Abstract
This study aims to obtain information about the modelling situations related to the topic by performing concentration analysis of teacher candidates' responses to Force Concept Inventory (FCI). The research was conducted using survey model, which is a quantitative research method. The study was carried out in the fall semester of the academic year 2015–2016 among 95 freshman teacher candidates enrolled in the Science Education Program of the Faculty of Education at a university in the Western Black Sea region. The data collection tool employed was FCI. In this context, concentration score, concentration factor and concentration deviation formulas were used. In light of the results obtained, it was determined that the responses of teacher candidates correspond to the null model, meaning that it is a result of a random reaction. It was suggested that this method of analysis could be used to develop more effective multiple-choice tests and comprehensively assess the learning situation of a class in depth.
Highlights
Most students in programmes related to science take introductory physics courses during their first year
They begin the introductory physics course with the accumulation of knowledge consisting of individual experiences and the acquisition of science, based on the physics courses taken in the previous years
The students in introductory physics courses stated that they understand the topics in the class but fail when it comes to solving problems [5]
Summary
Most students in programmes related to science take introductory physics courses during their first year. They begin the introductory physics course with the accumulation of knowledge consisting of individual experiences and the acquisition of science, based on the physics courses taken in the previous years. The students in introductory physics courses stated that they understand the topics in the class but fail when it comes to solving problems [5]. This is one of the issues, for which scientists should inquire about the underlying reasons. Many studies refer to the concept of force, and it is possible to categories these studies into four types [6]: (i) students’ understanding of the concept of force, (ii) students’ level of understanding the concept of force, (iii) alternative approaches to teaching and learning, and (iv) studies focusing on teaching specific types of force
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