Investigation of Science and Technology Exam Questions in Terms of Mathematical Knowledge

Cebesoy, Ümran Betül; Yeniterzi, Betül

doi:10.1016/j.sbspro.2014.01.641

Cited by 3 publications

(3 citation statements)

References 7 publications

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“…Replicability of a study is not possible without precise identification and a good description of the strategies to collect data (Le Compte & Goetz, 1982). Thus, we conducted a literature review including previous conducted studies and objectives of science curriculum regarding force and motion unit and examined teachers' questions in this unit in a previous study (Cebesoy & Yeniterzi, 2014). Therefore, we were aware of the teachers' possible types of questions in this unit.…”

Section: Methodsmentioning

confidence: 99%

“…These questions required mathematical knowledge to be solved. The questions were determined based on a) the science teachers' previous exam questions which were previously determined by Cebesoy & Yeniterzi (2014) and b) the reported mathematical difficulties in previous studies (e.g., Butuner & Uzun, 2011). In addition, the objectives of science curricula was taken into consideration during this process.…”

Section: Instrumentsmentioning

confidence: 99%

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7th Grade Students’ Mathematical Difficulties in Force and Motion Unit

Cebesoy¹,

Yeniterzi²

2016

TURJE

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Integration of science and mathematics as well as with other disciplines is overarching goal of science education. In spite of its importance, teachers have concerns about mathematical difficulties that their students encounter during their teaching. One of the most common subjects that students have mathematical difficulties was reported as physics. With this regard, the present study is aimed to investigate seventh grade students' mathematical errors in a physics related subject, specifically force and motion unit. We collected data from 129 seventh grade middle school students which were chosen conveniently throughout an open-ended questionnaire. The findings revealed that the students encountered difficulties in ratio and proportion and conversion of units, topics as well as ordering numbers while answering the questions in this unit. Implication for science courses was discussed.

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Section: Methodsmentioning

confidence: 99%

Section: Instrumentsmentioning

confidence: 99%

7th Grade Students’ Mathematical Difficulties in Force and Motion Unit

Cebesoy¹,

Yeniterzi²

2016

TURJE

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“…Özellikle birim çevirme, oran orantı, grafik ve grafik yorumlama, formül kullanımı ve dört temel işlem becerilerinin ediniminde yaşadıkları zorluklar bunlar arasında yer almaktadır (bknz. Bütüner ve Uzun, 2011;Demirci ve Uyanık, 2008;Kocaoğlu ve Yenilmez, 2010;Lamon, 2007;Tortop, 2011;Roth ve Bowen, 1999;Cebesoy & Yeniterzi, 2014, 2016. Grafik okuma ve yorumlama, bu eksiklikler arasında en çok vurgulananlardan olmakla birlikte, her seviyeden öğrencinin hatta öğretmen adaylarının bile grafik yorumlama ve çizmede sorunlar yaşadığı ve bu sorunların özellikle fizik ve biyoloji derslerine olumsuz şekilde yansıdığı yapılan çalışmalar sonucunda ortaya çıkmıştır (bknz.…”

Section: Nef-efmedunclassified

8. Sınıf Öğrencilerinin Isı-sıcaklık Ünitesindeki Çizgi Grafiği ile İlgili Zorlukları Üzerine Disiplinlerarası Bir Çalışma

Tekerek¹,

Cebesoy²

2017

Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi

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Özet -Bu araştırmanın amacı ortaokul 8. Sınıf öğrencilerinin ısı ve sıcaklık ünitesinde bulunan çizgi grafiklerini okuma, yorumlama ve çizme becerilerini incelemektir. Bu amaçla, 14 sorudan oluşan açık uçlu bir ölçek geliştirilmiş ve bu ölçek, ısı ve sıcaklık ünitesinin işlenmesinin ardından öğrencilere uygulanmıştır. 2013-2014 akademik yarıyılında gerçekleştirilen araştırmaya, Ankara'da bulunan bir devlet ortaokulunda öğrenim görmekte olan 157 sekizinci sınıf öğrencisi katılmıştır. Veriler içerik analizi yöntemi ile çözümlenmiştir. Araştırmanın bulguları, öğrencilerin açık uçlu soruların yarısına doğru cevap verebildiklerini dolayısıyla ısı-sıcaklık konusundaki çizgi grafiklerini okuma ve yorumlamada zorluk yaşadığını ortaya koymaktadır. Ayrıca, öğrencilerin sıcaklık farklarını bulmada zorluk yaşadıkları da saptanmıştır. Örneğin, araştırmaya katılan öğrencilerden %15'i negatif sayılarda çıkarma işlemini doğru yapabilmiştir. Son olarak, öğrencilerin ısınma ve soğuma eğrilerini çizerken zorlandıkları tespit edilmiştir. Bu bağlamda, fen bilimleri ve matematik disiplinlerinin entegrasyonu ile ilgili çalışmaların arttırılmasına yönelik öneriler getirilmiştir.

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Comparative Analysis of Mathematical Knowledge in Physics Textbooks

Takaoğlu¹

2018

ujer

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When different disciplines that physics lesson is related are examined, it is seen that mathematics becomes prominent as one of the most used fields. Physics textbooks are the most significant resources to clarify this relationship. Therefore, in this study, it is aimed to analyze the involvement of mathematical knowledge in physics textbooks used during 2011-2012 and 2016-2017 academic year in Turkey and to evaluate them according to mathematics subject distribution. In line with this aim, 9 th , 10 th , 11 th , and 12 th-grade textbooks used in physics lessons during 2011-2012 and 2016-2017 academic years are examined through document analysis method. According to the research results, it is found that mathematical knowledge is mostly located in Force and Movement chapters in both physics textbooks belonging to two different years. The involvement of mathematical knowledge in the chapters can result from the fact that Force and Movement chapters are the most suitable chapters for daily practices of mathematics. Besides, it occurs that the most used mathematical knowledge is the category of numbers and operations. This is because of the fact that basic level knowledge is used more because all mathematical knowledge is based on numbers and four operations. In this respect, that mathematical knowledge involved in physics textbooks is very excessive stands as the most significant evidence for that there is a strong connection between physics and mathematics.

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Investigation of Science and Technology Exam Questions in Terms of Mathematical Knowledge

Cited by 3 publications

References 7 publications

7th Grade Students’ Mathematical Difficulties in Force and Motion Unit

7th Grade Students’ Mathematical Difficulties in Force and Motion Unit

8. Sınıf Öğrencilerinin Isı-sıcaklık Ünitesindeki Çizgi Grafiği ile İlgili Zorlukları Üzerine Disiplinlerarası Bir Çalışma

Comparative Analysis of Mathematical Knowledge in Physics Textbooks

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