A Case Study of One Student's Metaconceptual Processes and the Changes in Her Alternative Conceptions of Force and Motion

Autor/in	Yürük, Nejla
Titel	A Case Study of One Student's Metaconceptual Processes and the Changes in Her Alternative Conceptions of Force and Motion
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 3 (2007) 4, S.305-325 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Scientific Concepts; Concept Formation; Metacognition; Cognitive Processes; Motion; Physics; High School Students; Secondary School Science; Grade 11; Grade 12; Semi Structured Interviews; Video Technology; Group Discussion; Audio Equipment; Hands on Science; Science Experiments; Journal Writing; Teaching Methods; Ohio + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Cognitive process; Kognitiver Prozess; Bewegungsablauf; Physik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Gruppendiskussion; Audio-CD; Zeitschriftenaufsatz; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The aim of this paper was to describe the changes in one student's ideas about force and one-dimensional motion concepts and portray the relevant metaconceptual processes that she engaged in during the implementation of metaconceptual teaching interventions. Metaconceptual processes involves metacognitive processes that are directly acting on or related to individuals' conceptions, mental models or elements of their conceptual ecology. Several types of instructional activities including poster drawing, concept mapping, group debate, journal writing and group and class discussions were used to activate students' metaconceptual processes. The findings of the study indicated that the student changed all of her alternative ideas that were assessed before the instruction with scientifically accepted conceptions following the instruction. The findings also showed that the student engaged in several types of metaconceptual processes ranging from simple awareness of ideas to more sophisticated metaconceptual processes, such as metaconceptual monitoring and evaluation. The findings strengthen the claims about the positive impact of metaconceptual processes on changing students' conceptions of physical world. (As Provided).
Anmerkungen	EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01