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International Review of Education

, Volume 53, Issue 1, pp 39–53 | Cite as

Alternative views of the solar system among turkish students

  • Mustafa CinEmail author
Article

Abstract

This study examines middle-school students’ alternative frameworks of the earth’s shape, its relative size and its distance from the sun and the moon. The sample was selected in the province of Giresun in Turkey. Sixty-five 14-year-old students participated in the research. A structured interview consisting of open-ended questions was employed to reveal students’ ideas. The students’ verbal responses were scrutinized and categorized according to their level of understanding. The results showed that the students had many alternative frameworks with regard to astronomical concepts. Implications and recommendations were made for teachers, textbook authors, teaching materials developers and researchers for future research to remedy students’ alternative frameworks.

Keywords

Solar System Conceptual Change Student Understanding Alternative Framework Construction Alternative 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Zusammenfassung

ALTERNATIVE DENKMODELLE TÜRKISCHER SCHÜLER ÜBER DIE GESTALT UND GRÖSSE DER ERDE UND ÜBER DIE ENTFERNUNG DER ERDE VON SONNE UND MOND – Diese Studie untersucht alternative Denkmodelle von MittelschÜlern Über die Gestalt der Erde, ihre relative GrÖße und ihre Entfernung von Sonne und Mond. Das Sample wurde in der Provinz Giresun in der TÜrkei ausgewählt. An dem Forschungsprojekt nahmen fÜnfundsechzig vierzehnjährige SchÜler teil. Zur Offenlegung der SchÜlervorstellungen wurde ein strukturiertes Interview mit ergebnisoffenen Fragestellungen verwendet. Die mÜndlichen Antworten der SchÜler wurden hinsichtlich ihres Verständnisniveaus kategorisiert und ausgewertet. Die Ergebnisse zeigen, dass es unter den SchÜlern viele von den astronomischen Konzepten abweichende Vorstellungen gab. Die Studie enthält Implikationen und Empfehlungen fÜr Lehrer, Autoren von TextbÜchern und Unterrichtsmaterialien sowie zukÜnftige Forschungen zur Neuausrichtung der alternativen Denkmodelle der SchÜler.

Résumé

LES CONSTRUCTIONS ALTERNATIVES DES ÉTUDIANTS TURCS Á PROPOS DE LA FORME, LA TAILLE ET LA DISTANCE DE LA TERRE AU SOLEIL ET Á LA LUNE – Cette Étude examine les constructions alternatives des Élèves des cours moyens à propos de la forme de la terre, sa taille relative et sa distance au soleil et à la lune. L’Échantillon a ÉtÉ choisi dans la province de Giresun en Turquie. Soixante-cinq Écoliers de 14 ans ont participÉ à la recherche. Une entrevue structurÉe se composant de questions ouvertes a ÉtÉ utilisÉe pour mettre en lumière les idÉes des Écoliers. Les rÉponses orales des Écoliers ont ÉtÉ contrôlÉes et classÉes par catÉgorie, selon leur niveau de comprÉhension. Les rÉsultats ont prouvÉ que les Écoliers proposaient de nombreuses constructions alternatives de concepts astronomiques. Les implications de ces constructions ont ÉtÉ donnÉes et des recommandations faites aux professeurs, aux auteurs de manuels scolaires, aux personnes dÉveloppant du matÉriel didactique et aux chercheurs pour une recherche future visant à corriger les constructions alternatives des apprenants.

Resumen

MARCOS CONCEPTUALES ALTERNATIVOS DE ESTUDIANTES TURCOS SOBRE LA FORMA Y EL TAMAÑO DE LA TIERRA Y SU DISTANCIA AL SOL Y A LA LUNA – Este trabajo refleja el estudio de marcos conceptuales alternativos que tienen los estudiantes de enseÑanza media en cuanto a la forma y al tamaÑo relativo de la tierra y su distancia al sol y a la luna. El ejemplo seleccionado proviene de la provincia de Giresun, Turquía. En el estudio realizado con sesenta y cuatro estudiantes de 14 aÑos se ha utilizado una entrevista estructurada con preguntas abiertas, con el fin de que revelaran las ideas de los estudiantes. Las respuestas verbales fueron analizadas y categorizadas de acuerdo con sus niveles de comprensión. Los resultados demostraron que los conceptos astronómicos de los estudiantes muchas veces estaban basados en marcos conceptuales alternativos. El estudio dio lugar a conclusiones y recomendaciones destinadas a docentes, autores de libros de texto, desarrolladores de material de enseÑanza e investigadores, para estudios futuros, con el objeto de remediar los marcos conceptuales alternativos de los estudiantes.

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Copyright information

© Springer Science+Business Media, Inc. 2007

Authors and Affiliations

  1. 1.Department of Primary Education, Faculty of EducationGiresun UniversityGiresunTurkey

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