Bir Çarpışmada Kütlenin Etki-Tepki Kuvvetlerine Etkisi: Kavram Yanılgısını Ortadan Kaldırmada Kavramsal Değişim Metni ya da Geleneksel Açıklayıcı Metin

İki cisim çarpıştığında, büyük kütleli olanın küçük kütleli olana daha fazla kuvvet uyguladığı yaygın olarak bilinmesine rağmen hala yaygın olmaya devam eden bir kavram yanılgısıdır. Bu çalışmanın amacı bu hedef kavram yanılgısının üstesinde gelebilmek için bir kavramsal değişim metni ile bir geleneksel açıklayıcı metnin etkililiğini karşılaştırmaktır. Aynı zamanda öğrencilerin hazırbulunuşluklarının bu durum üzerindeki etkisini ortaya çıkarmaktır. Bunun için iki farklı okul türünden 92 öğrenci (dokuzuncu sınıf) ile bir örnek olay çalışması gerçekleştirilmiştir. Bu okullardan biri ülke çapındaki merkezi yerleştirme sınavı ile öğrenci alırken, diğeri buna gerek duymamaktadır. İkinci tip okuldaki öğrencilerin genellikle akademik başarıları çok düşüktür. Başarıya göre maksimum çeşitlilik örnekleme ile belirlenen 24 öğrenciden oluşan odak grup ayrıntılı olarak incelenmiştir. Veri toplamak için farklı bağlamlarda çoktan seçmeli sorular ve simülasyon destekli görüşme kullanılmıştır. Kullanılan metin türünün yüksek akademik başarılı öğrencilerin olduğu okulda bir farklılığa sebep olmadığı bulunmuştur. İkinci okulda ise tersi bir durum oluşmuş ve kavramsal değişim metni lehine bir durumla karşılaşılmıştır. Araştırmanın sonucu, kavramsal değişim metninin akademik başarısı düşük olan öğrenci grubunda geleneksel açıklayıcı metinden daha etkili olduğunu göstermektedir

Anahtar Kelimeler:

etki-tepki kuvveti, kavram yanılgısı, kavramsal değişim metni, geleneksel açıklayıcı metin

The Impact of Mass on Action-Reaction Forces During a Collision: Using A Conceptual Change Text or Traditional Expository Text To Overcome Misconception

When two bodies collide, the body with the larger mass exerts the greater force is a widely known but still common misconception. This study aims to compare the effectiveness of a conceptual change text and a traditional expository text to overcome this target misconception. Then to reveal the effect of students' readiness on this situation. For this, a case study was conducted with 92 students (ninth grade) from two different types of schools. One of these schools accepts students by a nationwide central placement exam, and the other does not need the exam. The students in the second type of school are generally very low in academic achievement. A focus group consists of 24 students examined in detail. The students in the focus group selected with a maximum variety of sampling based on the achievement. Multiple-choice questions in different contexts and simulation-assisted-interviews were used for data collection. It is seen that the type of text did not cause any difference in the school that students with high academic achievement. Conversely, a difference was found in favor of the conceptual change text in the second school. The results of the research point to the fact that the conceptual change text was more effective than the traditional expository text in the student group low in academic achievement.

Keywords:

action-reaction law, misconception, conceptual change text, traditional expository text,

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