Yazar "Demirbas, Murat" seçeneğine göre listele

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    Effects Of Meaningful Learning On Conceptual Perceptions Related To "Force And Motion": An Experimental Study For Pre-Service Science Teachers
    (Sci Methodical Ctr-Sci Educologica, 2014) Demirbas, Murat
    The main purpose of science education is to enable students to connect concepts with daily life and establish relations between the concepts. Thus, many implementations related to constructivism have been carried out. The aim of the study is to explore how students' conceptual perceptions related to "Force and Motion" subject changed with meaningful learning. Pre-test-post test single group design, one of the experimental research designs, were used in the research. In order to interpret the students' results in meaningful learning process, Conceptual Perception Test related to Force and Motion subject (CPTFM) was developed and the test was composed of five open-ended questions. The content of the items in the test was developed in such a way to include "Action-Reaction Law", "Gravity", and "Pairs of Balanced Forces." The points obtained from the evaluation instrument were evaluated according to the levels created by the researcher. 35 students in their third year of study in the Department of Science Teaching participated in the study. The results of the study revealed that meaningful learning activities made positive contributions to pre-service teachers' conceptual perceptions related to force and motion concepts.
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    A study on preschoolers' conceptual perceptions of states of matter: a case study of Turkish students
    (Education Assoc South Africa, 2014) Demirbas, Murat; Ertugrul, Nurcan
    The purpose of the present study is to identify preschoolers' conceptual perceptions of states of matter, this issue that they often come across in their daily and social life. The study was designed as a qualitative case study. The population of the study was comprised of 25 preschoolers studying at two primary schools located in Kirikkale and Kirsehir, Turkey. The data were collected through the Science Concepts Perception Test (SCPT), which contained 10 semi-structured questions suitable for the level of preschoolers. The data were subject to content analysis, a qualitative method of data analysis, in order to identify how the students perceived science concepts.