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

Murat  Demirbaş

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

Title	EFFECTS OF MEANINGFUL LEARNING ON CONCEPTUAL PERCEPTIONS RELATED TO “FORCE AND MOTION”: AN EXPERIMENTAL STUDY FOR PRE-SERVICE SCIENCE TEACHERS
Publication Type	Journal Article
Year of Publication	2014
Authors	Demirbaş, M
Journal	Journal of Baltic Science Education
Volume	13
Issue	3
Start Page	394–410
Pagination	Continuous
Date Published	June/2014
Type of Article	Original article
ISSN	1648-3898
Other Numbers	ICID: 1111395
Keywords	force 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.
URL	http://oaji.net/articles/2015/987-1437679406.pdf
DOI	10.33225/jbse/14.13.394
Refereed Designation	Refereed
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