Akademik Veri Yönetim Sistemi
Tezin Türü: Yüksek Lisans
Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Türkiye
Tezin Onay Tarihi: 2003
Tezin Dili: İngilizce
Öğrenci: Derya Temizkan
Danışman: ALİ ERYILMAZ
Özet:The main purpose of this study was to investigate the effects of gender on different categories of tenth grade students' misconceptions about force and motion. The Force Concept Inventory Test (FCI), Mechanics Baseline Test (MBT), Physics Attitude Scale (PAS) and Experience Questionnaire About Force and Motion (EQFM) were developed by the researcher to assess students' misconceptions, achievement, attitudes, and experiences, respectively. There were nine dependent (students' total scores on the FCI and their scores on eight misconception categories (Kinematics, Impetus, Active Force, Action/Reaction Pairs, Concatenation of Influences, Other Influences on Motion, Resistance and Gravity)) and six independent (students' gender, MBT scores, attitude, experience, school type and age) variables involved in this study. This study was conducted with 10 schools; 20 classes; total of 651 10th grade high school students in the academic year of 2002-2003. For each school, two classes were used in the study. MBT, PAS, FCI and EQFM were administered. Findings of the FCI and MBT indicated that general performances of the subjects were relatively low and many students have misconceptions in interpreting force and motion. The statistical results indicated that gender difference is effective on students' misconceptions in force and motion. When the data were analyzed using MANOVA, gender difference was observed on the collective dependent variables of scores on total FCI, and on misconception categories of Impetus, Active Force, Resistance and Gravity in favor of males although there were no significant difference on scores of both groups on the other categories of misconceptions. Moreover, when the same data were analysed using MANCOVA, while controlling students' age, attitude, experience, achievement scores, and school types, observed difference on the misconception categories of