The purpose of this study is to review the postgraduate theses on science/physics education in Turkey to guide the teaching of the sound concept. Although the theses examined within the scope of this study belong to a certain region, the previous literature shows us that the learning difficulties/misconceptions are generally independent of…

When exploring and introducing sound, students need to understand that there are multiple aspects that work together to create sound. In this single class lesson, students work through an inquiry-based challenge to discover how sound can be manipulated and altered through these elements. By investigating how to manipulate sound, students are able…

Sound is one of the most commonly used physical phenomena that most of us use without considering its nature. Moreover, students often face difficulties in understanding acoustic phenomena, the most frequent one of which is the substance-based view of sound instead of a process of pressure and density differences. The current study introduces…

The goal of this dissertation project is to use embodied learning--an emerging approach to supporting student engagement--as a focal point to demonstrate how a multidimensional engagement framework can help us understand, evaluate, and design for new ways of learning. The project is situated in the context of third-grade students learning about…

Many students find it easier to express their ideas about science through talking rather than writing. However, writing in science promotes new learning, helps students consolidate and review their scientific ideas, and aids in reformulating and extending their scientific knowledge. These practices lead to formulating and defending scientific…

In this study, we investigated whether concept maps were used as often and as effectively in elementary science and technology classrooms as recommended by the National Ministry of Education (MEB) in the new curricula in Turkey. In the new elementary science and technology curricula, the MEB provides a general concept map for each unit. We used…

Introduces a functional model of sound transmission through solids and gases. Describes procedures of an activity to model how sound travels faster through solid materials than gases. Use dominoes to represent the particles of solids and gases. (KHR)

Describes a simple, direct method to demonstrate the effects of the boundary conditions on sound impulse reflections in pipes. A graphical display of the results can be made using a pipe, cork, small hammer, microphone, and fast recording electronics. Explains the principles involved. (LZ)

Investigated the effects of direct experiences with sounds that vary in loudness and pitch contrasted with the effect of adding an instructional experience in which children (n=115 five- and six-year-old children) were involved in conversations and demonstrations about volume and pitch differences in sound. Concludes that experience coupled with…

Examines the work of one teacher who taught the topic of sound to grade 8 students over a period of three weeks. Presents the findings of the study as five assertions using interpretive research methodology. Concludes with a discussion on the current reforms, which support that the integration of teaching with assessment leads to improvement of…

Describes a method for producing beat frequencies by carrying a vibrating tuning fork quickly toward a wall or chalkboard. A mathematical explanation is provided. (MVL)

Discusses implementation of a conceptual physics course with emphases upon aspects of acoustics. Includes an outline of the syllabus used. (CC)

Effective ways to teach the science of acoustics to non-engineering students are presented and discussed. Topics include the physics of sound, sound wave phenomena, and noise control. (MLH)

This article describes a demonstration in which a straightened coathanger supported by threads and held near the ears resembles bells or gongs when struck. A mathematical explanation of the effect is provided. (MVL)