Integrating Gender and Group Differences into Bridging Strategy |
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| Authors: | Serkan Y?lmaz and Ali Ery?lmaz |
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| Institution: | (1) Elementary Science Education Department, Hacettepe University, 06800 Ankara, Turkey;(2) Secondary Science and Mathematics Education Department, Middle East Technical University, 06531 Ankara, Turkey |
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| Abstract: | The main goal of this study was to integrate gender and group effect into bridging strategy in order to assess the effect
of bridging analogy-based instruction on sophomore students’ misconceptions in Newton’s Third Law. Specifically, the authors
developed and benefited from anchoring analogy diagnostic test to merge the effect of group and gender into the strategy.
Newton’s third law misconception test, attitude scale toward Newton’s third law, and classroom observation checklists were
the other measuring tools utilized throughout this quasi-experimental study. The researchers also developed or used several
teaching/learning materials such as gender and group splitted concept diagrams, lesson plans, gender splitted frequency tables,
make sense scales, PowerPoint slides, flash cards, and demonstrations. The convenience sample of the study chosen from the
accessible population involved 308 students from two public universities. The results of multivariate analysis of covariance
indicated that the bridging strategy had a significant effect on students’ misconceptions in Newton’s third law whereas it
had no significant effect on students’ attitudes toward Newton’s third law. |
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