{"id":247473,"date":"2016-07-20T02:00:00","date_gmt":"2016-07-19T23:00:00","guid":{"rendered":"http:\/\/www.fyysika.ee\/?guid=59aab52d1981b3708586676e68599898"},"modified":"2016-07-20T02:00:00","modified_gmt":"2016-07-19T23:00:00","slug":"facilitating-conceptual-change-in-students-understanding-of-concepts-related-to-pressure","status":"publish","type":"post","link":"https:\/\/www.fyysika.ee\/?p=247473","title":{"rendered":"Facilitating conceptual change in students\u2019 understanding of concepts related to pressure"},"content":{"rendered":"<p>The aim of this research was to explore the effects of three different types of methods of learning<br \/>\nphysics (conceptual change-based, real life context-based and traditional learning) on high school<br \/>\nphysics students in the 11th grade in terms of conceptual change they achieved in learning about the<br \/>\nvarious topics (pressure exerted by solids, pressure in stagnant liquids and gases, buoyancy,<br \/>\nBernoulli\u2019s principle). In this study, a pre-test\/post-test quasi-experimental method with<br \/>\nnonequivalent control group, involving a 3 (group) \u00d7 2 (time) factorial design was used. Study group<br \/>\n1 were given the conceptual change texts on the mentioned subjects, study group 2 were offered a<br \/>\nteaching approach based on real life context-based learning, whereas the control group was taught in<br \/>\nthe traditional style. Data for the research were collected with the \u2018pressure conceptual test\u2019. As<br \/>\na result of research, the number of misconceptions had been reduced or shifted altogether in all<br \/>\nthree groups&#8230;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>The aim of this research was to explore the effects of three different types of methods of learning<br \/>\nphysics (conceptual change-based, real life context-based and traditional learning) on high school<br \/>\nphysics students in the 11th grade in terms of conc&#8230;<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_genesis_hide_title":false,"_genesis_hide_breadcrumbs":false,"_genesis_hide_singular_image":false,"_genesis_hide_footer_widgets":false,"_genesis_custom_body_class":"","_genesis_custom_post_class":"","_genesis_layout":"","footnotes":""},"categories":[178],"tags":[],"class_list":{"0":"post-247473","1":"post","2":"type-post","3":"status-publish","4":"format-standard","6":"category-rss-fuusikaharidus","7":"entry"},"_links":{"self":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/posts\/247473","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=247473"}],"version-history":[{"count":0,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/posts\/247473\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=247473"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=247473"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=247473"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}