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An analysis of the nature of students' metaconceptual processes and the effectiveness of metaconceptual teaching practices on students' conceptual understanding of force and motion

Yuruk, Nejla
http://rave.ohiolink.edu/etdc/view?acc_num=osu1118949384

Abstract Details

2005, Doctor of Philosophy, Ohio State University, Teaching and Learning.
The purpose of this study was: (1) to investigate the effectiveness of facilitating students’ metaconceptual processes, (2) to examine the durability of the impact of metaconceptual teaching on students’ conceptual understanding of force and motion, and (3) to gain insight into the nature of students’ metaconceptual processes as they participated in the metaconceptual teaching activities. A multi-method research design that incorporated experimental and case study designs was employed. While the experimental group was exposed to metaconceptual teaching interventions, in the control group the same science content was taught by tradition instruction. Participants of this study, who were enrolled in one of the two physics classes of the same teacher, involved 45 grade eleven and grade twelve high school students. In order to study the nature of students’ metaconceptual processes, three students from the experimental group were selected based on their background in physics and their pre-instructional conceptual understanding of force and motion. The Force Concept Inventory (FCI) was administered to both groups prior to, following, and nine weeks after the instructional interventions and case study students were interviewed prior to and following the instruction to assess their conceptual understanding of force and motion. The data regarding students’ metaconceptual processes were derived from students’ journals, audio-recordings of group-based activities, video-recordings of classroom discussions, and interviews conducted following the instructional interventions. In order to compare students in the experimental and control groups in terms of their conceptual understanding, Analysis of Covariance (ANCOVA) was generated by using students’ pre-instructional FCI scores as the covariate. The results ANCOVA generated by using students’ post- and delayed-FCI scores indicated that facilitating students’ metaconceptual processes had a significant short- and long-term positive impact on students’ conceptual understanding. In regard to the investigation of the nature of students’ metaconceptual processes, the results indicated that metaconceptual thought is multidimensional in the sense that it involves various types of processes that are qualitatively different in terms of the object of the processes and the information generated from them. The results also showed that metaconceptual processes are multifaceted and interdependent, and occur at different levels of sophistication.
Kathy Trundle (Advisor)
409 p.
Metacognition; Conceptual change; Conceptual understanding of force and motion; Metaconceptual knowledge and processes

Recommended Citations

Citations

  • Yuruk, N. (2005). An analysis of the nature of students' metaconceptual processes and the effectiveness of metaconceptual teaching practices on students' conceptual understanding of force and motion [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1118949384

    APA Style (7th edition)

  • Yuruk, Nejla. An analysis of the nature of students' metaconceptual processes and the effectiveness of metaconceptual teaching practices on students' conceptual understanding of force and motion. 2005. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1118949384.

    MLA Style (8th edition)

  • Yuruk, Nejla. "An analysis of the nature of students' metaconceptual processes and the effectiveness of metaconceptual teaching practices on students' conceptual understanding of force and motion." Doctoral dissertation, Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1118949384

    Chicago Manual of Style (17th edition)

osu1118949384
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This open access ETD is published by The Ohio State University and OhioLINK.