Enhancing Pre-service Elementary Teachers' Conceptual Understanding of Solution Chemistry with Conceptual Change Text

Abstract

This paper reports on the use of a constructivist-based pedagogy to enhance understanding of some features of solution chemistry. Pre-service science teacher trainees' prior knowledge about the dissolution of salts and sugar in water were elicited by the use of a simple diagnostic tool. The test revealed widespread alternative conceptions. These evaluation data were used to produce two segments of Fconceptual change text_: concise summaries that present alternative and scientific conceptualizations for the concepts under study. The texts were administered to 21 pre-service elementary trainee teachers whose understandings of number of conceptions were subsequently re-evaluated employing a pre-test post-test approach in which their answers and reasons for their answers were solicited. The findings suggest that these pre-service elementary trainees' alternative conceptions are changed to become more in accord with the scientific view, with more participants providing correct answers along with correct reasons than before the intervention. This work suggests that the use of conceptual change text may provide a simple and cost-and resource-effective way to aid conceptual understanding for the dissolution of ionic solids in water including the effect of solute surface on the dissolution process.

Evaluation of the effectiveness of conceptual change texts in the REACT strategy

“…However, in the clinical interview"s C1 question, the frequency of the students in the experimental group (3 students) is more than the control group (2 students). But on the other hand, in both groups the alternative conception was not fully remedied because the students are failing to distinguish the terms "melting" and "dissolution" (Çalık et al, 2007;Goodwin, 2002;Sevim, 2007;Stavy, 1990). Students may have some discrepancies about the transfer of the knowledge from the macroscopic level to the microscopic level.…”

“…"Total mass is not conserved during the dissolution" (Çalık et al, 2007;Driver & Russell, 1982;Holding, 1987;Piaget & Inhelder, 1974) is the other alternative conception which was increased despite the intervention. Some sample student quotations are given in the following:…”

Elementary pre-service teachers’ conceptual understanding of dissolving: a Vygotskian concept development perspective

“…Additionally, teachers with strong content knowledge are better equipped to develop instruction that follows a conceptual learning trajectory (Heller, Daehler, and Shinohara 2003) and offer better questioning strategies that encourage alternative explanations and inquiry (Gomez-Zwiep 2008;van Garderen et al 2012). With this fundamental need for teacher content knowledge in mind, over the last decade, only a few studies have addressed common scientific understandings about the process of dissolving held by elementary pre-service science teachers (Calik andAyas 2005, Calik, Ayas, andColl 2007;Gomez-Zwiep 2008;Valandis 2000). Most studies have been from the European context with almost no studies on pre-service teachers conducted in the USA.…”

Beginning to Teach Chemistry: How personal and academic characteristics of pre-service science teachers compare with their understandings of basic chemical ideas

“…Faulty understanding of science topics among teachers has also been probed. Calik, Ayas & Coll (2007) found that pre-service teachers hold a wide range of misconceptions about solution chemistry, but responded by changing their thinking when given appropriate opportunities. In a US-based study investigating a broad range of science ideas, Rice (2005) asked around 400 pre-service and about 70 in-service primary (elementary) school science teachers over a ten year period to answer ten simple science questions, including three on chemical topics.…”