Analysis of Prospective Primary School Teachers’ Knowledge Regarding Chemical Representations on Crystallization Experiment (original) (raw)
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European Journal of Science and Mathematics Education
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The purpose of this study is to compare the techniques and methodologies preferred by chemistry teachers during the teaching of the ionic compounds and to determine why they prefer these techniques and methodologies. An interview technique is used in this study. The interview questions, which are examined by an expert, were used as the data collection tool. The research was conducted with 14 Chemistry Teachers (CT) in total working in the different secondary educations schools in the first academic semester of 2008-2009, in Turkey. The data obtained by interviews was analyzed with the descriptive and content analysis methods. Awareness of CT about techniques and methodologies was also examined by using the collected data. The results in this study indicate that CT were not adequately aware of different methodologies and techniques on the concept teaching except the classical ones. © 2009 Elsevier Ltd. All rights reserved Keywords: Secondary education chemistry; chemistry education; concept teaching; methodologies and techniques; ionic compounds
Slovenian Pre-Service Teachers' Conceptions about Liquid Crystals
A total of 448 first-year university students participated in the study at the beginning of the academic year 2009/10. A paper-pencil liquid crystal questionnaire (LCQ) comprising 20 items was used to evaluate students' general conceptions related to liquid crystals, their properties and to the state of matter in general. The results show that 2/3 of students are not familiar with liquid crystals at all, and the conceptions about liquid crystals of the remaining 1/3 of students are very weak. Students achieved on average only 1.5 points (19 % success) out of 8 on the items testing their conception about liquid crystals. The students' achievements in the LCQ depend on their gender, their self-assessed knowledge on liquid crystals and on their field of study. Based on the results of the LCQ, learning units were developed to stimulate students' knowledge development about liquid crystals. The learning units in which students learn about liquid crystals synthesis (chemical a...
Teachers’ solutions: a learning study about solution chemistry in Grade 8
International Journal for Lesson and Learning Studies, 2013
Purpose-The purpose of this paper is to describe the collective exploration, process and knowledge production made in a learning study about solution chemistry. Design/methodology/approach-Secondary school teachers conducted a learning study with variation theory as a guiding principle, supervised by a researcher. The relationship between teaching and learning was analyzed and evaluated in a learning study cycle of three lessons. Findings-Critical aspects when teaching solution chemistry were identified, as well as enacted patterns of variation that significantly improved students' learning. Examples of critical aspects were the particulate character of matter, especially the feature of "empty space" between particles, the connection between macroscopic phenomenon and sub-microscopic explanations and the difference between answers with everyday language and scientific language. Practical implications-The paper suggests that teachers in a learning study can produce new knowledge as well as use earlier research results when creating teaching activities that can improve their own practical work and students' learning. Originality/value-The study represents an example of research with the aim to improve teachers' practice by generating knowledge in connection with teachers' professional tasks.
International Journal for Educational and Vocational Studies
The purposes of this study is to make it easier for students to understand a material and improve students' process skills, thus making students more interactive. The learning process is carried out in groups, interactively, formulates problems, and evaluates gaps in their knowledge, studies and searches for materials related to problems and solutions to these problems. Then students can ask questions, and determine answers to questions that are excluded from everyday experience. Then they also have the ability to describe, explain and predict natural phenomena in the structure and reactivity of inorganic compounds. This study is a quantitative-research with pre-experimental One-Shot Case Study research with the research target of 7th semester students of chemistry education study program who are prospective chemistry teachers. This study uses a rubric test in the form of description questions. The results showed that the results of students' sciences process skills on the s...
Primary Teachers’ Understanding of Four Chemical Phenomena: Effect of an In-Service Training Course
Journal of Science Teacher Education, 2013
One hundred and thirty Greek primary school teachers participated in a study, where the effectiveness of a specially designed intervention on chemical changes was tested. The study took place in the wider context of an in-service training course where the key feature was an innovative approach based on the concept of a substance and its transformations, physical and chemical. In the present paper the focus is on the chemical transformations of substances. Pre-intervention, teachers were found to have a relatively limited ability in explaining chemical changes, which depends on the characteristics of the particular change, and they held a number of misconceptions similar to those of pupils. Post-intervention, teachers' descriptions and explanations were found to be significantly improved. Also, a relationship between teachers' particle ideas and their explanations was found. Implications for science education are also discussed.
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This study aims to find out whether high school students in Surakarta have misconceptions in salt hydrolysis material and to find out which concept is the most misconception experienced by high school students in Surakarta in salt hydrolysis material. This study used a descriptive approach. Data collection techniques using data triangulation technique from the results of the Three-Tier Diagnostic Test (TTDT), formative tests, and interviews. The sample used in this study was determined using a purposive sampling technique. Based on the research conducted, high school students in Surakarta experienced misconceptions in salt hydrolysis material as much as 36.75%, 35.94% Scientific knowledge, 15.63% lack of knowledge, and 10.90% error. Most misconceptions experienced by high school students in Surakarta on salt hydrolysis material occur in sub concepts: a) conclude the acid-base properties shown from salt solutions (49.91%), b) calculate the pH of the salt solution (39.15), c) analyze ...
The International Journal of Progressive Education, 2021
In the study, the effect of Predict-Observe-Explain (POE) activities carried out within the scope of argumentation-supported learning method on the detection of the conceptual understandings of the pre-service science teachers about “Solutions: Dissolving-Melting” was examined. Based on this main purpose, a case study was applied in the study, one of the qualitative research methods. The study group of the research consists of 22 pre-service science teachers. According to the data obtained at the end of the study, it was observed that pre-service teachers structured non-scientific claims and justifications, and could not use their refutation skills adequately before applications. It was observed that pre-service teachers were more willing and competent in developing scientific arguments in POE activities.
Determination of Seventh Grade Students’ Understanding of Certain Chemistry Concepts
Procedia - Social and Behavioral Sciences, 2014
In this study, it was aimed to determine 7 th grade students' understanding of some chemistry concepts. For this reason, according to Turkish Science and Technology Curriculum, a valid and reliable concept test was developed related to the concepts of "measurable properties of substance, heat and temperature, pure substance and mixture, particulate nature of substance, elements and compounds, elements and symbols, and structure of atom". During development of the test, literature was reviewed and then item pool consists of multiple-choice items was formed in accordance with the learning objectives determined by Ministry of National Education. After the test was validated by a group of chemistry educators, it was applied to 217 seventh grade students. The coefficient alpha of the last version of the test, consists of 32 items, was found as to be 0.80. The results of students' responses indicated that they commonly had misconceptions such as atoms can be seen under microscope, different elements consist of the same atoms, there is no space between particles in atoms, atoms only include nucleus. It was also found that students confused mixture and element, compound and molecule, melting and solubility, and they could not distinguish the substance that include molecules.