THE DEVELOPMENT OF ANCHORING ANALOGY DIAGNOSTIC TEST

YILMAZ S., ERYILMAZ A.

HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION, sa.37, ss.243-256, 2009 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Basım Tarihi: 2009
  • Dergi Adı: HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, TR DİZİN (ULAKBİM)
  • Sayfa Sayıları: ss.243-256
  • Anahtar Kelimeler: physics education, bridging analogies, anchoring analogy, Newton's third law, CONCEPTUAL CHANGE, BRIDGING ANALOGIES, PHYSICS, MISCONCEPTIONS, STUDENTS, SCIENCE, PRECONCEPTIONS, INSTRUCTION, INTUITIONS
  • Orta Doğu Teknik Üniversitesi Adresli: Evet

Özet

The purpose of this study was to develop a measuring tool in order to form teaching materials that can be used in Bridging Analogy Based Instruction (BABI). it would be possible not only to find out new anchoring and bridging analogies, but also to use and investigate the analogies offered in the related literature with this test named as Force Diagnostic Test (FDT). The details of the whole procedure related to the development of the FDT such as selection of the misconceptions, determination of the number of items, format of the test, and non-structured interviews were explained in this study in detailed. Final version of the FDT was applied to 148 students of two different universities in Ankara. Students' answers, confidence levels, and their explanations for causes of their answers were investigated by considering each question in the test individually. In the light of all these data, the importance of FDT and its contributions to BABI were discussed.