CHANGING STUDENTS’ MISCONCEPTIONS OF FLOATING AND SINKING USING HANDS-ON ACTIVITIES

TitleCHANGING STUDENTS’ MISCONCEPTIONS OF FLOATING AND SINKING USING HANDS-ON ACTIVITIES
Publication TypeJournal Article
Year of Publication2008
AuthorsUnal, S
JournalJournal of Baltic Science Education
Volume7
Issue3
Start Page134-146
Date PublishedOctober/2008
Type of ArticleOriginal article
ISSN1648-3898
Other NumbersICID: 877545
Keywordsconceptual change, hands-on activities, science education, sinking and floating
Abstract

The aim of this study is to develop hands-on activities and to investigate their effects in changing students’ misconceptions of floating and sinking. It was conducted with 28 eighth-grade students. To assess students’ understanding and the effects of the instruction based on hands-on activities, a diagnostic test, Floating and Sinking Conceptual Test (FSCT), was employed in the study. It was found out that the instruction based on hands-on activities did have a significant positive effect on students’ understanding of flotation concepts and rules. Moreover, the hands-on activities designed for eight problematic areas where students commonly had difficulties helped them to replace their misconceptions with the scientific ones. It is suggested that further studies should be undertaken to highlight the question ‘Does the conceptual change strategy used in this study affect students’ long-term memory?’

URLhttp://journals.indexcopernicus.com/abstracted.php?level=5&icid=877545
Refereed DesignationRefereed