EFFECTS OF MODEL-BASED TEACHING ON THE DURABILITY OF PRE-SERVICE PHYSICS TEACHERS' CONCEPTIONS OF LUNAR EVENTS


Ogan-Bekiroglu F.

CONTRIBUTIONS FROM SCIENCE EDUCATION RESEARCH, ss.347-359, 2007 (Diğer Kurumların Hakemli Dergileri) identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası:
  • Basım Tarihi: 2007
  • Doi Numarası: 10.1007/978-1-4020-5032-9_27
  • Dergi Adı: CONTRIBUTIONS FROM SCIENCE EDUCATION RESEARCH
  • Sayfa Sayıları: ss.347-359

Özet

This longitudinal study was conducted to determine the durability of pre-service physics teachers' scientific understanding of the Moon and some lunar events over an extended period after the model-based teaching. This research was a continuation of the previous study (Ogan-Bekiroglu, 2007) including determination of pre-service physics teachers' existing conceptions and their reasoning of the Moon and some lunar events, and examination of the changes in their conceptions after the model-based teaching. Participants of the previous study were given delayed post-questionnaire six months after their model presentations. Results of the previous study showed that nearly all participants developed conceptions consistent with the scientifically accepted perspective of many moon-related events after the model-based teaching. This study indicated that while a majority of the pre-service physics teachers continued to hold scientific conceptions, some of them had conceptual decay in their understanding of some lunar events