Contribution of Video Analysis of Elevator Experiments to Physics Achievement
Abstract views: 190 / PDF downloads: 100
DOI:
https://doi.org/10.51724/ijpce.v3iSI.110Keywords:
Course Efficiency, Diagnostic Concept Test in Elevator (DCTE), Everyday Physics, Video Course Materials of Elevator ExperimentsAbstract
The purpose of the study is to examine contribution of the experimental course materials and course activities produced from video records of physics experiments carried out in an elevator cab on learning efficiency in physics course. Quantitative research methods comprise the study pattern. The study was carried out in two different schools. Experimental group consists of 27 students, while control group consists of 46 students. In the study, data was collected by applying “Demographic Questionnaire, Virtual Experimental Questioning, Motion Experiments and Activities in Elevator and Diagnostic Concept Test in Elevator (DCTE). The obtained data were interpreted after making reliability & effect size analyses and t-test & one way ANOVA statistics. Learning efficiency of the course was interpreted by calculating according to Hake’s definition of learning gain. Reliability value of data obtained from DCTE is in 0.76; and significant differences were found in control and experimental groups. It is understood that the method applied to experimental group made significant and positive contribution to academic achievement of physics courses and learning efficiency in comparison to control group. Depending on study findings, “Using Experimental Video Course Materials in Elevator” can make positive contributions to secondary education physics curriculum.
Downloads
References
Becker, L.A. (2000). Effect Size (ES). Retrieved July 12, 2010, from http://www.uccs.edu/~faculty/lbecker/index.html.
Black, T.R. (2005). Doing Quantitative Research in the Social Sciences. Sage publication Ltd. republished 2003, 2005 pp: 402-441 and 618-659.
Bloom B.S. (1995). Human Characteristics and School Learning (İnsan Nitelikleri ve Okulda Öğrenme, translated into Turkish by D. A. Özçelik). Ankara: Pegem, pp. 202-229.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Earlbaum Associates.
Collette, A.T. and Chiappetta, E.L. (1989). Science instruction in the middle and secondary schools. Merrill Publishing Company, 327-386.
Coşkun, M.F. (2010). The effect of students’ ability to explain everyday physics phenomenaon their success: A new design of an applied physics course. Unpublished master's thesis. Marmara University Institute of Educaitonal Sciences.
Coştu, B., Ünal, S., & Ayas, A. (2007). The use of daily-life events in science teaching. Ahi Evran University Kırşehir, Education Faculty, 8(1), 197-207.
Cummings, K., Marx, J., Thorton, R., & Kuhl, D. (1999). Evaluating innovation in studio physics. American Journal of Physics, 67, 38-44.
Çorlu, M.A. (1989). Computer Supported Science and Physics Instruction. Istanbul: Derya Publishing Company, pp. 1-26.
Çorlu, M.A. (1990). Physics Teaching. Eskişehir: Anadolu University Publishing, pp. 1-70.
Doran, R. et.al. (2002). Science Educator’s Guide to Laboratory Assessment. NSTA Press, pp. 208-247.
Gay, L.R. (1996). Educational Research: Competencies for Analysis and Applications. Florida International University, Merrill Publishing, Ohio, 316-375.
Gündüz, Ş. & Çorlu, M.A. (2008). A New Diagnostic Assessment Model for Physics Problem Solving. European Physics Education Conference, GIREP 2007, Opatija.
Hake, R.R. (1998). Interactive-engagement vs. traditional methods: A six-thousand student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64-74.
Hake, R.R. (2000). Towards paradigm peace in physics-education research. The Annual Meeting of the American Educational Research Association. Retrieved June, 18, 2009 from http://www.physics.indiana.edu/~hake/
Hake, R. R. (2007). Six lessons from the physics education reform effort. Latin American Journals Physics Education, 1(1), 24-31.
İrven, F. (2010). Contribution of video analysis of elevator experiments to physics achievement. Unpublished master's thesis, Marmara University, Institute of Educational Sciences.
SERCH -Science Education Research Center- (2003). Interactive Engagement. Retrieved June, 4, 2009, from http://serc.carleton.edu/introgeo/models/IntEng.html.
Wilson, D.B. (2010). Practical Meta-Analysis Effect Size Calculator. Retrieved November 20, 2010 from http://www.campbellcollaboration.org/resources/effect_size_input.php.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2011 Eurasian Journal of Physics & Chemistry Education
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright © Authors