11th grade students conceptual understanding about torque concept: A longitudinal study

Abstract

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 analyzed 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.