Akademik Veri Yönetim Sistemi
Tezin Türü: Yüksek Lisans
Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Türkiye
Tezin Onay Tarihi: 2006
Tezin Dili: İngilizce
Öğrenci: Orhan Vatansever
Danışman: MEHMET TEVFİK SANCAR
Özet:The purpose of this study was to investigate the effectiveness of the conceptual change text based instruction over traditionally designed physics instruction to overcome tenth grade students’ misconceptions on electric field, electric potential and electric potential energy concepts. To provide conceptual change, conceptual change texts (CCT) were developed by the researcher. An Electric Potential and Electric Potential Energy Concept Test (EPEPECT) which consists of 10-items was developed and used to examine students’ probable misconceptions. Physics Attitude Scale (PATS) was administered to the students to obtain valid information concerning how conceptual change text based instruction effect students’ attitudes toward physics. The subjects of this study included two tenth grade level classes from TED Ankara College Private High School in Ankara, Turkey, and a total of 37 students’ scores were used for the statistical analysis. Students from one of the classes that were randomly assigned participated in traditional instruction and referred as the control group. Students from the other class participated in CCT based instruction and referred as the experimental group. EPEPECT and PATS had been administrated to both groups on two different occasions as pretest and posttest. According to the results of the study, statistically significant differences were found between conceptual change instruction and traditional method. Students taught with CCI showed a better scientific conception related to electric field, electric potential and electric potential energy and elimination of misconceptions than the students taught with traditionally designed physics instruction (TDPI). However, CCI did not increase the students’ attitudes toward physics as school subject more than TDPI did. That is, conceptual change instruction was not effective in improving positive attitudes toward physics.