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    Exploring Sources of Variation in Studies of Knowledge Structure Coherence: Comparing Force Meanings and Force Meaning Consistency Across Two Turkish Cities
    (WILEY, 2014) Clark, Douglas B.; Menekse, Muhsin; Ozdemir, Gokhan; D'Angelo, Cynthia M.; Schleigh, Sharon Price
    Substantial variation has been observed across an international series of studies examining the consistency of students' explanations of force and the most common meanings of force apparent in those explanations. On the surface, the variations among studies might be attributed to differences at the national level, but the studies also demonstrate differences among students from different schools in the United States. To what degree, therefore, can these variations be attributed to differences in educational systems as opposed to demographic differences or random variation? The current study compares student interviews across two cities in Turkey to provide insight into this question because Turkey, unlike the United States, has a strongly standardized national educational system. The results demonstrate no significant differences in students' consistency or meanings of force between cities. The results, however, demonstrate the expected differences across ages and majors, which suggest that the study has sufficient power. Thus, while differences have been observed between every city and country in the previous studies, and differences are observed in the current study in terms of grade level and academic majors, no differences are observed between the cities in Turkey. The implications of these findings are discussed in terms of ongoing conceptual change research. (C) 2013 Wiley Periodicals, Inc.
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    Knowledge Structure Coherence in Turkish Students' Understanding of Force
    (JOHN WILEY & SONS INC, 2009) Ozdemir, Gokhan; Clark, Douglas
    This study investigates Turkish students' knowledge structure coherence in physics. In particular, this study investigates the conflicting findings reported in loannides and Vosniadou's [loannides and Vosniadou [2002] Cognitive Science Quarterly, 2, 5-61] and diSessa, Gillespie, and Esterly's [diSessa et al. [2004] Cognitive Science, 28, 843-900] studies about students' understandings of force. loannides and Vosniadou's study of four different age levels of students in Greece demonstrated broad consistency in students' understandings of force. diSessa and colleagues' quasi-replication in the United States demonstrated conflicting results supporting a more fragmented elemental perspective on students' knowledge structure coherence. The current study investigates these conflicting findings by studying students in a third country using the analytic methods from both studies to clarify the debate over knowledge structure coherence. The levels of consistency demonstrated by students in the Current study are somewhat higher than the levels reported by diSessa. Gillespie, and Esterly according to both coding schemes, but are closer overall to the levels reported by diSessa, Gillespie, and Esterly than to the levels reported by loannides and Vosniadou. In addition, closer inspection of students' explanations suggests that students' explanations may code as consistent according to the coding schemes for a particular force meaning category but not actually represent a coherent understanding of that force meaning. These results therefore more closely support fragmented elemental perspectives on knowledge structure coherence. The results, however, demonstrate important systematicities in students' thinking and support the possibility that differences between the student populations in the countries of the original studies contributed to the differences in findings of the original studies. (C) 2009 Wiley Periodicals. Inc. J Res Sci Teach 46: 570-596, 2009
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    Utilizing Concrete Manipulatives in Contextually Distinct Situations to Assess Middle School Students' Meanings of Force
    (NECMETTIN ERBAKAN UNIV, 2017) Ozdemir, Gokhan
    Students' alternative conceptions of force are one of the most studied topics, important for both science assessment and instruction. Previous studies often described students' alternative conceptions of force with a small number of well-known frameworks by utilizing interviews and paper-pencil tests in their assessments. This study aims to explore middle school students' meanings of force with a refined assessment tool that provides a) apparent contextually different situations, b) realistic and familiar situations, and c) presentation of the situations with concrete manipulatives in questioning. Eight 8th grade students studying in the same public school were selected for the interviews. The students' responses to the interview questions were qualitatively analyzed and described in terms of their force meanings. The results of the study indicates that the students' meanings of force are multiple and divergent. Seven new meanings of force that have not been captured in previous studies were determined in the students' responses, in addition to the well-known meanings of force. The implications derived from the results of the study were discussed in terms of the potential influence of the refined assessment tool on the students' reasoning and classroom practices for conceptual change.