期刊名称：Eurasian Journal of Physics and Chemistry Education
印刷版ISSN：1306-3049
出版年度：2014
卷号：6
期号：2
语种：English
出版社：Moment Publications
摘要：In this study, it is aimed to reveal the effect of instruction on students’ ideas about torque before instruction, after instruction and fifteen weeks after instruction. The working group consists of twenty five high school eleventh grade students. To reveal these students’ ideas about the concept of torque a concept test consisting of seven open-ended questions was prepared. These questions analysed at three themes. Instruction was carried out for the students’ meaning making. Before instruction not faced with scientific answers about the concept of torque and students’ scientific answers has increased at post test and delayed post test. Faced with alternative concept frequency are decreased after instruction. Meaning making instruction is effective in realization of permanent conceptual change on students’ ideas about the concept of torque. Effective studies can be carried out in the realization of conceptual change in all of the students.
关键词：Torque, High school students, Conceptual change, Conceptual durable
