In the second session, the four-ite

In the second session, the four-item test was handed out to the students and a semi-structured observation was made in the type of structured field study. Following the observation, interviews in the form of a standardized open ended interview were carried out in order to clarify critical points and to learn more about the answers given. In the interviews, an additional question was prepared for each question and were handed out to the students as a printed material. The observation period in the second stage took about 60 minutes and interview took almost 20 minutes, and the data was recorded during the application. The dialogues recorded as a video record and behaviors observed during narration were presented by coding the names of the students as a written text within the flow of observation. These applications were carried out separately for the groups of first year and fifth year students. In the study, first year students were coded as A1, B1, C1, D1, E1; and fifth year students were coded as A5, B5, C5, D5 (Bademci, 2008).

The data of the second session were given as an observation form (Table 2) depending on Brown’s (1991) thought experiment classification and Gilbert and Reiner’s (2000) thought experiment characteristics and extractions from dialogue texts were given. In the current study, representing a small part of the main study, only one question out of four questions used in both sessions was chosen and the answers given to this question were analyzed. In addition, at the stage of deepening the interviews with regard to the question, it was supported with an additional question giving the conditions of the fish in the aquarium (Bademci, 2008).

Hasil (Bahasa Indonesia) 1:

In the second session, the four-item test was handed out to the students and a semi-structured observation was made in the type of structured field study. Following the observation, interviews in the form of a standardized open ended interview were carried out in order to clarify critical points and to learn more about the answers given. In the interviews, an additional question was prepared for each question and were handed out to the students as a printed material. The observation period in the second stage took about 60 minutes and interview took almost 20 minutes, and the data was recorded during the application. The dialogues recorded as a video record and behaviors observed during narration were presented by coding the names of the students as a written text within the flow of observation. These applications were carried out separately for the groups of first year and fifth year students. In the study, first year students were coded as A1, B1, C1, D1, E1; and fifth year students were coded as A5, B5, C5, D5 (Bademci, 2008).Data dari sesi kedua diberikan sebagai bentuk observasi (Tabel 2) tergantung pada Brown (1991) pemikiran percobaan klasifikasi dan Gilbert dan Reiner's pemikiran (2000) percobaan karakteristik dan ekstraksi dari teks-teks dialog diberikan. Dalam studi ini, mewakili sebagian kecil dari studi utama, hanya satu pertanyaan dari empat pertanyaan yang digunakan dalam sesi kedua dipilih dan jawaban yang diberikan untuk pertanyaan ini dianalisis. Selain itu, pada tahap memperdalam wawancara dengan pertanyaan, didukung dengan pertanyaan tambahan yang memberikan kondisi ikan di akuarium (Bademci, 2008).

Hasil (Bahasa Indonesia) 2:

Pada sesi kedua, tes empat-item yang dibagikan kepada para siswa dan observasi semi-terstruktur dibuat dalam jenis penelitian lapangan terstruktur. Setelah pengamatan, wawancara dalam bentuk wawancara berakhir terbuka standar dilakukan untuk memperjelas poin kritis dan belajar lebih banyak tentang jawaban yang diberikan. Dalam wawancara, pertanyaan tambahan disiapkan untuk setiap pertanyaan dan dibagikan kepada siswa sebagai bahan cetak. Periode pengamatan pada tahap kedua waktu sekitar 60 menit dan wawancara waktu hampir 20 menit, dan data tercatat selama aplikasi. Dialog dicatat sebagai rekor video dan perilaku yang diamati selama narasi yang disampaikan oleh coding nama-nama siswa sebagai teks tertulis dalam aliran pengamatan. Aplikasi ini dilakukan secara terpisah untuk kelompok tahun pertama dan mahasiswa tahun kelima. Dalam studi tersebut, mahasiswa tahun pertama diberi kode A1, B1, C1, D1, E1; dan mahasiswa tahun kelima diberi kode A5, B5, C5, D5 (Bademci, 2008). Data dari sesi kedua diberikan sebagai bentuk pengamatan (Tabel 2) tergantung pada Brown (1991) pemikiran percobaan klasifikasi dan Gilbert dan Reiner ( 2000) berpikir percobaan karakteristik dan ekstraksi dari teks dialog diberi. Dalam penelitian ini, yang mewakili sebagian kecil dari kajian utama, hanya satu pertanyaan dari empat pertanyaan yang digunakan dalam kedua sesi dipilih dan jawaban yang diberikan atas pertanyaan ini dianalisis. Selain itu, pada tahap memperdalam wawancara berkaitan dengan pertanyaan, itu didukung dengan pertanyaan tambahan memberikan kondisi ikan di akuarium (Bademci, 2008).