Fen Bi̇lgi̇si̇ Öğretmen Adaylarinin Kuantum Fi̇zi̇ği̇ne İli̇şki̇n Kavramsal Anlamalari

Baybars, Meryem Görecek; Küçüközer, Hüseyin

doi:10.21666/mskuefd.36735

Cited by 7 publications

(7 citation statements)

References 6 publications

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“…In addition, teachers expressed that high mathematical necessity, the fact that it is not directly encountered in daily life, it is very abstract and theoretical are the features that distinguish modern physics from the other branches of physics. This result is parallel with the study conducted with preservice teachers by Aksakallı (2014), Baybars and Küçüközer (2014).…”

Section: Discussion On the Teachers' Opinions About "Modern Physics Ksupporting

confidence: 87%

Examining the high school students' transfer levels of modern physics topics to daily life

Yalcin¹,

Emrahoğlu

2017

Pegegog

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This study was conducted to determine the 11th-grade high school students' transfer levels of the modern physics topics to daily life in the context of the physics course. The sample of the study figured in the form of the mixed method constituted 314 11th-grade students selected with the cluster sample method. The Modern Physics Success Test (MPST) and Modern Physics Transfer Test (MPTT) developed by the researchers were used in the study. The study process was conducted quantitatively and qualitatively. The correlation between the MPST and MPTT scores of the students was identified in the quantitative section while the students' transfer levels of the modern physics topics to daily life were determined in the qualitative section. As a result of the analyses of the study, a weak, positive and significant relationship was found between the MPST and MPTT scores. In addition, It was revealed that the students' transfer levels of the modern physics knowledge were zero transfer, deficient transfer, and complete transfer and it was identified that the level of complete transfer was considerably low. Regarding the transfer of the modern physics knowledge to daily life, the topics, which complete transfer levels were the highest, were found as "Photoelectric Incident" and "Black-Body Radiation", and the topics, which complete transfer levels were the lowest, were detected as "Matter Waves" and "Pauli Exclusion Principle". Furthermore, it was also identified that the students' transfer levels varied according to other modern physics topics.

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Section: Discussion On the Teachers' Opinions About "Modern Physics Ksupporting

confidence: 87%

Examining the high school students' transfer levels of modern physics topics to daily life

Yalcin¹,

Emrahoğlu

2017

Pegegog

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“…Since they use macroscopic features to explain submicroscopic events, so they can not differentiate between macroscopic and submicroscopic ones each other [9].When the explanations about atomic structure of students are investigated, it is stated that students try to explain the concepts related to this subject through their own experiences and prior knowledge in their minds [31]. Also, in the study of Baybars & Küçüközer [11] listed that a lot of misconceptions about the topic of atom such as atom models, proton, neutron, and electron.…”

Section: Discussionmentioning

confidence: 99%

“…Thus, students have difficulty to visualize atomic structure and models due to the relationship between multiple representations [10]. Furthermore, they have many misconceptions about these abstract concepts such as atom models, protons, neutrons, electrons, ions and models have been identified in the literature [11][12][13][14][15][16][17]. Some of misconceptions are listed in Table 1 and Table 2.…”

Section: Multiple Representationsmentioning

confidence: 99%

How the seventh grade students visualize atomic structure and models

Yavuz

Savaşcı-Açıkalın

2018

SHS Web Conf.

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The purpose of this study is to examine how the seventh-grade students visualize the atomic structure and models in their minds. The problem of the study is “How do the seventh grade students visualize the atomic structure and models?” This study is conducted with 25 seventh-grade students in a state school, Bursa. Qualitative research methodology was adopted in the study. As data collection tools, worksheets were collected via four different activities by the researcher. Data collection process took two weeks (eight lessons). Worksheets consist of different questions about atom and structure and also atom models. For the validity and objective evaluation of the worksheets, an analysis schema was prepared for four different activities by a subject instructor and two science teachers with two or four years teaching experiences. Analysis schema and worksheets were re-evaluated by the science teacher with three years of teaching experiences. Consequently, students’ visualization of the atom structures do not match with the scientific models. And also, students confuse the basic concepts about atomic structure.

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“…Yılmaz (2019), Türkiye'de 2000 -2017 yılları arasında fizik eğitimi alanında yazılan tezlerde dinamik, termodinamik, ışık ve ses, elektrik, iş-güç-enerji ve astronomi konularına daha fazla çalışılırken kuantum fiziği alanında (%1,3) çok az çalışıldığını tespit etmiştir. Ayrıca Türkiye'de son yıllarda modern fizik (görelilik ve kuantum fiziği) ve öğretimi ile ilgili yapılan çalışmaların artmaya başladığı ve çoğunlukla üniversite düzeyinde olduğu da görülmektedir (Didiş vd., 2008;Özcan, 2009;Akarsu vd., 2011;Özcan & Gerçek, 2015;Görecek Baybars & Küçüközer, 2014;Kotluk & Yayla, 2016).…”

Section: Introductionunclassified

“…In addition, it is seen that studies on modern physics (relativity and quantum physics) and its teaching have started to increase in recent years in Turkey, and it is mostly at the university level (Akarsu et al, 2011;Didiş et al, 2008;Görecek Baybars & Küçüközer, 2014;Kotluk & Yayla, 2016;Özcan, 2009;Özcan & Gerçek, 2015).…”

Section: Introductionmentioning

confidence: 99%

Kuantum Fiziği Kavramsal Anlama Testinin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması

Ensari

Bayrak

2023

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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Bu çalışma, ortaöğretim öğrencilerinin kuantum fiziği giriş konularına yönelik kavramsal anlamalarını ölçen geçerli ve güvenilir bir test geliştirmek amacıyla yapılmıştır. Testin kapsamı kuantum fiziği giriş konuları olan siyah cisim ışıması, fotoelektrik olayı, Compton saçılması, ışığın ikili doğası ve madde dalgaları (de Broglie) konularından oluşmaktadır. Testte yer alan maddeler yenilenmiş Bloom taksonomisine göre sınıflandırılmıştır. Geliştirilen testin geçerlik ve güvenirlik incelemeleri için test 12. sınıfta öğrenim gören 148 öğrenciye uygulanmıştır. Testin geçerliği için uzman görüşleri alınmış ve madde güçlük ile madde ayırt edicilik indeksleri hesaplanmıştır. Ayrıca açımlayıcı faktör analizi yapılmıştır. Testten elde edilen puanların güvenirliğini belirlemek için KR-20 güvenirlik katsayısı hesaplanmıştır. Analizler sonucunda testin üç faktörden oluştuğu tespit edilmiştir. Testten elde edilen puanların güvenirliği için KR-20 güvenirlik katsayısı 0,93 bulunmuştur. Testin ayırt edicilik indeksi 0,63 ve güçlük indeksi 0,48 olarak hesaplanmıştır. Çalışma sonunda kuantum fiziği giriş konularını geçerli ve güvenilir bir şekilde ölçebilecek 24 maddeden oluşan ideal bir kavramsal anlama testi geliştirilmiştir.

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Fen Bi̇lgi̇si̇ Öğretmen Adaylarinin Kuantum Fi̇zi̇ği̇ne İli̇şki̇n Kavramsal Anlamalari

Abstract: Özet

Cited by 7 publications

References 6 publications

Examining the high school students' transfer levels of modern physics topics to daily life

Examining the high school students' transfer levels of modern physics topics to daily life

How the seventh grade students visualize atomic structure and models

Kuantum Fiziği Kavramsal Anlama Testinin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması

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