Prospective Teachers’ Levels of Understanding Heisenberg Uncertainty Principle and the Impact of Writing Activities for Learning Purposes on Academic Success

dc.creator	Ali YILDIZ
dc.creator	Erdoğan BÜYÜKKASAP
dc.date	2011-12-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:16:45Z
dc.date.available	2015-08-12T11:16:45Z
dc.identifier	1304-6020
dc.identifier	https://doaj.org/article/a2c12e1d1cd84b479a942489e80e661a
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/25836
dc.description	This study examines prospective teachers’ levels of understanding the Heisenberg uncertainty principle, and the impact of writing activities for learning purposes on the success of prospective teachers. These prospective teachers study in the Science Teaching Program of the Faculty of Education and take the course Introduction to Modern Physics. In this study, a semi-experimental design with a 'pretest'- 'posttest' control group was used. Research data were obtained via a questionnaire comprising qualitative questions prepared by the researchers. In all the groups, the lesson was taught by utilizing the verbal-written lecture method. In addition, each student in the experimental group wrote a letter to a senior high school student in order to explain the Heisenberg uncertainty principle in an understandable way. On the other hand, students in the control group solved the problems relating to the topic in the course book. A total of 111 third year students studying in the academic year 2007-2008 participated in the present study. 54 of these students were female and 57 of them were male. Research findings indicated that prospective teachers have low levels of understanding the Heisenberg uncertainty principle, and qualitative and quantitative comparisons of posttest results of the experimental group and control group, and success percentages in the written examination were in favor of the experimental group. In addition, the opinions of students about writing activities for learning purposes were determined by means of additional questions to the posttest. 91.4% of the students mentioned that they understood the Heisenberg uncertainty principle about which they wrote the letter. These students also stated that this activity helped in their learning of this topic.
dc.language	Turkish
dc.language	English
dc.publisher	Ekip Ltd. Sti
dc.relation	www.tused.org
dc.relation	https://doaj.org/toc/1304-6020
dc.source	Journal of Turkish Science Education, Vol 8, Iss 4, Pp 134-153 (2011)
dc.subject	Comprehension Level
dc.subject	Heisenberg Uncertainty Principle
dc.subject	Writing to Learn
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Prospective Teachers’ Levels of Understanding Heisenberg Uncertainty Principle and the Impact of Writing Activities for Learning Purposes on Academic Success
dc.type	article