Browsing by Author "Kurnaz M."

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An evaluation of changes to the Turkish high school physics curriculum
(2012-12-01) Kurnaz M.; Çepni S.
A New Turkish Physics Curriculum has been constructed between the years 2006-2009. It is to the gaining of new perspectives. The purpose of this paper, therefore, is to reflect on the nature of the New Turkish Physics Curriculum (NTPC). To this end, the authors focus on the five themes of the NTPC using a document analysis method: basic reasons and needs of the NTPC, fundamental approaches of the NTPC, learning areas of the NTPC, characteristics of teaching activities in terms of the NTPC, needs of the NTPC. This paper highlights thus focusses on the fundamentals of the NTPC and considerations of its easy adaptation into practice.
An investigation of mathematics and science questions in entrance examinations for secondary education institutions in Turkey
(2013-01-01) Incikabi L.; Kurnaz M.; Pektas M.
This study aimed to investigate LDE mathematics and science questions in terms of cognitive requirements (knowing, applying and reasoning) and structural properties (conceptual, algorithmic and graphical). The methodology adopted in the current study was document analysis. The results of this study indicated that LDE science assessments emphasized conceptual questions, while mathematics questions were more algorithmic in structure. In addition, both mathematics and science items de-emphasized graphical representations. In terms of their cognitive requirements, both science and mathematics LDE items neglected the cognitive domain of reasoning. Moreover, science questions mostly met in the intersection of knowing and conceptual, while mathematics questions often required students to apply knowledge on algorithmic questions. This study also concluded that the distribution of question requirements differed from year to year. Some implications regarding the results included that implementing a nation-wide assessment that neglects graphical representations contradicts the target goal of the mathematics and science programs in Turkey. The fact that the LDE was designed to determine the level of students' learning yet neglects reasoning questions also presents a contradiction to the curricular aims.
Investigation of the secondary school students transition situations between different representation types
(2015-01-01) Bayri N.; Kurnaz M.
Representation types of knowledge are an important case/component of learning environments. The aim of this study was to investigate student performances to make transitions between graphical representation to text, picture and table representation types. The study was conducted as a case study. An achievement test for the pressure subject, including six questions, has been applied to 348 eighth grade students who have completed their education on the pressure issue. Analysis of participant responses were made in terms of a rubric developed. The study was concluded that students were insufficient in the transition between selected representation types.
The improvement of problem-solving skills and physics concept mastery on temperature and heat topic
(2018-01-01) Batlolona J.; Baskar C.; Kurnaz M.; Leasa M.
This work aimed at knowing the improvement of problem-solving and physics concept mastery by using the learning model of Hints and Peer Interaction Learning (HPIL) model. This research used embedded experimental model design, that one class could be used as a sample even though the sample size was less than 30 students. The number of the research sample was 22 students of one of the Senior High Schools in Malang. The instruments used were 25 numbers consisting of five numbers of the essay (problem-solving skill) and 20 numbers of multiple choices items (concept mastery). The data were analyzed by using paired sample t-test. The research results showed that there was an improvement in problem-solving skill from 40.68% to 74.77% and concept mastery from 0.48% to 0.72%. The result of the t-test indicated that the value of Sigcounting