In this paper, the main purpose is to describe the development and use of three flowcharts for identifying types of isomers and naming coordination compounds. The first flowchart is designed to help students identify the type of isomers between the two coordination compounds. The second one is is designed to identify the type of stereoisomerism. Students can then name one of the coordination compounds through the third flowchart. Ten second-year preservice chemistry teachers attending an Inorganic Chemistry II course participated in the study. It has been demonstrated in practice that these flowcharts could influence preservice chemistry teachers' ability to identify types of isomers and their knowledge of nomenclature for coordination compounds. Participants' views about the flowcharts indicated that they are very effective tools.
This study aims to conduct a detailed investigation on the effect the use of concept mapping, as an individual learning tool, has on students’ success in learning the concept of gravimetric analysis. This study applies a case study research design to quantitatively examine the effect of the use of concept mapping and to conduct a detailed qualitative investigation of the participants’ opinions about its use. In this study, the concept maps were used both as a data collection tool [Select and fill in the nodes (SAFIN); Select and fill in the lines (SAFIL); Create and fill in the lines (CAFIL); Select and fill in the nodes&lines (SAFIN&L)] and as an individual learning tool. For data triangulation, students’ opinions on the concept mapping technique, as an individual learning tool for understanding gravimetric analysis, were also taken. Results from the study showed that there were significant differences between the pre- and post-test scores on all the tests (four types of fill-in-the-blank concept maps and a concept test) in favor of the post-test scores. In other words, the use of the concept map resulted in an increase in the success of the students. Furthermore, the participants expressed very positive opinions about the concept maps as an individual learning tool, both on the attitude scale and in their written opinions, declaring that it has a definite boosting effect on successfully learning a concept.
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.
The purpose of this study is to determine the pre-service chemistry teachers’ knowledge of oxidation number and coordination number in coordination compounds. Data were collected from 31 pre-service chemistry teachers...
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