11th Grade Students’ Conceptual Understanding about Torque Concept: A Longitudinal Study



Torque, High school students, Conceptual change, Conceptual durable


In this study, it is aimed to reveal the effect of instruction on students’ ideas about torque before instruction, after instruction and fifteen weeks after instruction. The working group consists of twenty five high school eleventh grade students. To reveal these students’ ideas about the concept of torque a concept test consisting of seven open-ended questions was prepared. These questions analyzed at three themes. Instruction was carried out for the students’ meaning making. Before instruction not faced with scientific answers about the concept of torque and students’ scientific answers has increased at post test and delayed post test. Faced with alternative concept frequency are decreased after instruction. Meaning making instruction is effective in realization of permanent conceptual change on students’ ideas about the concept of torque. Effective studies can be carried out in the realization of conceptual change in all of the students.


Cohen, L., Manion L. & Morrison, K. (2005). Research methods in education. 5th Edition, Routledge Falmer, London.

Doğru, M., Gençosman, T., Ataalkın, A. & Seker, F. (2012). Analysis of the postgraduate and doctoral theses conducted on science education. Journal of Turkish Science Education, 9(1), 49-64.

Duit, R. (2009). Bibliography – STCSE students’ and teachers’ conceptions and science education. Kiel, Germany: University of Kiel.

Gay, L.R. & Airasian, P. (2000). Educational research: competencies for analysis and application. Merrill an imprint of Prentice Hall, Upper Saddle River, New Jersey, Columbus, Ohio.

Goulding, C. (2005). Grounded theory, ethnography and phenomenology a comparative analyses of three qualitive strategies for marketing research. European Journal of Marketing, 39(3/4), 294-208.

Lising, L. & Elby, E. (2005). The impact of epistemology on learning: a case study from introductory physics. American Journal of Physics, 73(4), 372-382.

Miles, M.B. & Huberman, A.M. (1994). Qualitative data analysis. Thousand Oaks, CA:Sage.

Mortimer, E.F. & Scott, P.H. (2003). Meaning making in secondary science classroom. Open University Press, Maisenhead, Philadelphia.

Pol, H.J., Harskamp, E.G. & Suhre, C.J.M. (2008). The effect of the timing of instructional support in a computer-supported problem-solving program for students in secondary physics education. Computers in Human Behavior, 24, 1156-1178.

Pol, H.J., Harskamp, E.G., Suhre, C.J.M. & Goedhart, M.J. (2008). The effect of hints and model answers in a student-controlled problem-solving program for secondary physics education. Journal of Science Education and Technology, 17, 410-425.

Posner, G.J., Strike, K.A., Hewson, P.W. & Gertzog, W.A. (1982). Accommodation of a scientific conception: toward a theory of conceptual change. Science Education, 66(2), 211-227.

Redish, E.F. (2004). A theoretical framework for physics education research: modeling student thinking. Physics Education, Retrieved date 23.10.2013 http://arxiv.org/ftp/physics/papers/0411/0411149.pdf

Trundle, K.C., Atwood, R.K. & Christopher, J.E. (2002). Preservice elementary teachers’ conceptions of moon phases before and after instruction. Journal of Research in Science Teaching, 39(7), 633-658.

Uçar, S. (2007). Using inquiry-based instruction with web-based data archives to facilitate conceptual change about tides among preservice teachers. Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy, Graduate School of The Ohio State University, Ohio.

Vosniadou, S. & Brewer, W.F. (1994). Mental models of the day/night cycle. Cognitive Science, 18(1), 123-183.

Vosniadou, S. (1991). Designing curricula for conceptual restructuring: Lessons from the study of knowledge acquisition in astronomy. Journal of Curriculum Studies, 23, 219-237.

Vosniadou, S. (1994). Capturing and Modeling the Process of Conceptual Change, Learning and Instruction, 4, 45-69.

Yıldırım, A. & Simsek, A. (2005). Sosyal Bilimlerde Nitel Arastırma Yöntemleri. 5th ed. Ankara: Seçkin Yayıncılık. [In Turkish]




How to Cite

Sarıoğlan, A. B., & Küçüközer, H. (2014). 11th Grade Students’ Conceptual Understanding about Torque Concept: A Longitudinal Study. International Journal of Physics &Amp; Chemistry Education, 6(2), 162–175. Retrieved from https://www.ijpce.org/index.php/IJPCE/article/view/63