Abstract
The aim of this study was to reveal secondary school students' ability of making transitions between text, picture, table and graphic representations related to the electricity. The research is a case study of the qualitative research methods. The working groups of the study were totally 100 students, including 50 from each of 6th, 7th and 8th students, studying at a secondary school in the 2012-2013 academic year. To determine the students' status of transitions in representations, a measurement tool relating to the subject of electricity was developed by researches. The measurement consists open-ended questions which questioned transitions representations (text, images, tables and graphics) with each other. Document analysis method was used in data analysis. In this context, determining specific criteria, established codes in accordance with the given answers by the students and the questions was evaluated in certain dimensions. Consequently, students were found to be inadequate to present transitions in representations in electricity. When the results are evaluated, it was suggested that during the teaching of electricity topic, teaching practices to draw attention to transition between different representations and in measurement-assessment processes, the questions reflecting the transition between different representations should be given; regulation the assessment questions in textbooks in this direction is recommended.
Highlights
In recent years developments in education world has gained more importance
Multiple representation strategy that is developed by Van Heuvelen means to present a typical problem such as a physical process in oral, formal, physical and mathematical representations rather than to calculate it by random figures (Zou, 2000)
When we look at the literature the representation types/ multiple representation and national studies that are made in regard with the passing between them in science education are limited (Bayri, 2014; Ercan, 2014; Kurnaz & Yüzbaşıoğlu, 2013)
Summary
Anahtar Kelimeler: Elektrik, Gösterim, Gösterim türleri, Gösterim türleri arası geçiş. Ortaokul öğrencilerinin elektrik konusuna ilişkin metin, resim, tablo ve grafik gösterim türleri arasında geçiş yapabilme durumlarını ortaya çıkarmaktır. 2012-2013 öğretim yılı içerisinde bir ortaokulda öğrenim görmekte olan 6., 7. Öğrencilerin gösterim türleri arası geçiş yapabilme durumlarını belirlemek amacıyla araştırmacılar tarafından elektrik konusuna ilişkin ölçme aracı geliştirilmiştir. Ölçek, her bir gösterim türünden (metin, resim, tablo ve grafik) diğerine geçişi sorgulayan açık uçlu sorulardan oluşmaktadır. Elektrik konusunda öğrencilerin gösterim türleri arası geçişleri sergilemede yeterli olmadıkları tespit edilmiştir. Elektrik konusunun öğretimi sırasında gösterim türleri arası geçişlere dikkat çeken öğretim uygulamalarına ve ölçme-değerlendirme süreçlerinde gösterimler arası geçişleri yansıtan sorulara yer verilmesi; ders kitaplarındaki değerlendirme sorularının bu doğrultuda düzenlenmesi önerilmektedir.
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