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Assessing the Impact of Bridging Analogies in Mechanics
Author(s) -
Yilmaz Serkan,
Eryilmaz Ali,
Geban Omer
Publication year - 2006
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/j.1949-8594.2006.tb17911.x
Subject(s) - bridging (networking) , turkish , mathematics education , analysis of covariance , psychology , inertia , test (biology) , statistical mechanics , mathematics , mechanics , computer science , physics , statistics , thermodynamics , classical mechanics , philosophy , computer network , paleontology , linguistics , biology
The effects of bridging analogies teaching strategy and gender on Turkish high school students' misconceptions in mechanics were investigated. After a pilot study with 67 students in a nearby high school, the researchers administered the revised Mechanics Misconception Test to 119 high school students as a pretest. Students in the experimental group were instructed by using bridging analogies teaching strategy. At the end of a 3‐week treatment period, the same test was administered to all students as a posttest. The data were analyzed by using analysis of covariance (ANCOVA). The statistical results showed that bridging analogies teaching strategy was an effective means of reducing the number of misconceptions students held about normal forces, frictional forces, tension, gravity, inertia, and Newton's third law.