 |
Asia-Pacific Forum
on Science Learning and Teaching, Volume 14, Issue 1, Article 11 (Jun., 2013) |
The use of conceptual change texts as class material in the teaching of “sound” in physics
Gülbin ÖZKAN
Dokuz Eylül University, Graduate School of Educational Sciences İzmir/ TURKEY
E-mail: gulbn.ozkan@gmail.com;
Gamze SEZGİN SELÇUK
Dokuz Eylül University, Department of Secondary Science and Mathematics Education İzmir/ TURKEY
E-mail: gamze.sezgin@deu.edu.tr
Received 31 Oct., 2012
Revised 13 Jun., 2013
Misconceptions are the number one factor leading students to failure when studying physics. To teach physics effectively, misconceptions must be spotted and overcome. Conceptual change texts are of great use in identifying and dealing with fallacies. Such texts can help physics teachers diagnose student misconceptions and the reasons for these, and also assist the teacher in explaining the scientific truths that should replace the misconceptions. However, the preparation process for this is quite challenging. This study presents two examples of conceptual change texts that physics teachers will benefit from throughout the teaching/learning process. The texts were tried out on two groups—the first group with elementary school eighth grade students (n=12) and the second with middle school ninth-graders (n=15). Pilot studies have shown that these tools can be very helpful with eighth and ninth grade students. A study concerning the use of conceptual change texts in the teaching of “sound” in physics has not been found in any current literature. Hence, it is believed that these texts about “sound,” an often misunderstood subject in physics, are very useful class materials that can enable students to learn meaningfully. Furthermore, the texts are also practical materials that can be used in crowded classrooms.
Keywords: misconceptions, conceptual change text, physics, sound
