Ortaokul Öğrencilerinin Suyun Kaldırma Kuvveti Kavramına Yönelik Bilgi Yapıları: Görüngübilimsel Bir İlksel Olarak Yüzme

Bu çalışmanın amacı ortaokul öğrencilerinin kaldırma kuvveti kavramına yönelik bilgi yapılarının hangi kavramsal değişim teorisiyle örtüştüğünü ve bilgi yapılarının neler olduğunu belirlemektir. Sekiz katılımcıyla yürütülen çalışmanın araştırma verilerinin toplanmasında, yarı yapılandırılmış görüşme tekniği kullanılmıştır. Çalışmada suyun kaldırma kuvvetiyle ilgili yedi adet amaca uygun soru kullanılmış olup, sorular görsellerle birlikte sunulmuştur. Görüşmede kullanılan sorular ve görseller aracılığıyla farklı bağlamlar oluşturulmuştur. Görüşme videoya alınarak transkripsiyon edilmiştir. Ham veriden hareketle öncelikle temel kodlar oluşturulmuş ve iki ana temayla ilişkilendirilmiştir. araştırmacı dışında bir uzmana da başvurulmuştur. İki uzman arasında .91 oranında bir uyum bulunmuştur. Sekiz öğrencinin tamamı, dörtlü ve üçlü soru setlerinden, ilk soru setine (suyun kaldırma kuvveti-kütle ilişkisine yönelik sorular) tutarsız yanıtlar vermişlerdir. İki öğrenci dışında (öğrenci 7 ve öğrenci 8) diğer öğrencilerin ikinci soru setine (suyun kaldırma kuvveti-batan hacim ilişkisine yönelik soru seti) yönelik yanıtlarında da tutarsızlık olduğu belirlenmiştir. Sonuç olarak, araştırmanın bulguları, öğrencilerin bilgi yapılarının "parçacıklı bilgi yapısı teorisine" uyumlu olduğunu destekler niteliktedir.

The Knowledge Structures about Buoyancy Concept of Secondary School Students: Phenomenological Primitive Flotation

The aim of this study is to determine the eighth grade secondary school students' knowledge structures regarding the concept of buoyancy. The study included eight students. Semi-structured interview technique was used to collect the data. Students were asked seven questions about buoyancy and the questions were presented with visual materials. Different contexts were created through the questions and visuals in the interviews. Interviews were videotaped and then transcribed. With reference to the raw data, basic codes were generated and associated with two main themes. A specialist's opinion was referred for the determination of basic concepts. The agreement between two experts was .91. All the students gave inconsistent answers to the first question set (questions about the relationship between buoyancy and mass). Except for student seven and eight, others students' responses to the second question set were inconsistent (questions about the relationship buoyancy and immersed volume). In conclusion, study findings support that knowledge structures of the students are consistent with "knowledge in pieces theory".

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