We investigate how chemistry-teacher students and teachers interpret chemical equations regarding the sub-microscopic level of solid ionic salts and their solutions. Addressing participants’ skills in making sense of chemical formulas might significantly influence students’ conceptual understanding: ionic salts formulas like Na2CO3(s), CaCO3(s), MgO(s) were established in the questionnaire. A coding system used to reveal participants’ reasoning correspond to their misconceptions. The enrolled participants were 101 undergraduate chemistry education students from Indonesia and Ethiopia and 24 chemistry teachers from Indonesia and Tanzania. Our results showed students’ and teachers’ difficulties in figuring out the involved ions of provided salts and interpreting the chemical formulas. Consequently, general chemistry learning should provide better fundamental knowledge on the submicroscopic level based on involved particles like atoms, ions, and molecules. It would also be helpful to introduce an appropriate sequence of historical ideas to find the existence of atoms, ions, and molecules.
This study explores undergraduate chemistry education at Kotebe University of Education (KUE) in terms of the ontological orientations, patterns in and source domains of the educators’ and undergraduate students’ senses...
Atom possesses controversial ontological accounts even in a single discipline such as chemistry. Its essence as a reality and inclusion in science education has been subjected to numerous philosophical and scientific debates. The educational literature also shows that the ancient corpuscular notion is dominantly portrayed within the curriculum and instruction of many educational settings. The fundamental problem is that the chemists, educators, philosophers, and historians of chemistry themselves haven’t had a substantial agreement on any of the philosophical and scientific accounts due to their longstanding philosophical divide between the different positions of positivism and realism. Neither has the historical perspective of philosophy and science been reasonably acknowledged in science/chemistry education. We aimed in this interpretative case study to figure out how much Dalton’s pursuit of the chemical atomism is worth to 22 purposely selected and interviewed prospective teachers. The resulting transcripts were analyzed using HPS, the seven milestones of its case study. As a result, one major and two minor themes were found none of which match any of the themes of the milestones. Moreover, the entire narrative lacks some essential perspectives and contexts of HPS in general and Dalton’s experimentations in particular. Misjudgment of his indivisibility notion, for example, is a drawback associated with this limitation. Thus, more inquiries are needed to be conducted in the long run into the curriculum and classroom practice while departmental discussions on such issues are suggested in the short run.
This study examines the extent to what the program implemented in educators' instructional process. A survey research method of mixed approach was employed by which observation, questionnaire and interview were used as data gathering tools. As a result, the overall extent to which the programme is being applied in the educators' instructional process was found to be not satisfactory due to session planning and action research that seen as not being practiced at all in the colleges. Besides, most limitations identified during observation overlap with that of our pre-service teachers diagnosed during independent teaching practice. As influential factors, three potential challenges were found and discussed in line with the desired recommendations.
This study aimed to uncover the ontological orientations of educators’ sense of the atom of Kotebe Metropolitan University (KMU), Ethiopia. Thus, an interpretative case study design was employed, with the...
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