Identification Of Prospective Science Teachers Mathematical-Logical Structures In Reference To Magnetism

Abstract

This paper is a qualitative case study designed to identify prospective science teachers mathematical-logical structures on the basis of their knowledge and achievement levels in magnetism. The study also made an attempt to reveal the effects of knowledge-level variables and procedural variables, which were considered to be potential factors, on the teachers knowledge and achievement levels. The participants knowledge level was represented by the APS score (knowledge-level variable), whereas their achievement level was expressed by the ASS score (achievement level). The prospective teachers knowledge and achievement levels in mathematical logic were 0.204 and 0.305, respectively. The knowledge-level variables were given-asked, formula, and operation. On the other hand, the procedural variables consisted of formula knowledge, basic math knowledge, and scientific knowledge. The latter group of variables had the following values, respectively: 0.336, 0.758, and 0.199. The findings indicated that basic math knowledge led the participants to have an achievement level higher than their knowledge level. The other variables had values similar to those of the knowledge and achievement levels.

Relationship of the cognitive functions of prospective science teachers and their knowledge, knowledge levels, success and success levels

“…However, this study demonstrates a relation between the knowledge and success levels of students; the fact that their knowledge levels are lower than their success levels proves that their knowledge level is not well reflected in their success levels, a result which conforms to those of earlier studies (Yılmaz, 2012(Yılmaz, , 2014Yılmaz and Yalçın, 2012a, 2012b, 2012c. Moreover a significant correlation has been found between student interest in electricity and student achievement in electricity (Sencar and Eryilmaz, 2004).…”

“…In the analysis of the sample group of this study, mathematical logic, classical knowledge, and success levels aboutelectricity and magnetism were lower than the classical values of this study (Yılmaz, 2012(Yılmaz, , 2014. The fact that mathematical knowledge and success levels are low might be the reason why prospective teachers do not use their understanding processes.…”

Semiotic procedural knowledge model on solution of problems and problem-solving analysis

“…When PST is developed by means of dividing the problem into parts and solving it as step by step, priorityrecency relations can be established between the steps of this tecnique. This technique generally comprises inputs-outputs for (G-A), free body diagram (FBD), formula, definition and process steps (Yılmaz, 2016a(Yılmaz, , 2016b(Yılmaz, , 2014(Yılmaz, , 2012. This step can be used more effectively in the problem solving of courses like biology or those of social content, since the definitions are not substantially used within the numerical problem solving processes in courses like physics, mathematics, etc.…”

Defining Operational Equivalent of Classic and Combination-Information Mental Function of Prospective Science Teacher Knowledge of Electricity Procedural Knowledge Subject by Comparing Theoretical and Experimental Data

“…Mental function operations can be determined by comparing theoretical and experimental data by using the VDOİHİ statistical technique developed by Yılmaz (2011). This technique is based on performing statistical operations by separating theoretical and experimental data into the respective akp (e.g., Yilmaz, 2012Yilmaz, , 2014Yılmaz & Yalçin, 2011, 2012a, 2012b, 2012c, 2012d. Mental function operations can be determined by two different statistical calculations: classic and combination-information (CI).…”