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dc.contributor.authorAtasoy, Şengül
dc.date.accessioned2020-12-19T20:03:56Z
dc.date.available2020-12-19T20:03:56Z
dc.date.issued2013
dc.identifier.citationAtasoy, S. (2013). Effect of writing-to-learn strategy on undergraduates' conceptual understanding of electrostatics. Asia-Pacific Education Researcher, 22(4), 593-602. https://doi.org/10.1007/s40299-013-0062-4en_US
dc.identifier.issn0119-5646
dc.identifier.issn2243-7908
dc.identifier.urihttps://doi.org/10.1007/s40299-013-0062-4
dc.identifier.urihttps://hdl.handle.net/11436/3257
dc.descriptionAtasoy, Sengul/0000-0002-7664-1010en_US
dc.descriptionWOS: 000325714000024en_US
dc.description.abstractThe purpose of this study is to explore the effect of Writing-to-Learn (WTL) strategy on undergraduates' conceptual understanding of electrostatics. the sample of the study was 54 university students registered at elementary school mathematics education department. While the experimental group was asked to conduct WTL activities like explanatory writing, the teachers in the control group carried on their classes with traditional methods like questioning. Conceptual discussions were made during the instruction in both groups. the data of the study were gathered by Electrostatics Conceptual Test. the data were analyzed both qualitatively and quantitatively. the results of the study showed that there was a significant difference between the levels of improvement of conceptual understanding in groups favoring the experimental group. It was suggested that writing-based activities should be used to improve the conceptual understanding of students in numerical calculation-based courses like physics and mathematics.en_US
dc.language.isoengen_US
dc.publisherSpringer Heidelbergen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectWriting-to-learn strategyen_US
dc.subjectElectrostaticsen_US
dc.subjectUndergraduateen_US
dc.subjectConceptual understandingen_US
dc.titleEffect of writing-to-learn strategy on undergraduates' conceptual understanding of electrostaticsen_US
dc.typearticleen_US
dc.contributor.institutionauthorRTEÜ, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimi Bölümü
dc.contributor.institutionauthorAtasoy, Şengül
dc.identifier.doi10.1007/s40299-013-0062-4
dc.identifier.volume22en_US
dc.identifier.issue4en_US
dc.identifier.startpage593en_US
dc.identifier.endpage602en_US
dc.relation.journalAsia-Pacific Education Researcheren_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US


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