The effects of students' reasoning abilities on conceptual understandings and problem-solving skills in introductory mechanics

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dc.authorid0000-0002-9813-1855en_US
dc.authorid0000-0003-0425-0982
dc.contributor.authorAteş, Salih
dc.contributor.authorÇataloğlu, Erdat
dc.date.accessioned2021-06-23T19:19:44Z
dc.date.available2021-06-23T19:19:44Z
dc.date.issued2007
dc.departmentBAİBÜ, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimien_US
dc.description.abstractThe purpose of this study was to determine if there are relationships among freshmen/first year students' reasoning abilities, conceptual understandings and problem-solving skills in introductory mechanics. The sample consisted of 165 freshmen science education prospective teachers (female = 86, male = 79; age range 17-21) who were enrolled in an introductory physics course. Data collection was done during the fall semesters in two successive years. At the beginning of each semester, the force concept inventory (FCI) and the classroom test of scientific reasoning (CTSR) were administered to assess students' initial understanding of basic concepts in mechanics and reasoning levels. After completing the course, the FCI and the mechanics baseline test (MBT) were administered. The results indicated that there was a significant difference in problem-solving skill test mean scores, as measured by the MBT, among concrete, formal and postformal reasoners. There were no significant differences in conceptual understanding levels of pre- and post-test mean scores, as measured by FCI, among the groups. The Benferroni post hoc comparison test revealed which set of reasoning levels showed significant difference for the MBT scores. No statistical difference between formal and postformal reasoners' mean scores was observed, while the mean scores between concrete and formal reasoners and concrete and postformal reasoners were statistically significantly different.en_US
dc.identifier.doi10.1088/0143-0807/28/6/013
dc.identifier.endpage1171en_US
dc.identifier.issn0143-0807
dc.identifier.issn1361-6404
dc.identifier.issue6en_US
dc.identifier.scopus2-s2.0-35648959720en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.startpage1161en_US
dc.identifier.urihttps://doi.org/10.1088/0143-0807/28/6/013
dc.identifier.urihttps://hdl.handle.net/20.500.12491/5996
dc.identifier.volume28en_US
dc.identifier.wosWOS:000251447500013en_US
dc.identifier.wosqualityQ3en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorAteş, Salih
dc.institutionauthorÇataloğlu, Erdat
dc.language.isoenen_US
dc.publisherIop Publishing Ltden_US
dc.relation.ispartofEuropean Journal Of Physicsen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectData Acquisitionen_US
dc.subjectStudents
dc.subjectReasoning Abilities
dc.subjectConceptual Understandings
dc.subjectSkill
dc.titleThe effects of students' reasoning abilities on conceptual understandings and problem-solving skills in introductory mechanicsen_US
dc.typeArticleen_US

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