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Asia-Pacific Forum on Science Learning and Teaching, Volume 19, Issue 2, Article 14 (Dec., 2018) |
Qualitative research model that used in this study can be preferred to reveal perceptions and events in a realistic and holistic manner in their natural environments. The reason behind preferring qualitative research method is to obtain profound data, observe the research topic from the perspective of the participants, and to reveal the structure and the processes that constitute these perspectives (Yıldırım and Şimşek, 2006; Miles and Huberman, 1994). The research methodology of the study is the case study. The focus of this case is to identify levels of knowledge and misconceptions of mathematics teacher candidates about vector properties and operation.
The workgroup consists of 66 math-teacher-candidates from different nine universities, in 2015-2016 summer semester. 50 of them were female and 16 were male. Math teacher candidates were enumerated as female (F) and male (M) considering the gender factor.
A questionnaire that included 6 open-ended questions was used in the study, questions are available in the annex. First question in the questionnaire was obtained from the study by Nguyen & Meltzer (2003); whereas second and third questions from the study by Küçüközer (2009). The other three questions were developed originally by researchers. Following the preparation of the questionnaire, validity of the questions in terms of content and purpose of the research was checked by two experts in the fields of physics and mathematics.
Collection and Analysis of the Data
Findings of the research were obtained by an open-ended questionnaire. Questions were categorized on two sections as vector properties and operation. Student responses and remarks were encoded by researchers separately, then grouped unanimously to be analyzed as full understanding (FU), partial understanding (PU), misunderstanding (MU), and not understanding (NU) (Abraham, Williamsom and Wetsbrook, 1994).
Responses from the teacher-candidates were analyzed qualitatively based on content, and results of the analysis were supported by direct quotes from the student statements (Downe-Wamboldt, 1992; Krippendorff, 1980; Sandelowski, 1995). During quotation from student statements math-teacher candidates were numbered respectively starting from one, and taking the gender factor into consideration, each number was prefixed with letters (F) and (M), indicating 'female' and 'male'.
