An Analysis of Prospective Teachers’ Understanding Levels and Misconceptions in The Subjects of Organic Chemistry: The Case of Alcohols

Şendur, Gülten; Toprak, Mustafa

doi:10.12973/nefmed162

Cited by 6 publications

(3 citation statements)

References 22 publications

(19 reference statements)

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“…If conceptual change was not determined as relating to the alternative conception, it was labeled "no". Similar classification was used by Sendur and Toprak (2013); Yakmacı-Guzel, (2013). In addition, if the percentage of alternative conceptions on the post-test was greater than on the pre-test, this was defined as a negative change.…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of Concept Cartoons on Pre-service Science Teachers’ Conceptual Understandings in Organic Chemistry

et al. 2021

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Bilim, Eğitim, Sanat ve Teknoloji Dergisi (BEST Dergi):Bilim, Eğitim, Sanat ve Teknoloji Dergisi (BEST Dergi); bilimsel ve hakemli bir dergi olarak yılda iki kez yayınlanmaktadır. Bu dergide; bilim, eğitim, sanat veya teknoloji ile ilgili özgün kuramsal çalışmalar, literatür incelemeleri, araştırma raporları, sosyal konular, kitap incelemeleri ve araştırma makaleleri yayınlanmaktadır. Dergiye yayınlanmak üzere gönderilen makalelerin daha önce yayınlanmamış veya yayınlanmak üzere herhangi bir yere gönderilmemiş olması gerekmektedir. Bu makale araştırma, öğretim ve özel çalışma amaçları için kullanılabilir. Makalelerinin içeriğinden sadece yazarlar sorumludur. Kullanılan fikir ve sanat eserleri için telif hakları düzenlemelerine riayet edilmesi gerekmektedir. Yazarlar, araştırma ve yayın etiğine uyduklarını beyan ederler. Dergi, makalelerin telif hakkına sahiptir. Yayıncı, araştırma materyalinin kullanımı ile ilgili olarak doğrudan veya dolaylı olarak ortaya çıkan herhangi bir kayıp, eylem, talep, işlem, maliyet veya zarardan sorumlu değildir.

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Section: Discussionmentioning

confidence: 99%

Effectiveness of Concept Cartoons on Pre-service Science Teachers’ Conceptual Understandings in Organic Chemistry

et al. 2021

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“…There are many alternative conceptions relevant to the concepts of alkane, alkene, and alkynes in hydrocarbons as stated in the literature (Sendur, 2012;Sendur & Toprak, 2013b) because hydrocarbons topic which takes place among the organic chemistry course includes abstract concepts. Within this context, it may be stated that alternative concepts which PCTs have may adversely affect forming the concept map, even if a text is given.…”

Section: Discussionmentioning

confidence: 99%

Prospective Chemistry Teachers’ Abilities of Creating Concept Maps: Hydrocarbons Example

Usta

Ültay

2016

JBSE

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Concept maps are effective tools for showing the relations between the concepts and they can be used to make clear the relations between the abstract concepts such as hydrocarbons topic. The aim of this research is to determine the abilities of prospective chemistry teachers’ (PCTs) creating concept maps about hydrocarbons. In this research , case study was used and the study was carried out in a university in North Coast of Turkey with 25 PCTs (aged 20-27). PCTs were taught how to create concept maps, types of concept maps such as hierarchical, non- hierarchical and chain or spoke concept maps through example concept maps. In this research context, PCTs were given a text about hydrocarbons and they were supposed to prepare their own concept maps about hydrocarbons. Their concept maps were evaluated according to the reference concept map which was prepared by the researchers. At the end of the research, it is seen that PCTs had difficulty in constructing concept maps. According to the conclusions drawn from the research, some suggestions were offered. Key words: concept maps, conceptual learning, hydrocarbons, organic chemistry, prospective chemistry teachers.

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“…In particular, in the case of classifying phenol as an alcohol, the pre-service chemistry teachers focused only on the -OH group in identifying alcohol, which can be interpreted as the result of their inability to completely differentiate between enol and alcohol. It has been shown in the literature that students and pre-service chemistry teachers think that the presence of the -OH group is enough for a molecule to be alcohol and their classification of phenol as alcohol has been mentioned in many research findings (Potgieter and Davidowitz, 2011;S endur and Toprak, 2013b;Akkuzu and Uyulgan, 2016). Similarly, as with PST-4, classifying benzene as an alkene and ethylbenzene as an alkane indicates that the pre-service chemistry teacher not only is unable to structure the concept of aromaticity but is also challenged in differentiating hydrocarbons from aromatic hydrocarbons.…”

Section: Categorymentioning

confidence: 99%

An examination of pre-service chemistry teachers’ meaningful understanding and learning difficulties about aromatic compounds using a systemic assessment questions diagram

Şendur

2020

Chem. Educ. Res. Pract.

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In order for students to reach a level of meaningful understanding of chemistry, it is vital that they are able to form accurate relationships between different concepts. In particular, in organic chemistry, identifying intermolecular reactions, considering these reactions as a whole, and defining their results will make important contributions to attaining meaningful understanding. This study aims to explore how pre-service chemistry teachers identify aromatic compound reactions and form associations between them and to discover what kinds of learning difficulties they encounter in forming these associations. In this context, the study, conducted as phenomenographical research, was carried out at a faculty of education in Turkey with 15 pre-service teachers enrolled in the Department of Chemistry Education who had taken the Organic Chemistry 1 and 2 courses. Selected on the basis of purposive sampling, the pre-service chemistry teachers were first asked systemic assessment questions (SAQs) related to aromatic compound reactions. In these questions, the pre-service chemistry teachers were asked to identify 7 molecules in the class of aromatic compounds and complete a diagram by taking into consideration synthesis and reaction conditions. The pre-service chemistry teachers were also asked to indicate two reactions that were not included in the SAQs diagram, together with their reagents and conditions. After completing their responses to the SAQs diagram, individual interviews were held with each of the pre-service chemistry teachers using the think-aloud technique. The research revealed at the end of the quantitative analysis of the data obtained from the SAQs diagram that most of the pre-service chemistry teachers achieved moderate-level scores. At the same time, the qualitative analysis of the data obtained from the SAQs diagram and from the interviews showed that the pre-service chemistry teachers were more successful in identifying and forming associations with the reactions of “nitration” and “sulfonation of aromatic compounds” but had difficulty with the “Friedel–Crafts alkylation,” “oxidation” and “reduction” reactions and with the “bromination of alkenylbenzenes” and the “addition reaction of the double bond of alkenylbenzenes.” Another important finding resulting from this study was that only a few pre-service chemistry teachers were able to identify a new reaction on the SAQs diagram. All of these findings indicate that the pre-service teachers are not very equipped to form meaningful relationships in the context of aromatic compounds, which is one of the basic topics of organic chemistry.

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An Analysis of Prospective Teachers’ Understanding Levels and Misconceptions in The Subjects of Organic Chemistry: The Case of Alcohols

Cited by 6 publications

References 22 publications

Effectiveness of Concept Cartoons on Pre-service Science Teachers’ Conceptual Understandings in Organic Chemistry

Effectiveness of Concept Cartoons on Pre-service Science Teachers’ Conceptual Understandings in Organic Chemistry

Prospective Chemistry Teachers’ Abilities of Creating Concept Maps: Hydrocarbons Example

An examination of pre-service chemistry teachers’ meaningful understanding and learning difficulties about aromatic compounds using a systemic assessment questions diagram

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