EFFECTS OF MEANINGFUL LEARNING ON CONCEPTUAL PERCEPTIONS RELATED TO “FORCE AND MOTION”: AN EXPERIMENTAL STUDY FOR PRE-SERVICE SCIENCE TEACHERS

TitleEFFECTS OF MEANINGFUL LEARNING ON CONCEPTUAL PERCEPTIONS RELATED TO “FORCE AND MOTION”: AN EXPERIMENTAL STUDY FOR PRE-SERVICE SCIENCE TEACHERS
Publication TypeJournal Article
Year of Publication2014
AuthorsDemirbaş, M
JournalJournal of Baltic Science Education
Volume13
Issue3
Start Page394–410
PaginationContinuous
Date PublishedJune/2014
Type of ArticleOriginal article
ISSN1648-3898
Other NumbersICID: 1111395
Keywordsforce and motion concepts, meaningful learning, science teaching
Abstract

The main purpose of science education is to enable students to connect concepts with daily life and establish relations between the concepts. Thus, many implementations related to constructivism have been carried out. The aim of the study is to explore how students’ conceptual perceptions related to “Force and Motion” subject changed with meaningful learning. Pre-test -post test single group design, one of the experimental research designs, were used in the research. In order to interpret the students’ results in meaningful learning process, Conceptual Perception Test related to Force and Motion subject (CPTFM) was developed and the test was composed of five open-ended questions. The content of the items in the test was developed in such a way to include “Action-Reaction Law”, “Gravity”, and “Pairs of Balanced Forces.” The points obtained from the evaluation instrument were evaluated according to the levels created by the researcher. 35 students in their third year of study in the Department of Science Teaching participated in the study. The results of the study revealed that meaningful learning activities made positive contributions to pre-service teachers’ conceptual perceptions related to force and motion concepts.

URLhttp://journals.indexcopernicus.com/abstract.php?icid=1111395
Refereed DesignationRefereed
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