The Effect of Metacognitive Supported Argument-Based Learning Approach on Conceptual Change and Metacognition in Physics Education

Erdoğan ÖZDEMİR, (Sivas Cumhuriyet Üniversitesi, Sağlık Hizmetleri Meslek Yüksekokulu, Sivas, Türkiye)
MUSTAFA SABRİ KOCAKÜLAH (Balıkesir Üniversitesi, Necatibey Eğitim Fakültesi, Balıkesir, Türkiye)
Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi
5 2
Yıl: 2021 Cilt: 15 Sayı: 1 Sayfa Aralığı: 144 - 185 Metin Dili: İngilizce DOI: 10.17522/balikesirnef.902038 İndeks Tarihi: 29-12-2022

The Effect of Metacognitive Supported Argument-Based Learning Approach on Conceptual Change and Metacognition in Physics Education

Öz:
The process of conceptual change begins when a preconception of a student fails to solve a problem. It ends when the student abandons his preconception and accepts a scientific concept. Although the theory and variables of conceptual change have been defined, how the theory would be implemented in a class environment has not been defined. For this reason, a course incorporating an argumentation approach supported with metacognitive strategies in accordance with the theory of conceptual change was designed and implemented for the subject of special relativity theory. A qualitatively dominant status mixed-method approach was used as the research design. The participants of the study were 51, 10th-grade students studying at a secondary school. Data were collected with qualitative and quantitative measurement tools. It was concluded that the applied course contributed positively to the students' conceptual changes and regulation of cognition (planning, monitoring, evaluating).
Anahtar Kelime: teaching physics theory of special relativity preconceptions conceptual change metacognition

Üstbiliş Destekli Tartışma Tabanlı Öğrenme Yaklaşımının Fizik Eğitiminde Kavramsal Değişim ve Üstbiliş Üzerine Etkisi

Öz:
Kavramsal değişim süreci, öğrencinin ön kavramının bir problemi çözmede yetersiz kalması ile başlar. Öğrencinin bilimsel kavramı kabul ederek ön kavramını terk etmesi ile son bulur. Kavramsal değişim kuramı ve değişkenleri tanımlanmış olmasına rağmen, kuramın sınıf ortamında nasıl uygulanacağı tanımlanmamıştır. Bu nedenle bu araştırmada, kavramsal değişim kuramına uygun üstbiliş stratejileri ile desteklenmiş tartışma yaklaşımı tasarlanmış ve uygulanmıştır. Araştırma deseni olarak nicel baskın statülü karma model kullanılmıştır. Araştırmaya bir ortaöğretim kurumunun 10. sınıfında öğrenim gören 51 öğrenci katılmıştır. Araştırma verileri “Özel Görelilik Kuramı Tanı Testi”, “Üstbiliş Özyeterlilik Ölçeği” ve yarı yapılandırılmış görüşmeler ile toplanmıştır. Verilerin analizi sonucunda, uygulanan öğretimin öğrencilerin kavramsal değişimine olumlu katkısı olduğu sonucuna ulaşılmıştır. Uygulanan öğretimin öğrencilerin üstbilişine özellikle izleme, değerlendirme ve planlama boyutunda katkı sağladığı tespit edilmiştir.
Anahtar Kelime:

Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
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APA Ozdemir E, Kocakülah M (2021). The Effect of Metacognitive Supported Argument-Based Learning Approach on Conceptual Change and Metacognition in Physics Education. , 144 - 185. 10.17522/balikesirnef.902038
Chicago Ozdemir Erdogan,Kocakülah Mustafa Sabri The Effect of Metacognitive Supported Argument-Based Learning Approach on Conceptual Change and Metacognition in Physics Education. (2021): 144 - 185. 10.17522/balikesirnef.902038
MLA Ozdemir Erdogan,Kocakülah Mustafa Sabri The Effect of Metacognitive Supported Argument-Based Learning Approach on Conceptual Change and Metacognition in Physics Education. , 2021, ss.144 - 185. 10.17522/balikesirnef.902038
AMA Ozdemir E,Kocakülah M The Effect of Metacognitive Supported Argument-Based Learning Approach on Conceptual Change and Metacognition in Physics Education. . 2021; 144 - 185. 10.17522/balikesirnef.902038
Vancouver Ozdemir E,Kocakülah M The Effect of Metacognitive Supported Argument-Based Learning Approach on Conceptual Change and Metacognition in Physics Education. . 2021; 144 - 185. 10.17522/balikesirnef.902038
IEEE Ozdemir E,Kocakülah M "The Effect of Metacognitive Supported Argument-Based Learning Approach on Conceptual Change and Metacognition in Physics Education." , ss.144 - 185, 2021. 10.17522/balikesirnef.902038
ISNAD Ozdemir, Erdogan - Kocakülah, Mustafa Sabri. "The Effect of Metacognitive Supported Argument-Based Learning Approach on Conceptual Change and Metacognition in Physics Education". (2021), 144-185. https://doi.org/10.17522/balikesirnef.902038
APA Ozdemir E, Kocakülah M (2021). The Effect of Metacognitive Supported Argument-Based Learning Approach on Conceptual Change and Metacognition in Physics Education. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 15(1), 144 - 185. 10.17522/balikesirnef.902038
Chicago Ozdemir Erdogan,Kocakülah Mustafa Sabri The Effect of Metacognitive Supported Argument-Based Learning Approach on Conceptual Change and Metacognition in Physics Education. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi 15, no.1 (2021): 144 - 185. 10.17522/balikesirnef.902038
MLA Ozdemir Erdogan,Kocakülah Mustafa Sabri The Effect of Metacognitive Supported Argument-Based Learning Approach on Conceptual Change and Metacognition in Physics Education. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, vol.15, no.1, 2021, ss.144 - 185. 10.17522/balikesirnef.902038
AMA Ozdemir E,Kocakülah M The Effect of Metacognitive Supported Argument-Based Learning Approach on Conceptual Change and Metacognition in Physics Education. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi. 2021; 15(1): 144 - 185. 10.17522/balikesirnef.902038
Vancouver Ozdemir E,Kocakülah M The Effect of Metacognitive Supported Argument-Based Learning Approach on Conceptual Change and Metacognition in Physics Education. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi. 2021; 15(1): 144 - 185. 10.17522/balikesirnef.902038
IEEE Ozdemir E,Kocakülah M "The Effect of Metacognitive Supported Argument-Based Learning Approach on Conceptual Change and Metacognition in Physics Education." Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 15, ss.144 - 185, 2021. 10.17522/balikesirnef.902038
ISNAD Ozdemir, Erdogan - Kocakülah, Mustafa Sabri. "The Effect of Metacognitive Supported Argument-Based Learning Approach on Conceptual Change and Metacognition in Physics Education". Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi 15/1 (2021), 144-185. https://doi.org/10.17522/balikesirnef.902038
Sayfa Oluşturulma Tarihi
24-04-2024 5:7

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