Remediating High School Students' Misconceptions Concerning Diffusion and Osmosis through Concept Mapping and Conceptual Change Text

By C. Tekkaya. 2003

104 citations recorded by the source corpus.

Subfields: Computer Networks and Communications, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/f7c5307762c1d219e5403618a6128ecebcec7938

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Computer Networks and Communications

1. M. Dikmenli
2. J. Fanèovièová
3. P. Prokop
4. Christine D. Tippett

In Education

1. Gerhard Sonnert
2. M. Dikmenli
3. J. Fanèovièová
4. Philip M. Sadler
5. P. Prokop
6. Christine D. Tippett

In Safety Research

1. M. Dikmenli
2. J. Fanèovièová
3. Gerhard Sonnert
4. Philip M. Sadler
5. P. Prokop
6. Christine D. Tippett

Citations in the corpus

• The Influence of Teachers’ Knowledge on Student Learning in Middle School Physical Science Classrooms (2013, background): “For example, Tekkaya (2003) found that middle school science students’ posttest scores on a diffusion and osmosis task employing misconceptions in an experimental group were 54.1% correct, while a control group attained only 38.7% (pretest scores were 22.5% and 19.1%, respectively).”
• STUDENTS' IDEAS ABOUT THE HUMAN BODY: DO THEY REALLY DRAW WHAT THEY KNOW? (2006, background): “Recently, numerous studies examining children’s misconceptions (Fisher, 1985; Tekkaya, 2003), alternative conceptions (Arnaudin & Mintzes, 1985), private concepts, preconceptions (Gallegos, Jerezano & Flores, 1994) and naïve theories (Mintzes, 1984) exist.”
• REFUTATION TEXT IN SCIENCE EDUCATION: A REVIEW OF TWO DECADES OF RESEARCH (2010, background): “However, research examining the use of refutation text or conceptual change text has also been conducted in Australia (Palmer, 2003), Canada (Kendeou & van den Broek, 2007), China (Chiu & Wong, 1995), Cyprus (Diakidoy, Kendeou, & Ioannides, 2002), Finland (Mikkilä-Erdmann, 2001), Italy (Mason & Gava”
• Misconceptions of cell division held by student teachers in biology: A drawing analysis (2010, background): “Therefore, new teaching strategies, such as conceptual maps, conceptual networks, semantic features analysis and conceptual change texts (Novak and Canas, 2004; Tekkaya, 2003), are chosen and students’ conceptions are taken into account when preparing lessons.”