期刊名称：Necatibey Faculty of Education, Electronic Journal of Science and Mathematics Education
印刷版ISSN：1307-6086
出版年度：2011
卷号：5
期号：2
出版社：Necatibey Faculty of Education
摘要：The study, which consists of two sections, was participated by science track students (n:146) studying at 11th grade. The first section involves an analysis on whether analogies could be utilized as supplementary evaluation tools in determining students’ misconceptions. Students were asked to take a Electricity Concept Test and create analogies at the beginning and end of the Electric Current topic. The second section of the study administered to a similar group of participants aimed to analyze the effects of analogies on overcoming students’ misconceptions about Electric Current topic. The research concluded that electric concept test and analogies could be utilized as supplementary evaluation tools in determining students’ misconceptions and teaching using analogies was more efficient than the plain instruction method without analogies in overcoming the misconceptions, creating the conceptual change and increasing students’ achievement levels.
