Assessing the Impact of Bridging Analogies in Mechanics

YILMAZ S., ERYILMAZ A., GEBAN Ö.

SCHOOL SCIENCE AND MATHEMATICS, vol.106, no.6, pp.220-230, 2006 (ESCI) identifier

  • Publication Type: Article / Article
  • Volume: 106 Issue: 6
  • Publication Date: 2006
  • Doi Number: 10.1111/j.1949-8594.2006.tb17911.x
  • Journal Name: SCHOOL SCIENCE AND MATHEMATICS
  • Journal Indexes: Emerging Sources Citation Index (ESCI), Scopus, Academic Search Premier, Applied Science & Technology Source, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), MLA - Modern Language Association Database
  • Page Numbers: pp.220-230
  • Hacettepe University Affiliated: Yes

Abstract

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 ana lyzed 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.