英语翻译Revealing the effect of teaching the subject of direct current through analogy method on science students’ attitudes towards physics lesson has been aimed in this research.In the end of the research it has been determined that there are

英语翻译Revealing the effect of teaching the subject of direct current through analogy method on science students’ attitudes towards physics lesson has been aimed in this research.In the end of the research it has been determined that there are
英语翻译
Revealing the effect of teaching the subject of direct current through analogy method on science students’ attitudes towards physics lesson has been aimed in this research.In the end of the research it has been determined that there are noticable increases in students’ attitudes towards physics lesson after the practice.According to this case,it can be said that telling the subject through analogy method increases students’interests and attitudes towards physics lesson.Paris & Glynn (2004) emphasize that using analogy in lesson increases proportionally students’ both interests and attitudes in their studies.Ekici and others (2007) also state that teacher candidates are pleased to study with analogies,they have positive attitudes and manners after the practice and this finding indicates similarity with this result of the study.Another result obtained in the study is that there is no meaningul difference among students before and after the practice in the aspect of their genders.This case can be explained in the way that duration of the practice is a short duration as 6 weeks and it is difficult to observe a change in students’ attitudes in the aspect of gender in this duration.On the other hand,it has been determined that students’ average of post-test points increased
compared with their average of pre-test points.Dilber (2006) also obtains similar results in a study and it shows a parallellism with results of the study.

英语翻译Revealing the effect of teaching the subject of direct current through analogy method on science students’ attitudes towards physics lesson has been aimed in this research.In the end of the research it has been determined that there are
揭示了教学的主体的影响直流电通过类比方法对科学的学生态度的物理课一直致力于在这个研究.在研究的最后,我们已经确定有明显增加学生的态度训练后的物理课.根据这种情况下,可以这样说,告诉主题通过类比方法增加学生利益和态度的物理课.巴黎&格林(2004)强调,通过类比课的学生比例增加无论是利益和态度,在他们的研究.Ekici和其他人(2007)还状态,教师候选人很高兴地研究与类比,他们有积极的态度和礼仪训练后,这个发现表明相似之处,这个结果的研究.另一个研究结果是,没有有意义的学生间的差异之前和之后的实践方面的性别.本例中可以解释的方式持续的练习是很短的一段时间为6周,很难看出学生态度的变化方面的性别在这个时间.另一方面,经测定,学生的平均增加检测后点
相比他们的平均预测试分.迪(2006)也得到类似的结果在一项研究中,它显示了一个平行解决与研究的结果.

Revealing the effect of teaching the subject of direct current through analogy method on science students’ attitudes towards physics lesson has been aimed in this research.
揭示了教学的主体的影响直流电通过类比方法对科...

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Revealing the effect of teaching the subject of direct current through analogy method on science students’ attitudes towards physics lesson has been aimed in this research.
揭示了教学的主体的影响直流电通过类比方法对科学的学生态度的物理课一直致力于在这个研究。
In the end of the research it has been determined that there are noticable increases in students’ attitudes towards physics lesson after the practice.
在研究的最后,我们已经确定有明显增加学生的态度训练后的物理课。
According to this case, it can be said that telling the subject through analogy method increases students’interests and attitudes towards physics lesson.
根据这种情况下,可以这样说,告诉主题通过类比方法增加学生利益和态度的物理课。
Paris & Glynn (2004) emphasize that using analogy in lesson increases proportionally students’ both interests and attitudes in their studies.
巴黎&格林(2004)强调,通过类比课的学生比例增加无论是利益和态度,在他们的研究。
Ekici and others (2007) also state that teacher candidates are pleased to study with analogies, they have positive attitudes and manners after the practice and this finding indicates similarity with this result of the study.
Ekici和其他人(2007)还状态,教师候选人很高兴地研究与类比,他们有积极的态度和礼仪训练后,这个发现表明相似之处,这个结果的研究。
Another result obtained in the study is that there is no meaningul difference among students before and after the practice in the aspect of their genders.
另一个研究结果是,没有meaningul学生间的差异之前和之后的实践方面的性别。
This case can be explained in the way that duration of the practice is a short duration as 6 weeks and it is difficult to observe a change in students’ attitudes in the aspect of gender in this duration.
本例中可以解释的方式持续的练习是很短的一段时间为6周,很难看出学生态度的变化方面的性别在这个时间。
On the other hand, it has been determined that students’ average of post-test points increased
另一方面,经测定,学生的平均增加检测后点
compared with their average of pre-test points.
相比他们的平均预测试分。
Dilber (2006) also obtains similar results in a study and it shows a parallellism with results of the study.
迪(2006)也得到类似的结果在一项研究中,它显示了一个parallellism与研究的结果。
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揭示了教学的主体的影响直流电通过类比方法对科学的学生态度的物理课一直致力于在这个研究。在研究的最后,我们已经确定有明显增加学生的态度训练后的物理课。根据这种情况下,可以这样说,告诉主题通过类比方法增加学生利益和态度的物理课。巴黎&格林(2004)强调,通过类比课的学生比例增加无论是利益和态度,在他们的研究。Ekici和其他人(2007)还状态,教师候选人很高兴地研究与类比,他们有积极的态度和礼仪训...

全部展开

揭示了教学的主体的影响直流电通过类比方法对科学的学生态度的物理课一直致力于在这个研究。在研究的最后,我们已经确定有明显增加学生的态度训练后的物理课。根据这种情况下,可以这样说,告诉主题通过类比方法增加学生利益和态度的物理课。巴黎&格林(2004)强调,通过类比课的学生比例增加无论是利益和态度,在他们的研究。Ekici和其他人(2007)还状态,教师候选人很高兴地研究与类比,他们有积极的态度和礼仪训练后,这个发现表明相似之处,这个结果的研究。另一个研究结果是,没有meaningul学生间的差异之前和之后的实践方面的性别。本例中可以解释的方式持续的练习是很短的一段时间为6周,很难看出学生态度的变化方面的性别在这个时间。另一方面,经测定,学生的平均增加检测后点
相比他们的平均预测试分。迪(2006)也得到类似的结果在一项研究中,它显示了一个parallellism与研究的结果。

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