Mistakes Made by Freshman Students of Science Teaching and Their Reasons during the Proving Process

Autor/inn/en	Gökkurt, Burçin; Erdem, Emrullah; Basibüyük, Kani; Sahin, Ömer; Soylu, Yasin
Titel	Mistakes Made by Freshman Students of Science Teaching and Their Reasons during the Proving Process
Quelle	In: Educational Research Quarterly, 40 (2017) 3, S.50-78 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0196-5042
Schlagwörter	Science Instruction; Error Patterns; College Freshmen; Case Studies; Interviews; Scientific Methodology; Content Analysis; Problem Solving; Qualitative Research; Geometry; Numbers; Mathematical Logic; Science Tests; Incidence; Mathematical Aptitude; Mathematics Skills; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Fehlertyp; Studienanfänger; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Inhaltsanalyse; Problemlösen; Qualitative Forschung; Geometrie; Zahlenraum; Mathematical logics; Mathematische Logik; Vorkommen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Ausland; Türkei
Abstract	The aim of this study was to examine the mistakes made by freshman students of science teaching during the process of proving and the reasons for these mistakes. To this aim, the study, which was conducted via the case study method, was performed with 52 freshman students who were studying at the department of science teaching in a state university. A test composed of eight open-ended questions was used for data collection, and non-structured interviews oriented towards identifying the reasons for the mistakes made by the students were conducted with eight students. The content analysis technique was utilised in data analysis. It was found that many of the students made mistakes in terms of method, in other words, they used incorrect methods. In this regard, it was detected that more than half of the students regarded assigning numerical values as a method of proof, whereas a few of them made conceptual mistakes, algorithmic mistakes, misunderstood the questions, etc. Furthermore, it was determined that these mistakes resulted from reasons such as the fact that the students did not have any previous experience related to proof; they regarded assigning numerical values as a method of proof; and their lack of knowledge. (As Provided).
Anmerkungen	Behavioral Research Press. Grambling State University, Math Department, P.O. Box 1191, Grambling, LA 71245. Tel: 318-274-2425; Web site: http://erquarterly.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11