Show simple item record

dc.contributor.advisorÇataloğlu, Erdat
dc.contributor.authorTopal, Emrah
dc.date.accessioned2018-06-18T10:45:40Z
dc.date.available2018-06-18T10:45:40Z
dc.date.copyright2018-05
dc.date.issued2018-05
dc.date.submitted2018-06-13
dc.identifier.urihttp://hdl.handle.net/11693/47608
dc.descriptionCataloged from PDF version of article.en_US
dc.descriptionThesis (M.S.): Bilkent University, The Program Of Curriculum And Instruction, İhsan Doğramacı Bilkent University, 2018.en_US
dc.descriptionIncludes bibliographical references (leaves 91-100).en_US
dc.description.abstractThe purpose of the study was to investigate Turkish students’ misconceptions about general science subjects. Variables such as gender, school type, grade, age, and school level were employed in the present study. Descriptive research method was used and the sample consisted of 749 students (male=364, female=385) from two state middle schools, two state high schools, one private middle school, and one private high school located in the Çankaya district of Ankara. The instrument used was the Turkish translated version of the questionnaire “A Survey of Some Science- Related Ideas – SSSRI.” SSSRI was developed by Osborne, Freyberg, & Bell (1985) for the purpose of determining students’ misconceptions on general science subjects. The SSSRI contains 19 multiple-choice type and one open-ended question. The questionnaire was administered to students in the fall term of 2017-18 academic year. The analyses of data were conducted by taking into consideration students’ grades of science, biology, physics, and chemistry courses, total scores of students, and their responses to each item. Descriptive statistical analyses were conducted to determine students’ levels of misconceptions based on variables: gender, school type, grade, age, and school level. Independent samples t-test was used to find out if there were significant differences between mean scores within gender and school type. One-way ANOVA was conducted to determine if there was significant difference between mean scores of grades. Additionally, Pearson correlation coefficients were computed between total scores of students and their grades of science, biology, physics and chemistry courses. Analyses demonstrated that students’ misconceptions about general science subjects were independent from their gender and school type. Moreover, students still had misconceptions, especially in topics “electric current” and “change of state of water.”en_US
dc.description.statementofresponsibilityby Emrah Topal.en_US
dc.format.extentxiv, 111 leaves : illustrations, charts ; 30 cmen_US
dc.language.isoEnglishen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectGeneral Scienceen_US
dc.subjectMisconceptionen_US
dc.subjectMeaningful Learningen_US
dc.subjectTest Validationen_US
dc.titleA descriptive investigation of Turkish students’ misconceptions on common science conceptsen_US
dc.title.alternativeTürk öğrencilerin fen konularındaki yaygın kavram yanılgıları üzerine betimleyici bir araştırmaen_US
dc.typeThesisen_US
dc.departmentM.A. in Curriculum and Instructionen_US
dc.publisherBilkent Universityen_US
dc.description.degreeM.S.en_US
dc.identifier.itemidB158480


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record