The effects of analogy on students' understanding of direct current circuits and attitudes towards physics lessons

Gokhan Ugur, Refik Dilber, Yasemin Senpolat, Bahattin Duzgun


APA 6th edition
Ugur, G., Dilber, R., Senpolat, Y., & Duzgun, B. (2012). The effects of analogy on students' understanding of direct current circuits and attitudes towards physics lessons. European Journal of Educational Research, 1(3), 211-223. doi:10.12973/eu-jer.1.3.211

Harvard
Ugur G., Dilber R., Senpolat Y., and Duzgun B. 2012 'The effects of analogy on students' understanding of direct current circuits and attitudes towards physics lessons', European Journal of Educational Research , vol. 1, no. 3, pp. 211-223. Available from: http://dx.doi.org/10.12973/eu-jer.1.3.211

Chicago 16th edition
Ugur, Gokhan , Dilber, Refik , Senpolat, Yasemin and Duzgun, Bahattin . "The effects of analogy on students' understanding of direct current circuits and attitudes towards physics lessons". (2012)European Journal of Educational Research 1, no. 3(2012): 211-223. doi:10.12973/eu-jer.1.3.211

Abstract

This study investigated the effects of analogy on the elimination of students’ misconceptions about direct current circuits, students’ achievement and the attitudes towards physics lessons. The sample of this study consisted of 51 11th grade students from two different classes. While one of the classes was the experimental group where analogy was used in the lessons, the other class was the control group where the traditional methods are employed in lessons and this selection was made randomly. When the obtained results were examined, it was seen that teaching with analogy has a significantly positive effect on the elimination of misconception and achievement although it has almost no effect on the attitudes of towards physics.

Keywords: Analogy, teaching, physics education, students, achievement