Sürdürülebilir Kalkınma Amaçları

• 2

Yazarlar

• Akcamete, G(1)
• Babadoan, C(1)
• Cansiz, Şükrü(1)
• Kanbul, S(1)
• Karahoca, A(1)
• Küçük, Betül(1)
• Lşleyen, Tevfik(1)
• Oulmu, S(1)
• Ozdamli, F(1)
• Toman, Ufuk(1)
• Uzunboylu, H(1)

• MakaleAçık Erişim2018/r/bayburt/13750
  An investigation into the learning of ecological concepts

  Toman, Ufuk

  The aim of this research; secondary, high school and university levels of the students to understand the concepts related to ecology of Bayburt in Turkey. In this study, a progressive research method was used. In this method, conceptual understanding test was used as data collection tool. Open-ended test questions were used in this study. The test consisted of 150 students, 50 were from the secondary school, 50 were from the high school and 50 from the university in Bayburt. The data obtained from the test indic ate that the meanings of the ecological concept are in different categories and that this concept is not fully understood by the students at all three levels of learning. While students at secondary level relate the concepts related to ecology to their everyday use, high school and university students have more scientific definitions in their descriptions. In addition, misconceptions regarding these concepts have been identified at all levels of learning.

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  AtıfScopus4·OpenAlex5

  İncele
• BildiriYayıncıda açık erişim2011/r/bayburt/13954
  Identifying the secondary school students' misconceptions about functions

  Cansiz, Şükrü; Küçük, Betül; Lşleyen, Tevfik; Akcamete, G; Uzunboylu, H; Oulmu, S; Karahoca, A; Babadoan, C; Ozdamli, F; Kanbul, S

  It is very important to identify and correct the mistakes that students make about mathematical concepts. The purpose of this study is to detect the secondary school students' misconceptions about functions in the 2009-2010 academic year. Research data was collected 61 students, included 9 th,10 th and 11 th grade students selected randomly, in Erzincan (2009-2010) academic year. Data collection tools consist of knowledge test and interviews. Frequency tables and percentages were used by analyzing students' explanations as answers to questions on the function information test. Pearson correlation was chosen to state the meaningful difference among the questions, if there is any, on the Function information test also included four different categories. Student, being believed to be in error, were interviewed with the help of data obtained from Function information test. As a result of the interview, it is most commonly observed that students make mistakes to understand whether a graphic is a function graphic or not, and about the demonstration of the table and function especially on the function information test.

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  AtıfScopus6·WoS3·OpenAlex12

  İncele