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Bu çalışma, farklı sınıf seviyesindeki öğrencilerin sıvıların kaldırma kuvveti konusunda kavramsal anlamalarını incelemek amacıyla yapılmıştır. Araştırmanın çalışma grubunu, 2015-2016 eğitim-öğretim yılında Kayseri ili Yeşilhisar ilçe merkezinde farklı sınıf seviyesinde öğrenim gören 50 ortaokul öğrencisi oluşturmaktadır. Araştırmada “Kuvvet ve Hareket” ünitesinin birinci bölümünde yer alan, sıvıların kaldırma kuvveti konusu ile ilgili olan kazanımları içeren, düz anlatım ve gösteri deneyi yöntemlerinin kullanıldığı dersler planlanmıştır. Planlanan dersler farklı sınıf düzeyindeki gruplara ayrı ders saatlerinde anlatılmış ve sonrasında öğrencilere sıvıların kaldırma kuvvetine ilişkin kavramsal anlamaları testi uygulanmıştır. Verilerin analizinde öğrencilerin cevapları anlama, kısmen anlama, belirli kavram yanılgıları ile kısmen anlama, belirli kavram yanılgısı, anlamama ve boş/cevapsız gibi kategorilere göre değerlendirilmiştir. Araştırmanın sonucunda farklı sınıf seviyesindeki öğrencilerin sıvıların kaldırma kuvveti konusunda belirlenen kazanımların bazılarında kavramsal anlamalarında belirgin fark ortaya çıkarken, bazı kazanımlarda yakın sonuçlar elde edilmiştir. Özellikle yedinci ve sekizinci sınıf öğrencilerinin kavramsal anlamaları arasında belirgin fark olmadığı ortaya çıkmıştır.
This study was aimed at studying the student's conceptual understanding of the lifting force of fluids at different class levels. The study group consists of 50 high school students who study at different class levels in the Kayseri or Greenhouse district center in the 2015-2016 educational year. In the study, the courses included in the first part of the unit "Power and Movement", which included the achievements related to the subject of the lifting force of the fluids, are planned, where the methods of straight narration and demonstration experiment are used. Planned courses were taught to groups at different class levels in separate classes and then the students were applied to the test of conceptual understanding of the lifting force of the fluids. In the analysis of data, students’ answers are assessed by categories such as understanding, partial understanding, specific conceptual errors and partial understanding, specific conceptual errors, incomprehension and empty/unresponsible. The research results showed clear differences in the conceptual understanding of some of the achievements determined by students of different classes on the lifting force of fluids, while some achievements have achieved close results. There was no distinct difference between the students of the 7th and 8th classes.
This study aimed to examine conceptual understanding of middle school students regarding the buoyancy of liquids. The study group of the study consists of 47 students studying at a middle school which is located in the district center of Yeşilhisar in Kayseri province in the academic year of 2015-2016. In the research, the “Force and Motion” unit subjects in the first part of the course, which includes the gains related to the buoyancy of liquids and the methods of narration and demonstration, were planned. Planned lessons were taught to different grade level groups in separate class hours, and then the conceptual comprehension test of the buoyancy of liquids was applied to the students."In the analysis of the data, students' understanding was evaluated according to categories such as comprehension, partially comprehension, partially comprehension with certain misconceptions, certain misconception, no comprehension and blank/unanswered. As a result of the study, 6th grade students were observed to be insufficient in defining the buoyancy force and relating it to the volume of the sinking part of the object. 8th grade students were found to have difficulty in relating the buoyant force with the volume of the sinking part of the object and realizing that the buoyant force acting on the sinking object is lower than the weight of the object. All grade level students found it difficult to realize that the buoyant force acting on the sinking object is equal to the weight of the object. 8th grade students were more successful than 6th grade students in defining the buoyancy force. As the grade level increased, the students were more successful in relating the buoyancy force to the volume of the sinking part of the object. The rates of consistent responses to the question groups increased in accordance with the grade levels except for the set of questions about the forces acting on the object in the liquid. It was concluded that the subject of buoyancy force of liquids can be given at the middle school level.
Alan : Sosyal, Beşeri ve İdari Bilimler
Dergi Türü : Uluslararası
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