Analyzing students' conceptualization through their drawings

Simple item page
dc.contributor.authorUzunboylu, H.
dc.contributor.buuauthorİlkörücü, Şirin Göçmençelebi
dc.contributor.buuauthorTapan, Menekşe Seden
dc.contributor.departmentUludağ Üniversitesi/Eğitim Fakültesi/Matematik ve Fen Bilgisi Eğitimi Bölümü.tr_TR
dc.contributor.orcid0000-0002-1860-852Xtr_TR
dc.contributor.researcheridW-2281-2017tr_TR
dc.contributor.scopusid36543918400tr_TR
dc.contributor.scopusid26657063600tr_TR
dc.date.accessioned2022-07-01T08:40:19Z
dc.date.available2022-07-01T08:40:19Z
dc.date.issued2010
dc.descriptionBu çalışma, 04-08 Şubat 2010 tarihleri arasında İstanbul[Türkiye]’da düzenlenen 2. World Conference on Educational Sciences (WCES-2010)’da bildiri olarak sunulmuştur.tr_TR
dc.description.abstractThe aim of this study is to propose a categorization of concept drawings that permits the analysis of preservice primary teachers' conceptualization. Students were asked to draw a rectangle in the course of a mathematics lesson and a flower in that of science. The sample included 50 students from the primary education department at Uludag University, Bursa, Turkey. Their responses were analyzed using the same grid. Two main categories were distinguished: the drawing of a concept's structure (conceptual, iconic, redundant/missing drawing) and labeling/coding of the concept's parts (comprehensive, partial, incorrect labeling). The first finding shows that students who produced a response categorized as conceptual and iconic drawings were identified as in the comprehensive labeling category. Thus, there may be a relationship between conceptual and iconic drawings and conceptual comprehension. Another finding concerns the similarities in the categorization of responses for both maths and science questions. Students who made iconic and conceptual drawings were able to label more correctly than students who drew a redundant/missing drawing. In addition, it can also be said that for the biology drawing the whole flower was observed whereas in geometry an abstract subject which is not generally observed was made physical by the drawing.en_US
dc.identifier.citationİlkörücü, G. Ş. ve Tapan, M. S. (2010). "Analyzing students' conceptualization through their drawings". ed. H. Uzunboylu, Procedia Social and Behavioral Sciences, Innovation and Creativty in Education, 2(2), 2681-2684.en_US
dc.identifier.endpage2684tr_TR
dc.identifier.issn1877-0428
dc.identifier.issue2tr_TR
dc.identifier.scopus2-s2.0-77957710786tr_TR
dc.identifier.startpage2681tr_TR
dc.identifier.urihttps://doi.org/10.1016/j.sbspro.2010.03.395
dc.identifier.urihttps://www.sciencedirect.com/science/article/pii/S1877042810004350
dc.identifier.urihttp://hdl.handle.net/11452/27593
dc.identifier.volume2tr_TR
dc.identifier.wos000282002802111tr_TR
dc.indexed.scopusScopusen_US
dc.indexed.wosCPCISSHen_US
dc.language.isoenen_US
dc.publisherElsevieren_US
dc.relation.journalProcedia Social and Behavioral Sciences, Innovation and Creativty in Educationen_US
dc.relation.publicationcategoryKonferans Öğesi - Uluslararasıtr_TR
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectPrimary teachersen_US
dc.subjectBiological drawingen_US
dc.subjectGeometric drawingen_US
dc.subjectScience educationen_US
dc.subjectMathematics educationen_US
dc.subjectPlantsen_US
dc.subjectEducation & educational researchen_US
dc.subject.scopusConceptual Change; Misconceptions; Instructionen_US
dc.subject.wosEducation & educational researchen_US
dc.titleAnalyzing students' conceptualization through their drawingsen_US
dc.typeProceedings Paper

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
İlkkorucu_Tapan_2010.pdf
Size:
196.03 KB
Format:
Adobe Portable Document Format
Description:
Download
License bundle
Now showing 1 - 1 of 1
Name:
license.txt
Size:
1.71 KB
Format:
Item-specific license agreed upon to submission
Description:
Download

Collections

Web of Science
Scopus