How do high school students know diffusion and osmosis? High school students' difficulties in understanding diffusion & osmosis

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dc.contributor.authorOztas, Fulya
dc.date.accessioned2020-03-26T18:51:00Z
dc.date.available2020-03-26T18:51:00Z
dc.date.issued2014
dc.departmentSelçuk Üniversitesien_US
dc.description5th World Conference on Educational Sciences (WCES) -- FEB 05-08, 2013 -- Rome Sapienza Univ, Rome, ITALYen_US
dc.description.abstractThe previous researches results seem to suggest that some aspects of learning of diffusion and osmosis concepts such as membranes, kinetic energy of matter, and elements of the particulate and random nature of matter could lead to misconceptions. The concept of diffusion is very common in science instruction, and understanding the concept is an important precursor to instruction in life science and physical science. The learning of concentration and tonicity processes of diffusion and osmosis, life forces influence on diffusion and osmosis, and random nature of matter were difficult learning for students. It appears that misconceptions may play a larger role students learn diffusion and osmosis concepts. What could be take place the active role of the student learning without misconceptions of diffusion and osmosis. It is possible suggest, students should actively engaged in constructing knowledge. During each phase of the learning, students should actively manipulating materials, recording data, or analyzing results. Students should encourage to discuss findings in groups and with the class. The teacher acts as a facilitator via making connections between concepts. Students may debate and argue a relationship between concepts and their contents this may provides paying their attention experiences with the concepts. Because of its importance of diffusion and osmosis, it may be beneficial to investigate misconceptions of high school students. The purpose of this study was to investigate students' understanding about scientifically acceptable content knowledge by exploring the relationship between knowledge of diffusion and osmosis and a student's confidence in their content knowledge following instruction. (C) 2013 The Authors. Published by Elsevier Ltd.en_US
dc.description.sponsorshipNear E Univ, Ankara Univ, Bahcesehir Univen_US
dc.identifier.doi10.1016/j.sbspro.2014.01.822en_US
dc.identifier.endpage3682en_US
dc.identifier.issn1877-0428en_US
dc.identifier.startpage3679en_US
dc.identifier.urihttps://dx.doi.org/10.1016/j.sbspro.2014.01.822
dc.identifier.urihttps://hdl.handle.net/20.500.12395/30907
dc.identifier.volume116en_US
dc.identifier.wosWOS:000335471203147en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.language.isoenen_US
dc.publisherELSEVIER SCIENCE BVen_US
dc.relation.ispartof5TH WORLD CONFERENCE ON EDUCATIONAL SCIENCESen_US
dc.relation.ispartofseriesProcedia Social and Behavioral Sciences
dc.relation.publicationcategoryKonferans Öğesi - Uluslararası - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.selcuk20240510_oaigen_US
dc.subjectOsmosisen_US
dc.subjectdiffusionen_US
dc.subjectHigh schoolen_US
dc.subjectcell membraneen_US
dc.titleHow do high school students know diffusion and osmosis? High school students' difficulties in understanding diffusion & osmosisen_US
dc.typeConference Objecten_US

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