123 7th-grade students in three public secondary schools. Thirty-eight students from the first school, 62 from the second school, and 23 from the third school participated in the research. Data were collected through a form developed by the researchers, and a document analysis method was applied to the collected data. As a result of the analysis of the diagrams created by the students, it was concluded that most of the diagrams created by the students regarding physics concepts, events, and phenomena were in the "no understanding" category. In other words, most students left the questions blank, repeated, or created incomprehensible diagrams. In addition, most students could not relate science class concepts, facts, and events to daily life.