Effect of Meaning Making Approach on Students' Conceptual Understanding: An Examination of Angular Momentum Conservation
The aim of this study is to analyze the effect of meaning making based instruction regarding angular momentum conservation on the change of two 11th grade students‟ alternative ideas they have before instruction. Case study model is used in the research. Conceptual test (implemented before the instruction, right after the instruction and fifteen weeks after the instruction), semi-structured interviews and video recordings of the teaching process were used for data collection procedure. It is eventually seen that these two students do not have scientific ideas about angular momentum conservation before instruction whereas they have scientific ideas after the instruction. One student made scientific explanations in delayed post-test while the other student had an alternative idea. In the after instruction interviews, the student who had scientific ideas indicated that she found the new concept understandable, reasonable, and useful, whereas the student who had alternative ideas stated that he found the new concept understandable and reasonable but not useful. According to the results, durable conceptual change does not occur in the students‟ ideas who did not find the new concept useful. Based on our results, various studies can be performed regarding permanent conceptual change in students‟ ideas.
Bostan Sarioglan, A. & Kucukozer, H. (2017). Effect of meaning making approach on students' conceptual understanding: An examination of angular momentum conversation.
International Journal of Education in Mathematics, Science and Technology (IJEMST), 5(3), 203-220.
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