@article {912,
	title = {TEACHING MECHANICAL WAVES BY INQUIRY-BASED LEARNING},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {875-892},
	abstract = {In this research, the teaching of mechanical waves was realized with inquiry-based learning; the aim was to determine the changes in students{\textquoteright} conceptual understanding of spring, water, and sound waves. It was designed as action research. The study group comprised 58 upper-secondary school students enrolled in 10th grade at an Anatolian upper-secondary school in Turkey. Data collection tools used in the research were the form for conceptual understanding of mechanical waves, semi-structured interviews, video recordings and photographs, student journals, and hand-made materials. Moreover, researchers designed an action plan that was composed of activities on spring, water, and sound waves. Descriptive and conceptual content analyses were utilized in data analysis. At the end of the research, it was determined that there was a change in students{\textquoteright} conceptual understanding of spring, water, and sound waves. Moreover, it was determined that teaching based on inquiry-based learning contributed positively to students{\textquoteright} learning. In this respect, it is thought that such applications should become widespread. There should be online training for lecturers which in return would contribute to students{\textquoteright} learning.},
	keywords = {5E learning model, action research, inquiry-based learning approach, mechanical waves, upper-secondary students},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.875},
	url = {http://oaji.net/articles/2020/987-1606572281.pdf},
	author = {Sevim Bezen and Celal Bayrak}
}
@article {529,
	title = {STUDENTS{\textquoteright} MENTAL MODELS ABOUT THE RELATIONSHIP BETWEEN FORCE AND VELOCITY CONCEPTS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {October/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {630{\textendash}641},
	abstract = {Mental models help us understand the formation of objects, the development of the process and to state an opinion about it. Therefore, in this study, we understand a mental model as {\textquoteleft}an internal representation, which acts out as a structural analogue of situations or processes. Although mental models are the representations of knowledge created during a cognitive activity, they are also reflective of personal beliefs. This study intends to exhibit prospective teachers{\textquoteright} mental models for the arguments they use in describing the relations between the concepts of force and velocity. In line with this intention, the study employs phenomenographic study method. This study has found that prospective teachers have three different mental models for relating the concepts of force and velocity. One of them is a scientific model called {\textquotedblleft}Newtonian Model{\textquotedblright}. The other two models were determined to be unscientific models and called {\textquotedblleft}Aristotelian Model{\textquotedblright} and {\textquotedblleft}Impulsive Model{\textquotedblright} respectively. By bringing these models into light, we were informed of the scientific and unscientific arguments the prospective teachers used in interpreting the relationships between force and velocity. In other words, this study exhibited how prospective teachers organized and structured their knowledge about these concepts.},
	keywords = {force and velocity concept, knowledge structure, Mental Models, prospective teacher},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.630},
	url = {http://oaji.net/articles/2016/987-1482502375.pdf},
	author = {{\"O}zg{\"u}r {\"O}zcan and Sevim Bezen}
}
