Students' perspectives in understanding light and vision

Toh, Kar-Ann; Boo, Hong‐Kwen; Woon, Ta‐Li

doi:10.1080/0013188990410203

Cited by 13 publications

(4 citation statements)

References 9 publications

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“…In addition, it is thought that the field information available in the teacher candidate was not sufficient to read the concept map. Since the subject of light contains abstract concepts, it is hard to understand for many students and so students have alternative concepts as it is stated in the relevant literature (Bendall et al, 1993;Toh and Boo, 1999;Wittmann et al, 2003). This situation supports the relevant interpretation.…”

Section: Findings and Discussionsupporting

confidence: 65%

“…One of the most important reasons for this is the excess of alternative concepts that students have in this regard (Maurines, 1993;Wittmann et al, 2003;Çil, 2010). For example, it has been reported that students have difficulty in understanding the concept of light, diffusion of light, vision and image formation, as well as many alternative conceptions of these topics (Osborne et al, 1990;Büyükkasap and Samancı, 1998;Toh and Boo, 1999). Considering that concept maps not only embodies the concepts students have but also the relationships between concepts, it is thought that the concept of light taught through concept maps and the reinforcement or evaluation of this information would be very effective in terms of students' conceptual learning.…”

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confidence: 99%

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Reading the Concept Map of Physics Teacher Candidates: A Case of Light

Usta

Ültay²,

Ültay

2020

SEI

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The aim of this study was to determine the ability of physics teacher candidates' to read a concept map previously prepared by the researchers about a light topic and then convert the concept map into the appropriate text. The study was carried out in the form of case study method in a Turkish University in the Black Sea Region with 32 physics teacher candidates in the 2016-2017 academic years. To collect data, the concept map about light was given to the physics teacher candidates and they were asked to convert this concept map into meaningful text. The meaningful texts that teacher candidates tried to transform according to the concept map were evaluated according to a reference text. The reference text was prepared by experts. When the findings obtained from the study were examined in general, it was concluded that 78.123% of these physics teacher candidates could read the concept map related to light subjects and concepts at medium level. According to the results of this study, it is recommended that studies related to reading concept maps should be studied for different subjects and concepts.

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Section: Findings and Discussionsupporting

confidence: 65%

mentioning

confidence: 99%

Reading the Concept Map of Physics Teacher Candidates: A Case of Light

Usta

Ültay²,

Ültay

2020

SEI

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“…The problem of the difficulty of constructing light as an independent entity that propagates in space has previously been identified in a series of studies from 5 -16 year-old students. Thus it seems that childrens' thought focuses more on light sources or bright areas where light arrives (Stead & Osborne, 1980;Tiberghien, Delacote, Ghiglione, & Matalon, 1980;Anderson & Kärrqvist, 1983;Guesne, 1984Guesne, , 1985Langley, Ronen, & Eylon, 1997;Rice & Feher, 1987;Ravanis, 1998;Toh, Boo, & Woon, 1999;Mendoza Pérez & López-Tosado, 2000;Galili & Hazan, 2000;Ravanis & Boilevin, 2009;Ravanis, 2010;Castro, 2013;Castro & Rodriguez, 2014;Grigorovitch, 2015).…”

Section: Describe Relevant Scholarshipmentioning

confidence: 99%

Changing 8-9 Year-Old Pupil’s Mental Representations of Light: A Metaphor Based Teaching Approach

Rodriguez

Castro²

2016

AES

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<p>This research paper examines the role that teaching mediation plays in the destabilization and reconstruction of representations of the concept of light among primary education students. It investigates their comprehension of light as an entity that is transferred autonomously of the light source and the receiver. This problem has been studied with two groups of 8-9 year-old children. The experimental group (E.G) participated in a teaching process that aimed to lead pupils to the construction of a model compatible to the scientific own; the control group (C.G) followed traditional teaching methods. In all experimental situations studied the difference between pre-test and post-tests was significant for the subjects of the experimental group both at the level of explaining the light as independent entity and at the level of the stability of cognitive acquisitions. </p>

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“…Literatürde yer alan birçok çalışmada (Atasoy, Tekbıyık ve Gülay, 2013;Çil, 2010;Evrekli, İnel ve Balım, 2012;Guesne, 1985;Hrepic, 1998;Küçüközer, 2009;Okur, 2009;Pektaş, Çelik, Katrancı ve Köse, 2009;Wittmann, Steinberg & Redish, 2003;Yurd, 2007) farklı öğrenim seviyesindeki öğrenci ve öğretmenlerin "Işık ve Ses" ünitesinde yer verilen bazı kavramları anlamakta zorlandıkları, bu kavramlarla ilgili birçok alternatif kavramlara sahip oldukları tespit edilmiştir. Özellikle öğrenciler ışığın tanımı (Büyükkasap ve Samancı,1998;Apaydın, Akman, Taş ve Peker, 2014), görme olayı (Şahin, İpek ve Ayas, 2008;Toh & Boo, 1999) ışığın yayılması (Çalık, Okur ve Taylor, 2011) ve düzlem aynada görüntü (Anıl ve Küçüközer, 2010;Osborne, Black, Meadows & Smith, 1993;Şen, 2003) ilgili olarak alternatif kavramlar geliştirmektedirler. Bunlarla birlikte, öğrenciler sesin doğası (Küçüközer, 2009), sesin yayılması (Linder & Erickson, 1989;Linder, 1993;Hrepic, 2004), sesin oluşumu, sesin yankısı, sesin tınısı, sesin yansıması, sesin yüksekliği, sesin yayıldığı ortam ve sesin hızı (Demirci ve Efe, 2007) ile ilgili olarak öğrenme güçlükleri yaşamaktadırlar.…”

Section: şEkil 1 Ortak Bilgi Yapılandırma Modelinin öğRenme Ortamındaki şEmatik Yapısıunclassified

Ortak Bi̇lgi̇ Yapilandirma Modeli̇ni̇n Altinci Sinif Öğrenci̇leri̇ni̇n Akademi̇k Başarisina Etki̇si̇: Işik Ve Ses Üni̇tesi̇

Bakırcı¹

2015

DUZGEF

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Bu çalışmanın amacı, Ortak Bilgi Yapılandırma Modeline göre yürütülen fen öğretiminin altıncı sınıf öğrencilerinin akademik başarılarına etkisini incelemektir. Araştırma 2013-2014 eğitim-öğretim yılında deney ve kontrol gruplarında yer alan 38'er öğrenci olmak üzere toplam 76 altıncı sınıf öğrencisi ile gerçekleştirilmiştir. Çalışma yarı deneysel yönteme uygun olarak yürütülmüştür. Veri toplama aracı olarak; Işık ve Ses Ünitesi Başarı Testi (ISBAT) kullanılmıştır. Araştırmada elde edilen veriler; t-testi ve F testi (ANOVA) kullanılarak analiz edilmiştir. Uygulamadan sonra kontrol grubunda uygulanan 5E öğretim modelinin ve deney grubunda uygulanan Ortak Bilgi Yapılandırma Modelinin (OBYM) altıncı sınıf öğrencilerin akademik başarıları üzerinde etkili olduğu tespit edilmiştir. Deney ve kontrol grubunda uygulanan öğretim modelleri altıncı sınıf öğrencilerinin akademik başarıları ve kalıcılık açısından kıyaslandığında OBYM'nin daha etkili olduğu sonucuna varılmıştır. OBYM'nin öğrencilerin akademik başarılarına etkisinin daha net olarak anlaşılabilmesi için Fen Bilimleri dersinin farklı ünitelerinde uygulanması önerilmektedir.

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Students' perspectives in understanding light and vision

Cited by 13 publications

References 9 publications

Reading the Concept Map of Physics Teacher Candidates: A Case of Light

Reading the Concept Map of Physics Teacher Candidates: A Case of Light

Changing 8-9 Year-Old Pupil’s Mental Representations of Light: A Metaphor Based Teaching Approach

Ortak Bi̇lgi̇ Yapilandirma Modeli̇ni̇n Altinci Sinif Öğrenci̇leri̇ni̇n Akademi̇k Başarisina Etki̇si̇: Işik Ve Ses Üni̇tesi̇

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