Improving Grade 7 Students’ Conceptual Understanding of Water Pollution via Common Knowledge Construction Model

Kiryak, Zeynep; Çalık, Muammer

doi:10.1007/s10763-017-9820-8

Cited by 36 publications

(37 citation statements)

References 26 publications

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“…After students are able to solve various problems in life using physics concepts continuously, they can develop and modify more diverse ways of solving using their more creative mindsets or strategies (Furberg, 2016;Sadiqin et al, 2017). Creative thinking skills is basically a skills that arises because often in solving problems using different ways (Kiryak and Çalik, 2017). Therefore, one effort that needs to be done to improve the creative thinking skills is too often practice in solving a physics problem in life.…”

Section: Introductionmentioning

confidence: 99%

Development of Physics-Tier Tests (PysTT) to Measure Students' Conceptual Understanding and Creative Thinking Skills: A Qualitative Synthesis

Putranta

Supahar

2019

Journal for the Education of Gifted Young Scientists

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This paper is based on the background of the problem of the low high order thinking skills in students, especially in the skills to think creatively and conceptual understanding. Conceptual understanding that students have in relation to physics learning material has an important role in developing students' high order thinking skills in solving problems of daily life creatively. The method used in this research is descriptive qualitative research method with literature studies. The results of this study were obtained a synthesis of physics-tier tests (PysTT) to measure conceptual understanding and students' creative thinking skills, which are the basis for the development of PysTT based on real-life problems experienced by students realistically. In addition, PysTT is also one of the assessment instruments whose development is based on aspects of students' conceptual understanding of physics matter in everyday problems by prioritizing aspects of identifying and formulating problems, identifying scientific evidence and phenomena, arranging conclusions, and communicating conclusions creative. In addition, the results of the validity and reliability physics two-tier tests to measure students' conceptual understanding and creative thinking skills were 0.81 and 98.82%, which were included in the very good and reliable category. The ability to conceptual understanding and creative thinking skills of students who are measured using the physics two-tier test is very good because it is more than the value of the specified minimum completeness criteria.

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Section: Introductionmentioning

confidence: 99%

Development of Physics-Tier Tests (PysTT) to Measure Students' Conceptual Understanding and Creative Thinking Skills: A Qualitative Synthesis

Putranta

Supahar

2019

Journal for the Education of Gifted Young Scientists

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“…Because conceptual understanding plays an important role in achieving further learning and evolving students' interests/attitudes towards science/chemistry (i.e., Çalık, Ayas & Coll, 2009;Er Nas, Calik & Cepni, 2012;Kiryak & Çalik, 2018), much more studies have concentrated on students' conceptual understanding and difficulties of various chemistry topics (e.g., gases, electrochemistry, acids and bases). Earlier studies of fundamental acid-base models have shown that students have several Turkish Journal of EducationTURJE 2019, Volume 8, Issue 1 www.turje.org difficulties in understanding the acid-base chemistry and related models.…”

Section: Introductionmentioning

confidence: 99%

Facilitating grade 11 students' conceptual understanding of fundamental acid-base models

Yaman

Ayas

Çalık

2019

Turkish Journal of Education

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The purpose of this study was to enhance grade 11 students' conceptual understanding of fundamental acid-base models using Predict-Observe-Explain based animated movies (POE-AM). Twelve grade 11 students participated in the study. To collect data, the students' responses to the POE-AM tasks and interview protocols were used. The findings indicated that the POE-AM tasks positively improved the students' conceptual understanding of fundamental acid-base models and remedied any deficiency identified in pre-interviews and/or the 'predict' stage of the POE strategy. The results also showed that before implementation the students stated the main parts of acids and bases as H + and OHions, respectively. After the implementation, they indicated that the Arrhenius model had the least adequate explanation to imply features/behaviors of acids and bases whilst the Lewis model did the most adequate acid-base definition to address their features/behaviors. Moreover, the study revealed that most of the students had alternative understanding or only partial understanding at the 'predict', but showed somewhat a sound understanding of these concepts at the 'observe' and 'explain' stages. The current study suggests that chemistry teachers should integrate the POE-AM into their classes to effectively promote student learning.

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“…For this reason, there is no control group. Current study group's condition of pre-education and post-education is determined by comparing their pre-test and post-test scores (Büyüköztürk, Çakmak, Akgün, Karadeniz, & Demirel, 2008;Kiryak & Çalik, 2017). The aim of the study here is to test the effectiveness of the education designed by researchers.…”

Section: Methodsmentioning

confidence: 99%

“…Bu nedenle kontrol grubu yoktur. Mevcut çalışma grubunun öğretimden önceki ve sonraki durumları ön-test ve son-test puanlarının karşılaştırılmasıyla tespit edilir (Büyüköztürk, Çakmak, Akgün, Karadeniz, & Demirel, 2008;Kiryak & Çalik, 2017 (Başkale, 2016).…”

Section: Araştırmanın Deseniunclassified

The effects of visual art supported inquiry based science activities on 5th grade students’ scientific process skills

Kar¹,

Çìl

2019

Pegegog

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The study aimed to investigate the effects of visual art supported inquiry based science education on 5th grade students’ scientific process skills (SPS). In the research, one group pretest-posttest experimental design is used. The study was carried out with the help of 20 5th grade students. For the purpose of the research, an education including inquiry based activities (IBA) and visual art based activities (VABA) was designed and applied. The education applied during this study contains 7 IBAs, 5 VABAs. Qualitative and quantitative data were collected during this implementation. While the quantitative data was gathered by SPS Test, the qualitative data was gathered by unstructured observations. For analyzing the data gathered by SPS Test, Wilcoxon Signed Rank Test was used. For analyzing the unstructured observation data, content analysis was used. Based on the data gathered from the study, it can be said that visual art supported inquiry based science education contributes to improve students’ observation, inference, determining variables and designing experiment skills, while it contributes limitedly to improve comparison-classification, prediction, estimation, measuring, collecting knowledge and data, data processing and forming a model and interpreting data skills. It does not, however, contribute to improve recognizing and using experiment materials and instruments, recording data and presentation skills.

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Improving Grade 7 Students’ Conceptual Understanding of Water Pollution via Common Knowledge Construction Model

Cited by 36 publications

References 26 publications

Development of Physics-Tier Tests (PysTT) to Measure Students' Conceptual Understanding and Creative Thinking Skills: A Qualitative Synthesis

Development of Physics-Tier Tests (PysTT) to Measure Students' Conceptual Understanding and Creative Thinking Skills: A Qualitative Synthesis

Facilitating grade 11 students' conceptual understanding of fundamental acid-base models

The effects of visual art supported inquiry based science activities on 5th grade students’ scientific process skills

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