The physics of sound is a foundational component of Speech and Language Therapy (SLT) education, yet students often struggle to transfer physics knowledge from traditional instructional settings to applied disciplinary contexts. This study investigated first-year SLT students’ performance on decontextualized and context-linked physics assessments in a Physics of Sound course, together with their epistemological beliefs about physics. A quantitative, exploratory correlational design was employed with 21 undergraduate students. Data were collected from routinely administered course assessments, including a decontextualized midterm examination, a context-linked final examination, and the Colorado Learning Attitudes about Science Survey (CLASS).
| Published in | Education Journal (Volume 15, Issue 1) |
| DOI | 10.11648/j.edu.20261501.14 |
| Page(s) | 25-34 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2026. Published by Science Publishing Group |
Conceptual Understanding, Context-Based Assessment, Physics of Sound, Physics for Non-physicists, Speech and Language Therapy
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APA Style
Ozmen, K. (2026). Decontextualized and Context-Linked Assessment in a Physics Course for SLT Students. Education Journal, 15(1), 25-34. https://doi.org/10.11648/j.edu.20261501.14
ACS Style
Ozmen, K. Decontextualized and Context-Linked Assessment in a Physics Course for SLT Students. Educ. J. 2026, 15(1), 25-34. doi: 10.11648/j.edu.20261501.14
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Download@article{10.11648/j.edu.20261501.14,
author = {Kubra Ozmen},
title = {Decontextualized and Context-Linked Assessment in a Physics Course for SLT Students},
journal = {Education Journal},
volume = {15},
number = {1},
pages = {25-34},
doi = {10.11648/j.edu.20261501.14},
url = {https://doi.org/10.11648/j.edu.20261501.14},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20261501.14},
abstract = {The physics of sound is a foundational component of Speech and Language Therapy (SLT) education, yet students often struggle to transfer physics knowledge from traditional instructional settings to applied disciplinary contexts. This study investigated first-year SLT students’ performance on decontextualized and context-linked physics assessments in a Physics of Sound course, together with their epistemological beliefs about physics. A quantitative, exploratory correlational design was employed with 21 undergraduate students. Data were collected from routinely administered course assessments, including a decontextualized midterm examination, a context-linked final examination, and the Colorado Learning Attitudes about Science Survey (CLASS).},
year = {2026}
}
TY - JOUR T1 - Decontextualized and Context-Linked Assessment in a Physics Course for SLT Students AU - Kubra Ozmen Y1 - 2026/02/20 PY - 2026 N1 - https://doi.org/10.11648/j.edu.20261501.14 DO - 10.11648/j.edu.20261501.14 T2 - Education Journal JF - Education Journal JO - Education Journal SP - 25 EP - 34 PB - Science Publishing Group SN - 2327-2619 UR - https://doi.org/10.11648/j.edu.20261501.14 AB - The physics of sound is a foundational component of Speech and Language Therapy (SLT) education, yet students often struggle to transfer physics knowledge from traditional instructional settings to applied disciplinary contexts. This study investigated first-year SLT students’ performance on decontextualized and context-linked physics assessments in a Physics of Sound course, together with their epistemological beliefs about physics. A quantitative, exploratory correlational design was employed with 21 undergraduate students. Data were collected from routinely administered course assessments, including a decontextualized midterm examination, a context-linked final examination, and the Colorado Learning Attitudes about Science Survey (CLASS). VL - 15 IS - 1 ER -
Department of Audiology, Baskent University, Ankara, Turkey
