The role of cotextual sensitivity in the conceptualization of force
Başlık çevirisi mevcut değil.
- Tez No: 400160
- Danışmanlar: DR. DOUGLAS CLARK
- Tez Türü: Doktora
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2006
- Dil: İngilizce
- Üniversite: Arizona State University
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 243
Özet
Özet yok.
Özet (Çeviri)
This study focuses on students? knowledge structure coherence in thedomain of force. In particular, the study attempts to resolve the conflicting resultsobtained by Ioannides and Vosniadou?s study and diSessa, Gillespie, andEsterly?s study regarding students? explanations about force at four different agelevels. Ioannides and Vosniadou?s study in Greece supported a theory-likeperspective on students? knowledge structure coherence. diSessa et al.?s quasireplicationin the United States resulted in conflicting results supporting a morefragmented elemental perspective. The authors of these studies suggested thatdifferences in coding schemes or cultural/linguistic contexts may be at the heartof the conflicting results. The current study investigated coherency andfragmentation of students? knowledge structures by replicating the data collectionof the earlier studies with a third population in a different cultural and linguisticcontext in Turkey using both coding schemes. This study was conducted with 32students ranging in age from 4 to 16 years in the capital of Turkey, Ankara. Our?range of answers? analysis documented a broader range of force explanationsthan recorded in either of the original studies as well as several distinct forcemeanings not reported in the those studies. Our ?coherency and fragmentation?analysis demonstrated that approximately 65% of the subjects? interpretations offorce were fragmented according to both coding schemes. Furthermore, althoughswitching between the two original coding schemes has no effect on theseoutcomes in the current study, the differences in the ideas expressed by thestudents in the current study in comparison to the students in the original studiesprovide support for the possible role of (1) sample populations differences,potentially resulting from different cultural/linguistic factors, and (2) coderdifferences in the interpretation/application of the coding schemes in the originalstudies.
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