Abstract
The aim of this study is to investigate effects of the guiding materials developed based on the “fire context” and related to “expansion-contraction” concepts in the conceptual understanding of students. A quasi-experimental method has been used in the study. The sample group of the study consists of 5th grade students selected from elementary school. A total of 56 (experiment group 27, control group 29) students from two classes have participated in the study. A concept test, an interview consisting of semi-structured questions, and a drawing test, have been utilised in the research. While no significant difference (U=345, p>0.05) has been found between the pre test scores of the control group and experiment group students, a significant difference (U= 238, p<0.05) has been found in favour of the experiment group in the post test. A great majority of the students have explained the “expansion-contraction” concept as “mass change”. The findings obtained from student drawings support this as well. For future studies, development of materials which emphasise the distinction of the concepts of flexibility and mass change and the concepts of expansion and contraction can be suggested. Key words: Expansion, contraction, fire context, conceptual understanding.
Highlights
Students are not able to use the scientific concepts they have learned to explain the contexts they encounter (Burbules and Linn, 1991; Gilbert, 2006; Stolk et al, 2009; Ültay and Çalık, 2012)
Analysis results indicate that there is no significant difference between the pre test scores of the concept test implemented on the experiment and control group (U=345, p>0.05)
There is a significant difference in favour of the experiment group between the post test scores implemented on experiment and control groups (U= 238, p
Summary
Students are not able to use the scientific concepts they have learned to explain the contexts they encounter (Burbules and Linn, 1991; Gilbert, 2006; Stolk et al, 2009; Ültay and Çalık, 2012). This situation leads to academic failure in science lessons. According to context-based learning theory, the best way to establish the relationship between life and science courses is to carry them out within a context. This is due to the relating of extrascholastic experiences by using contexts students encounter through the concepts of science, which facilitates the learning of scientific subjects (Mayoh and Knutton, 1997)
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