The effect of fire context on the conceptual understanding of students: “Expansion-contraction”


Educational Research and Reviews, vol.11, no.21, pp.1973-0, 2016 (Peer-Reviewed Journal)

  • Publication Type: Article / Article
  • Volume: 11 Issue: 21
  • Publication Date: 2016
  • Journal Name: Educational Research and Reviews
  • Journal Indexes: ERIC (Education Resources Information Center)
  • Page Numbers: pp.1973-0
  • Karadeniz Technical University Affiliated: Yes


The aim of this study is to investigate effects of the guiding materials developed based on the “fire
context” and related to “expansion-contraction” concepts in the conceptual understanding of students.
A quasi-experimental method has been used in the study. The sample group of the study consists of
5th grade students selected from elementary school. A total of 56 (experiment group 27, control group
29) students from two classes have participated in the study. A concept test, an interview consisting of
semi-structured questions, and a drawing test, have been utilised in the research. While no significant
difference (U=345, p>0.05) has been found between the pre test scores of the control group and
experiment group students, a significant difference (U= 238, p<0.05) has been found in favour of the
experiment group in the post test. A great majority of the students have explained the “expansioncontraction”
concept as “mass change”. The findings obtained from student drawings support this as
well. For future studies, development of materials which emphasise the distinction of the concepts of
flexibility and mass change and the concepts of expansion and contraction can be suggested.