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The purpose of this study is to highlight collectively assimilated knowledge by upper secondary school French students (grades 10 to12) and to identify and describe the students' representations and misconceptions related to the concepts of 'atom' and 'molecule'. In order to understand assimilated knowledge better, the school science curricula and textbooks have been examined so as to identify the intended development of the conceptualisation of these concepts within the school curricula. This study is based on the written answers given by school students to four questions concerning these concepts, submitted a long time after the teaching has taken place. The analysis of the students' answers shows the various representations and misconceptions that concern the concepts of atom and molecule at each student level and allows us to see their evolution over these three years. [Chem.

UPPER SECONDARY FRENCH STUDENTS, CHEMICAL TRANSFORMATIONS AND THE REGISTER OF MODELS: A CROSS-SECTIONAL STUDY AbstractThe purpose of this study is to identify how upper secondary school French students (grade 10 to 12) interpret chemical transformation with regards to the changes within molecules and atoms and in terms of intramolecular and/or intermolecular bond breaking. In order to identify and describe the students' assimilated knowledge, four questions were asked to 930 students using a written questionnaire submitted a long time after the related teaching took place. There is much research into student learning in the concept areas discussed here (atoms and molecules, chemical change, chemical bonding) as reviewed in the paper. The present study presents data from an educational system where limited work has been reported in the international literature. The French system has its own unique curriculum, and is taught in the national language (where much of the existing research has concerned learning in Anglophile systems). The research reported here found that French secondary students experienced many similar difficulties in understanding these key scientific concepts to those that have been reported elsewhere, showing the cross-cultural nature of the key educational issues. For example, many have difficulties in understanding the changes undergone by atoms and molecules in the course of a chemical reaction; many are not able to justify explicitly the breaking of inter-molecular bonds and to interpret the breaking of intra-molecular bonds in terms of reorganization of atoms, the target level of understanding in the curriculum from the end of grade 9. However, it is also suggested that some of the specific characteristics identified here are linked to the ordering and language used in the French curriculum, and such cultural idiosyncrasies may offer useful insights into both problematic and valuable aspects of science pedagogy.

ÖzBu çalışma ile okul öncesi öğretmen adaylarının kimya, fizik ve biyoloji kavramlarına yönelik metaforik algılarının incelenmesi amaçlanmıştır. Çalışmaya okul öncesi eğitimi anabilim dalı 4. sınıfta öğrenim görmekte olan 70 öğretmen adayı katılmıştır. Öğretmen adaylarından kimya, fizik ve biyolojinin neye benzediğini gerekçeli olarak ifade etmeleri istenmiştir. Çalışmadan elde edilen veriler içerik analiz yöntemi ile çözümlenmiştir. Öğretmen adaylarının belirttikleri metaforlar olumlu, olumsuz ve nötr olmak üzere kategorize edilmiştir. Çalışma sonucunda olumlu metaforların sırası ile biyoloji, fizik ve kimya kavramlarına ilişkin olduğu belirlenmiştir. Okul öncesi öğretmen adaylarının biyolojiye yönelik algılarının fizik ve kimyaya yönelik algılarından daha olumlu olduğu görülmüştür. Kimya, biyoloji ve fizik için olumlu metaforların yaşam ve doğa ile iç içe, nötr metaforların konu ve içerik, olumsuz metaforların ise zor ve karmaşık kategorilerinde yoğunlaştığı saptanmıştır. Okul öncesi öğretmen adaylarının kimya, fizik ve biyoloji kavramları için zihinlerinde beliren ilk imgelerin kimya için periyodik cetvel ve element; fizik için basit makineler, kuvvet, hareket, hız, ivme, kütle, hacim, yoğunluk, yer çekimi; biyoloji için canlılar, bölünmeler, hücre, sistemler, fotosentez olduğu saptanmıştır.Anahtar Kelimeler: Metafor, kimya, fizik, biyoloji, okul öncesi öğretmen adayı. AbstractThe purpose of this study was to determine pre-service early childhood education student teachers' metaphorical perceptions towards chemistry, physics and biology. 70 pre-service early childhood education student teachers studying in the 4th grade at the department of early childhood education participated in this study. The participants were asked to express * Dr.,

-Information has been given in this study on analogy, analogy and teaching, classification of analogies, the advantages of analogies and principles that are considered in the creating of analogies. Examples of analogies on physics, chemistry and biology have been provided from the literature. The document analysis method was used in this study. Analogies create positive effects on the teaching and learning of concepts, the determining and eliminating of misconceptions. Analogies are associated with concepts and daily life. Analogies visualize concepts. Analogies are effective in making permanent information. Analogies support conceptual understanding and conceptual change. Analogies have an effect on critical thinking, reasoning and problem solving, science process skills. Analogies organize information and make connections between information.Analogies create a positive impact on attitudes and views regarding the course. Analogies increase student participation, student performance and student satisfaction. Analogies are enjoyable, curious and interesting activities.Key words: education, science, analogy. SummaryAs individuals solve a problem in their daily lives, they use various skills. These skills

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The aim of this study was to examine pre-service science teachers' views about laboratory applications in science education and how their views changed through laboratory applications that were carried out for two semesters. 63 (52 females, 11 males) pre-service teachers participated in the study. The study was carried out by using pre-test and post-test design. Data was collected on the differences between the views of pre-service science teachers before and after laboratory courses. For data collection, teachers were given forms including 3 open-ended questions. Data analysis was carried out through qualitative content analysis. The results showed that pre-service teachers defined laboratory as "a place of application", and after laboratory applications, they could give more comprehensive definitions about laboratory. The most popular answers pertaining to the aim of laboratory applications included effective learning, permanent learning, ending rote learning, and better understanding, faster learning and learning with fun. Along with the quality of learning, participants attached importance to the methods and techniques to be utilized in lab setting to reach that desired quality. Their focus was predominantly on visualizing, experimental learning, materializing of the theoretical information through application and observation. Study showed that they mostly attributed the importance of laboratories to the quality of learning and methods were expressed as visualizing, materializing and application, observation and experiment for the quality of learning.