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Journal of Research in Science Teaching
written by Ali Eryilmaz
Investigates the effects of conceptual assignments and conceptual change discussions on high school students' achievement and misconceptions about force and motion. Analyzes pretest and posttest data from the Force Misconception and Force Achievement Tests (FMFAT). Discusses the effects on the conceptual change discussion on reducing misconceptions students held as well as improving students' achievement in force and motion.
Journal of Research in Science Teaching: Volume 39, Issue 10, Pages 1001-1015
Subjects ADS Supplements Resource Types
Education - Applied Research
- Pedagogy
Education - Basic Research
- Alternative Conceptions
- Research Design & Methodology
General Physics
- Physics Education Research
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Educators
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Available by subscription
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© 2002 John Wiley & Sons, Inc.
Additional information is available.
DOI:
10.1002/tea.10054
Keywords:
Concept Formation, Force, Learning Processes, Misconceptions, Motion, Physics, Science Education, Secondary Education
Record Creator:
Metadata instance created June 13, 2005 by Lyle Barbato
Record Updated:
October 21, 2005 by Vince Kuo
Last Update
when Cataloged:
November 14, 2002
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Record Link
AIP Format
A. Eryilmaz, J. Res. Sci. Teaching 39 (10), 1001 (2002), WWW Document, (http://dx.doi.org/10.1002/tea.10054).
AJP/PRST-PER
A. Eryilmaz, Effects of conceptual assignments and conceptual change discussions on students' misconceptions and achievement regarding force and motion J. Res. Sci. Teaching 39 (10), 1001 (2002), <http://dx.doi.org/10.1002/tea.10054>.
APA Format
Eryilmaz, A. (2002, November 14). Effects of conceptual assignments and conceptual change discussions on students' misconceptions and achievement regarding force and motion. J. Res. Sci. Teaching, 39(10), 1001-1015. Retrieved September 1, 2014, from http://dx.doi.org/10.1002/tea.10054
Chicago Format
Eryilmaz, Ali. "Effects of conceptual assignments and conceptual change discussions on students' misconceptions and achievement regarding force and motion." J. Res. Sci. Teaching. 39, no. 10, (November 14, 2002): 1001-1015, http://dx.doi.org/10.1002/tea.10054 (accessed 1 September 2014).
MLA Format
Eryilmaz, Ali. "Effects of conceptual assignments and conceptual change discussions on students' misconceptions and achievement regarding force and motion." J. Res. Sci. Teaching 39.10 (2002): 1001-1015. 1 Sep. 2014 <http://dx.doi.org/10.1002/tea.10054>.
BibTeX Export Format
@article{ Author = "Ali Eryilmaz", Title = {Effects of conceptual assignments and conceptual change discussions on students' misconceptions and achievement regarding force and motion}, Journal = {J. Res. Sci. Teaching}, Volume = {39}, Number = {10}, Pages = {1001-1015}, Month = {November}, Year = {2002} }
Refer Export Format

%A Ali Eryilmaz
%T Effects of conceptual assignments and conceptual change discussions on students' misconceptions and achievement regarding force and motion
%J J. Res. Sci. Teaching
%V 39
%N 10
%D November 14, 2002
%P 1001-1015
%U http://dx.doi.org/10.1002/tea.10054
%O text/html

EndNote Export Format

%0 Journal Article
%A Eryilmaz, Ali
%D November 14, 2002
%T Effects of conceptual assignments and conceptual change discussions on students' misconceptions and achievement regarding force and motion
%J J. Res. Sci. Teaching
%V 39
%N 10
%P 1001-1015
%8 November 14, 2002
%U http://dx.doi.org/10.1002/tea.10054


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