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Özet: Öğrencilerin kimyayı öğrenmelerinde, maddenin submikroskobik düzeydeki yapısıyla ilgili uygun imgelere sahip olmaları esastır. Submikroskobik düzeyle ilgili imgeleme; yeterli önbilginin yanında, bu düzey algılanamadığından hayal gücünü de gerekli kılar. Hayal gücü ise alanyazında yaratıcılığın kapsamında ele alınmıştır. Bilişsel psikoloji alanında yapılan çalışmalar imgelerin niteliği ile yaratıcı düşünme arasında zayıf-orta şiddette korelasyon olduğunu ortaya koymaktadır. Bu çalışmada, öğrencilerin maddelerin ayrılması konusunda submikroskobik düzeyle ilgili imgelerini yansıtan çizimlerinin ayrıntılığına, bilimsel yaratıcılığı destekleyen yapılandırmacı öğretimin etkisi incelenmiştir. Araştırma, 9. sınıfta öğrenim gören 57 öğrenci ile gerçekleştirilmiştir. Araştırma yöntemi olarak, yarı deneysel desen kullanılmıştır. Araştırmada, katılımcıların önbilgileri ve bilimsel yaratıcılıkları kontrol altına alındığında, bilimsel modele uygun ayrıntılar içeren çizimler yapmalarında, bilimsel yaratıcılığı destekleyen yapılandırmacı öğretimin, geleneksel öğretimden daha etkili olduğu belirlenmiştir.Anahtar sözcükler: Yaratıcı düşünme, hayal gücü, submikroskobik düzey, maddelerin ayrılması, öğrenci çizimleri. Abstract:It is fundamental for students to have suitable images of the sub-microscopic structure of substances to learn chemistry. In addition to sufficient prior knowledge, imaging of the sub-microscopic level requires the use of imagination when this level cannot be perceived. In the relevant literature, imagination has been tackled in the context of creativity. The studies of cognitive psychology have revealed that there is a weak-moderate correlation between the quality of images and creative thinking. This study analyzed the effect of a constructivist instruction supporting scientific creativity on the elaborateness of students' drawings that depict their images about the submicroscopic level. The study was conducted with 57 ninth grade students. This is a quasi-experimental study. The study found that a constructivist instruction supporting scientific creativity is more effective than traditional instruction in having students make drawings, including details that fit the scientific model when their prior knowledge about the topic and scientific creativity are controlled.

Due to the COVID-19 pandemic, mandatory changes were required in the field of education, as in many other fields. One of these fields is a teacher training programme, which includes teaching practice. It has become of great importance that pre-service science teachers, who frequently include experiments in their teaching practices in face-to-face education, will carry out this process in online education. This process, experienced due to the COVID-19 pandemic, prompted pre-service science teachers to find something that could replace the wet labs. One of the solutions in this situation is for them to choose and use appropriate Web 2.0 tools in their online lab teaching practices. Therefore, the purpose of the study was to examine the Web 2.0 tools used by pre-service chemistry teachers in their online teaching practices in a distance education environment, the purposes of using these tools, and their justifications for preferences to use these tools. This study was conducted with 15 pre-service chemistry teachers. Data were collected via observations, a form filled out by the participants, and semi-structured interviews in this study. According to the results of this study, it was determined that the participants used 17 Web 2.0 tools during their online teaching practices. The findings highlighted that the most used Web 2.0 tools were Perculus+ chat, Google docs, and Quizizz. Moreover, it was determined that the participants used these tools for 21 different purposes such as drawing students’ attention, getting hypotheses, and designing experiments. The results also indicated that the participants emphasised the ease of the Web 2.0 tool as a justification for the preference for almost all of the Web 2.0 tools they use, regardless of their purposes for using these tools. It is thought that the results can be used to show how to make online or face-to-face teaching practices in teacher training programmes by using Web 2.0 tools more effective in the future.

In this study, students' understanding of some important features of competitive elimination and substitution reactions of alcohols was examined based on their participation in a guided inquiry activity of two organic laboratory experiments: the dehydration of cyclohexanol and the conversion of tert-butyl alcohol into tert-butyl chloride. Students performed the experiments comparatively and integrally during the activity. The participants in the study consisted of 29 undergraduate students enrolled in an Organic Chemistry Laboratory I course. At the end of the activity, a written quiz was administered to determine the students' understanding level. In order to determine their views about the activity, a survey was administered, and 18 students were interviewed. The students' decisions and justifications about the experimental conditions (acid, concentration, and temperature), the type of reactions, and the driving force in the reactions were determined by analyzing the written quiz. Most of the students made appropriate decisions and justifications. In follow-up interviews, the students reported that overall, they engaged in active learning during the guided inquiry activity, that their learning was permanent, and that they had a positive attitude. The results of the study support the idea that incorporating a conceptual comparison into inquiry activities contributes to student understanding.

Science lecturers usually do not pay special attention to giving students the chance to evaluate persistent unexpected experimental findings that they cannot explain with their existing theories, propose alternative hypotheses and develop new theories in inquiry tasks at schools, despite the importance of these processes in scientific discoveries. Students’ reactions to this type of findings have been a subject for conceptual change studies that new theories were presented to explain the findings. This research, in contrast, examined students’ ways of interpreting their unexpected experimental findings about the molar mass of the sulfur element while hiding a new theory, and their barriers to discovering the scientific explanation of these findings, which is new to them, in the framework of the creativity paradigm. The research was conducted with 155 first-year undergraduate students who were enrolled in a chemistry laboratory course. A majority of the participants said that the unexpected findings might have resulted from experimental errors or methodical problems. Few students stated that these findings might be valid and have a new explanation. The barriers to students' discovery of new scientific explanation for findings were classified as: lack of pre-knowledge, obstacles of existing structures, failure of creative cognitive processes and social-personal blocks. Keywords: creativity barriers, laboratory work, students’ explanations, unexpected findings.

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