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Inductive thematic analysis uses elimination and coding with reliability and validity checks. Results show that conventional and contemporary approaches support sound learning, yet students and teachers often fail to connect sound knowledge to daily life. Common misconceptions and confusions are compiled to inform future teaching and research.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teaching-the-sound-concept-a-review-of-science-and-physics-education-postgraduate-theses-in-turkey/593069/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teaching-the-sound-concept-a-review-of-science-and-physics-education-postgraduate-theses-in-turkey/593069.png","ImageObject",300,407,{"name":92,"@type":93},"Aran","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the goal of the study on the sound concept?","Question",{"text":112,"@type":113},"The study reviews postgraduate theses in Turkey to guide the teaching of the sound concept in science/physics education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the thesis corpus analyzed?",{"text":117,"@type":113},"Thirty-three theses were analyzed inductively using a semi-systematic review process, including elimination and coding, theme placement, and reliability/validity checks.",{"name":119,"@type":110,"acceptedAnswer":120},"What learning outcomes and main challenges did the theses report?",{"text":121,"@type":113},"Both conventional and contemporary approaches positively affect achievement or conceptual change, but students and teachers/candidates often cannot connect sound knowledge to daily life and show misconceptions, errors, and confusion.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593069,1792188612,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},137455076865,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Teaching the Sound Concept: A Review of Science and Physics Education Postgraduate Theses in Turkey  \nBy Müge Aygün * & Yasemin Hacıoğlu+  \nThe 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 culture. Thirty-three theses in the database of The Council of Higher Education Thesis Center were analyzed inductively in thesemi-systematic review process. For this, the stages of content analyses were used: Elimination and coding, placing them in themes, ensuring reliability and validity were followed respectively. Unit of analyses was conclusions of the theses and suggestions of the theses. In conclusion, both conventional and contemporary approaches have a positive effect on achievement or conceptual change on the sound concept. On the other hand, students and teachers/ candidates, in general, cannot relate their knowledge of sound to daily life, their level of knowledge is inadequate, and they have misconceptions/errors and confusions. It is beneficial to consider this situation in education. The most important output of this study is the lists of possible misconceptions or confusion about the concept of sound. Teachers and researchers can use these lists in their lessons or research.  \nKeywords: education, physics, science, sound, thesis  \nIntroduction  \nLongitudinal mechanical waves in the 20-20,000 Hertz frequency range formed as a result of the vibration of an object are called sound waves (Halliday & Resnick, 1998). Various science/physics textbooks contain topics related to sound as may be divided into four different titles: formation, structure, propagation, and perception of sound (e.g., Halliday & Resnick, 1998; Serway & Beichner, 2002). Also, it can be seen that there are textbooks, describing the subject of sound based on a context such as the physics of music (e.g., Parker, 2015). The sound subject is included directly or indirectly in different grade levels in science/physics curriculum of many countries (e.g., MoNE, 2018a; 2018b; NGSS, 2017). It is even seen in international exams such as PISA (OECD, 2019) and TIMSS (Centurino & Jones, 2017). These show the importance given to the teaching of the sound subject.  \n*  \nAssistant Professor, Department of Elementary Education, Faculty of Education, Giresun University, Turkey.  \n+Assistant Professor, Department of Science Education, Faculty of Education, Giresun University, Turkey.  \n[https://doi.org/10.30958/aje.9-2-5](https://doi.org/10.30958/aje.9-2-5) doi=10.30958/aje.9-2-5  \nOn the other hand, there are some difficulties that may be experienced in teaching the sound concept. The slow development of scientific knowledge about sound compared to other concepts may be an indicator of these difficulties. Compiling different studies, Ladachart and Nashon (2010) clarified this development process. They stated that the studies on the formation, structure, and propagation of sound started with Pythagoras in the 6th century BC and today‟s definition has been reached after the explanation of the concepts of pressure and energy in the 18th century AD. For example, it was seen that sound is perceived asa wave carrying matter. If students have this perception, it can be an obstacle to teaching the subject. Similar knowledge deficiencies/misconceptions have been detected in different student groups and teacher candidates in various articles (Beaty, 2000; Bektaş, 2015; Eshach, Lin, & Tsai, 2016; Eshach & Schwartz, 2006; Hrepic, 2002; Küçüközer, 2009; Mazens & Lautrey, 2003; Maurines, 1993; Öztürk & Atalay, 2012). Also, it is seen that learners have difficulties understanding the propagation, nature, and characteristics of the sound (Ayvacı & Bakırcı, 2018; Caleon & Subramaniam, 2010; Eshach & Schwart","cbCaifoIWBZy5pdM","https://ap.wps.com/l/cbCaifoIWBZy5pdM","pdf",461242,"English","# Introduction\n## Background and definitions of sound\n## Challenges and misconceptions in teaching sound\n## Need for a systematic thesis review\n## Study aim and scope","[{\"question\":\"What is the goal of the study on the sound concept?\",\"answer\":\"The study reviews postgraduate theses in Turkey to guide the teaching of the sound concept in science/physics education.\"},{\"question\":\"How was the thesis corpus analyzed?\",\"answer\":\"Thirty-three theses were analyzed inductively using a semi-systematic review process, including elimination and coding, theme placement, and reliability/validity checks.\"},{\"question\":\"What learning outcomes and main challenges did the theses report?\",\"answer\":\"Both conventional and contemporary approaches positively affect achievement or conceptual change, but students and teachers/candidates often cannot connect sound knowledge to daily life and show misconceptions, errors, and confusion.\"}]","Teaching the Sound Concept - A Review of Science and Physics Education Postgraduate Theses in Turkey | PDF",1792076538,48]