Evaluation of mental models of prospective science teachers on chemical reactions

Bilir, Volkan; Karaçam, Sedat

doi:10.33902/jpr.2021167800

Cited by 4 publications

(2 citation statements)

References 33 publications

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“…As a result of the research, they came up with the result that there is an increase in the scientific and consistent knowledge structures of the students from the first grade to the fourth grade of the middle school. Bilir and Karacam (2021), who examined the knowledge structures of pre-service science teachers regarding the concept of chemical reaction, revealed that the knowledge structures of the students become more scientific and consistent as the education level increases. Durmus and Donmez-Usta's (2020) research makes it clear that the knowledge structures of the concept of melting are more scientific for fourthgrade students compared to third-grade students.…”

Section: Discussionmentioning

confidence: 99%

Ortaokul Öğrencilerinin Erime ve Çözünme Kavramlarına Yönelik Bilgi Yapılarının Gelişim Sürecinin Kavramsal Değişim Teorilerine göre İncelenmesi

KANDEMİR,

APAYDIN

2024

Kuramsal Eğitimbilim

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The aim of this longitudinal research is to examine the development process of scientific and consistent knowledge structures of first, second, and third-grade students in middle school within the concepts of melting and dissolution according to conceptual change theories at the end of the education and training processes carried out in educational institutions. The research is carried out in a district of a metropolitan city in the Marmara Region with the participation of 43 middle school students. Open-ended questions developed for concepts were used to collect data. Friedman test is used to determine whether there is a difference between students’ consistent and scientific knowledge structure scores regarding the concepts of melting and dissolution. As there is a significant difference between the students’ consistent and scientific knowledge structure scores regarding the concepts of melting and dissolution, the Wilcoxon Signed Rank Test is used for dual comparisons between student levels. In addition, Spearman’s correlation coefficient of rank differences is used to determine if there is a relationship between the class levels of the students and the scores of students’ consistent and scientific knowledge structure regarding the concepts of melting and dissolution. As a result of the research, it is determined that the students’ consistent and scientific knowledge structure scores regarding the concepts of melting and dissolution differ depending on the students’ levels. When all the findings obtained from the research are evaluated together, it can be said that the development process of students’ knowledge structures regarding the relevant concepts is more compatible with the knowledge in pieces conceptual change theory. Based on the results of the research, some suggestions were made.

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Section: Discussionmentioning

confidence: 99%

Ortaokul Öğrencilerinin Erime ve Çözünme Kavramlarına Yönelik Bilgi Yapılarının Gelişim Sürecinin Kavramsal Değişim Teorilerine göre İncelenmesi

KANDEMİR,

APAYDIN

2024

Kuramsal Eğitimbilim

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“…The sub-microscopic aspect is required to explain numerous physical / chemical / biological phenomena, and related mental models have been studied such as water conductivity [43], infra-red spectroscopy [44], microscopic friction [45], quantization [46], [47], chemical reactions [48]- [50], chemical bonding [51]- [54], dilution [55], diffusion [56], vapor pressure [57], acids [58], patterns of a periodic table [59], organic chemistry [60], electron transport chain [61], catabolism and anabolism [62] and DNA structure [63].…”

Section: Sub-microscopic Content In Chemistry Educationmentioning

confidence: 99%

Mental models and engineering education: a literature review

Chua²,

Campo³

et al. 2022

PCEEA

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Mental model is a term that has been discussed in three contexts: (1) how mental models are understood in cognitive psychology, (2) how learners learn in science subjects, and (3) how people solve practical problems. Since mental models have been discussed in different contexts, this paper aims to conduct an integrative literature review that analyzes the materials published on mental models and their relevance for engineering education. The outcome of the review is a conceptual framework of mental models for engineering education with two highlights. First, mental models can help characterize learners’ (mis-)understanding of scientific concepts and technical systems. Second, mental models are of practical use when learners are engaged in some problem-solving tasks. In turn, mental models have a potential to support deep learning and project-based learning.

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Systems thinking approach to understand Indonesia's ocean acidification

Wisudawati,

Barke

2024

Sustainable Chemistry and Pharmacy

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Evaluation of mental models of prospective science teachers on chemical reactions

Cited by 4 publications

References 33 publications

Ortaokul Öğrencilerinin Erime ve Çözünme Kavramlarına Yönelik Bilgi Yapılarının Gelişim Sürecinin Kavramsal Değişim Teorilerine göre İncelenmesi

Ortaokul Öğrencilerinin Erime ve Çözünme Kavramlarına Yönelik Bilgi Yapılarının Gelişim Sürecinin Kavramsal Değişim Teorilerine göre İncelenmesi

Mental models and engineering education: a literature review

Systems thinking approach to understand Indonesia's ocean acidification

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