This study presents the results of an analysis of high school chemistry textbooks and teacher-generated questions about gas laws. The materials that were analyzed consisted of 456 questions about gas laws found in seven grade 10 chemistry textbooks and 264 teacher-generated examination questions prepared by seven chemistry teachers from three schools. These questions were classified into three categories (recall, algorithmic, and conceptual); the conceptual questions (ConQ) were further classified into six subcategories (particulate, demonstration, tiered, laboratory, analogy, and series completion) using the descriptions provided on the Conceptual Questions and Challenge Problems website. The findings indicate that most of the textbook questions were algorithmic and that these textbooks were less likely to facilitate or encourage student comprehension of the properties and behaviors of gases or gas law theories. Furthermore, most of the textbook questions do not enable students to develop conceptual understanding and gain higher-order cognitive skills. Although the findings imply that most of the teacher-generated questions were ConQ, the large majority were partially conceptual type questions. The major implication of this research is the need for teachers, textbook writers, and academics to consider question types when creating questions or analyzing chemistry questions at all educational levels.
The right and wrong mental models that learners have about the changes in the matter have a great importance in understanding the basis of the chemistry. Therefore, the main purpose of this research was to identify students’ misconceptions with regard to physical and chemical change and to come up with models to explain their understanding of this topic. This research was qualitative descriptive with cross-sectional design. The participants were 148 6th graders in Kütahya which is a western city of Turkey. The data were collected through a questionnaire containing five open-ended questions. Additionally, for a more detailed analysis, 28 participants were interviewed to explore the mental models that emerged. Analysis of responses to the questionnaire generated four mental models (Particle Motion Model, Moving Away Particle Model, Particle Motion+Moving Away Particle Model, Macro Model) for physical change and three mental models for chemical change (Changing Particle Model, Moving Away Particle Model and Macro-Micro Change Model). Implications of these results for chemistry education were discussed. Mental models defined in the research can enable teachers of science and researchers to identify difficulties faced by students regarding physical and chemical changes; thus, they can effectively decide which approach to take on to devise scientific models. Keywords: chemical change, chemistry education, mental model, misconceptions, physical change.
Bu çalışmada, kimya öğretmenleri ve kimya öğretmen adaylarının kimya derslerinde kullandıkları argümantasyon süreçlerinin belirlenmesi amaçlanmıştır. Çalışmaya, amaçlı örnekleme yöntemlerinden kolay ulaşılabilir durum örneklemesi tekniğine göre seçilen dört kimya öğretmeni ve dört kimya öğretmen adayı katılmıştır. Çalışma, nitel bir araştırma yöntemi ile yürütülmüştür. Katılımcılara kimya sınıflarında argümantasyona dayalı derslerin nasıl gerçekleştirilebileceğini öğretmek için bir workshop programı gerçekleştirilmiştir. Katılımcıların gerçekleştirdiği kimya dersleri hem videoya kaydedilmiş hem de araştırmacılardan biri tarafından gözlenmiştir. Katılımcıların gerçekleştirdikleri kimya derslerinde hangi argümantasyon süreçlerini kullandıklarını gözlemlemek amacıyla, Simon, Erduran ve Osborne (2006) tarafından geliştirilen "Argümantasyon süreçlerinin kodlanması" isimli gözlem formu kullanılmıştır. Betimsel analiz sonucunda, katılımcıların öğrencileri argümantasyon sürecine katmak için hangi süreçleri kullandıkları ve bu süreçlere onları katmak için nasıl teşvik ettikleri belirlenmiştir. Elde edilen bulgulara göre, katılımcıların derslerinde "Argümanın tanımını bilme", "Konuşma ve dinleme" ve "Kanıtla doğruluğunu haklı çıkarma" süreçleriyle ilgili davranışları daha çok sergiledikleri ancak "Rol oynama ile tartışmaya teşvik etme" ve "Argümantasyon sürecini yansıtmaya" yönelik herhangi bir davranışta bulunmadıkları sonucuna ulaşılmıştır.
Analiz sonuçlarına göre, deney ve kontrol grubu öğrencilerinin Kimyasal Bağlar Başarı Testi son test puanları arasında deney grubu lehine anlamlı düzeyde fark olduğu belirlenmiştir. Ayrıca deney grubundaki öğrencilerin tutum puanı sonuçları ile kontrol grubundaki öğrencilerin tutum puanı sonuçları arasında anlamlı bir fark olduğu (p<,011) görülmüştür. Drama destekli öğretimin Kimyasal Bağlar konusunda öğrenci başarısını arttırdığı ve Fen Bilimleri dersine yönelik tutumlarını olumlu yönde etkilediği öngörüsünde bulunulmuştur.
This study aimed to determine epistemological beliefs of teacher candidates. For this aim, semi-structured interviews were conducted with 56 teacher candidates. The interviews were recorded and records related to epistemological beliefs were transcribed, and then descriptive analyses were conducted. The results of the analyses revealed three main belief dimension. Regarding the first dimension, the candidates associated between learning and effort, and they thought that the innate ability would improve via effort; as for the second dimension, the majority thought that knowledge construction process is slow and a relative concept; and regarding the third dimension, most of the teacher candidates were of three different perspectives - knowledge absolutely changes, it changes based on the field and it doesn't change. Also, most of the candidates stated that words possess more than one meaning, people attribute meanings to words on the basis of their experiences, and there is not only one true answer to scientific problems, since knowledge changes in time and scientists propose different solutions to problems.
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