THE EFFECTS OF SIMULATION-BASED AND MODEL-BASED EDUCATION ON THE TRANSFER OF TEACHING WITH REGARD TO MOON PHASES


Ucar S.

JOURNAL OF BALTIC SCIENCE EDUCATION, cilt.13, ss.327-338, 2014 (SSCI İndekslerine Giren Dergi) identifier

  • Cilt numarası: 13 Konu: 3
  • Basım Tarihi: 2014
  • Dergi Adı: JOURNAL OF BALTIC SCIENCE EDUCATION
  • Sayfa Sayıları: ss.327-338

Özet

Several researchers have investigated the knowledge of the causes of moon phases and how to promote the scientific understanding of these phases. However, these scholars did not determine whether this learning was transferred to the following education. The purpose of this study was to investigate the effectiveness of two different types of education on the transfer of learning with regard to astronomy content. No significant change in the understanding of the moon's phases was observed between the groups, but a significant change in the transfer scores of the groups was observed. This result could indicate that the education increased the participants' understanding of moon phases and that the participants in the simulation group were able to more adequately transfer their knowledge. The alternative conceptions of the causes of the moon phases were transferred to the context of the earth's phases. In other words, alternative conceptions are transferred to new learning situations. Therefore, the alternative conceptions that the participants hold should be carefully observed when new learning is transferred.

Several researchers have
investigated the knowledge of the causes
of moon phases and how to promote the
scientifi c understanding of these phases.
However, these scholars did not determine
whether this learning was transferred to
the following education. The purpose of
this study was to investigate the eff ectiveness
of two diff erent types of education
on the transfer of learning with regard
to astronomy content. No signifi cant
change in the understanding of the moon’s
phases was observed between the groups,
but a signifi cant change in the transfer
scores of the groups was observed. This
result could indicate that the education
increased the participants’ understanding
of moon phases and that the participants
in the simulation group were able to more
adequately transfer their knowledge. The
alternative conceptions of the causes of the
moon phases were transferred to the context
of the earth’s phases. In other words,
alternative conceptions are transferred to
new learning situations. Therefore, the alternative
conceptions that the participants
hold should be carefully observed when
new learning is transferred.