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    First year Turkish science undergraduates' understandings and misconceptions of light
    (2009) Yalcin M.; Altun S.; Turgut U.; Aggül F.
    The present study aims to identify first year Turkish Science undergraduates' understandings and misconceptions of the concept of light and its propagation. For this purpose, an instrument composed of four open-ended questions was developed by the researchers. The diagnostic test was piloted with twenty students and modifications were made prior to the final administration of the test. The content validity of the test questions was assessed by two physics researchers and one lecturer. These questions were administered to a hundred first year undergraduates (aged 16-18) enrolled in the Science Teacher Training Department in Ataturk University in Turkey. In addition, the semi-structured interviews of 30-40 min were conducted with the four students whose responses involved common misunderstanding. All interview records were transcribed and analysed. The findings showed that undergraduates' understanding of light is poor and also they have important and prevalent misconceptions. Identified misconceptions, some of which have been reported in the literature, are discussed qualitatively. The misunderstandings identified were compared with those in the literature. The results have some implications for teaching light, suggesting that a substantial revision of teaching strategies is needed. © Springer Science+Business Media B.V. 2008.
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    Investigation of effectiveness of demonstrationsimulation based instruction in teaching energy conservation at 7th grade
    (2008) Aggul F.; Yalcin M.; Acikyildiz M.; Sonmez E.
    This study aimed to explore the effect of teaching through demonstrationsimulation on students' achievement of energy conservation in comparison with traditional teaching. The sample consisted of fifty nine 7th grade students from a state primary school in Turkey. In the study, non-equivalent groups pretest-posttest design was used and the data was collected through an achievement test developed by the researchers, Energy Conservation Test. The conservation of energy concept was taught using a demonstration and a simulation in the experimental group and traditional instruction method in the control group. Data collected by the test was statistically assessed applying the analysis of covariance. To explore obviously the class atmosphere in experimental group, it was utilized from the teacher's observation notes and student interviews. The statistical comparison showed that there was a significant difference between groups with respect to students' scores of the test. Moreover, the analysis of the qualitative data indicated that such a class atmosphere supported the constructive and meaningful learning.