Pre-service chemistry teachers’ knowledge regarding laboratory equipment and their functions

Bektaş, Oktay; Tüysüz, Mustafa; Kırbulut, Zübeyde Demet; Çetin-Dindar, Ayla

doi:10.1016/j.sbspro.2011.03.132

Cited by 11 publications

(15 citation statements)

References 2 publications

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“…There is a similarity between the results of this study and the results of prior studies examining the competency of pre-and in-service teachers in using lab tools in science teaching [15,17,18,19,20]. The results of this study are important because they reveal that a crucial aspect of science teachers' professional competency to conduct experiments is their motivation for experimentation [15].…”

Section: Conclusion and Discussionsupporting

confidence: 73%

“…Technical skills are indispensable for lab studies. Even though the primary aim of lab studies is generally accepted as achieving basic skills [10], studies in the literature clearly emphasize that teachers and pre-service teachers often face various problems with the equipment used [14,17,18,19,20,29,30,31].…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…For example, some chemistry teachers could not correctly identify most of the apparatuses used frequently in their labs [18]. In another study, it was determined that most pre-service chemistry teachers could not properly identify lab apparatus and did not know its functions [19]. Teachers may forget the function of, and how to use, equipment which they do not use frequently [20].…”

Section: Introductionmentioning

confidence: 99%

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Pre-service Physics Teachers' Recognition of Apparatuses Used in Mechanics and Electricity and Magnetism Experiments

Gülçiçek¹,

Kanli²

2018

ujer

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Although lab activities play an important role in physics teaching, many of these activities do not attain the expected objectives. Many reasons can be advanced for this, such as a lack of apparatus/equipment in schools, limits to the lab time allocated, teachers' lack of knowledge and skills about lab-oriented teaching methods or the teachers' lack of self-confidence having a negative effect on lab teaching. All these reasons increase the risk that lab activities will not achieve their objectives. This study was conducted to determine how well pre-service physics teachers recognized and understood the functions of various apparatuses and pieces of equipment used in mechanics and electricity and magnetism labs. The survey method was used to measure the pre-service physics teachers' levels of recognition (n=118). The Physics Lab Apparatuses Recognition Test (PLART), consisting of four stages for each item, was developed as a data collection tool. The results of the present study indicate that pre-service physics teachers did not recognize or understand the functions of the majority of apparatuses frequently used in mechanics and electricity and magnetism experiments.

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Section: Conclusion and Discussionsupporting

confidence: 73%

Section: Conclusion and Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Pre-service Physics Teachers' Recognition of Apparatuses Used in Mechanics and Electricity and Magnetism Experiments

Gülçiçek¹,

Kanli²

2018

ujer

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“…In a study Bektas et al(2011) found that pre-service (prospective) chemistry teachers could not identify laboratory equipment and did not know their functions appropriately. They suggest that in order to design an effective chemistry instruction, laboratory equipment and their functions should be emphasized in chemistry teacher education programs more deeply.…”

Section: Need Of Laboratory Experiences For Prospective Science Teachersmentioning

confidence: 99%

Laboratory Experiences for Prospective Science Teachers: A Meta-analytic Review of Issues and Concerns

Prabha

2016

ESJ

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Prospective science teachers need to be prepared for making laboratory experiences integral part of teaching-learning of science in order to facilitate students to nurture their natural curiosity. This can engage students towards acquiring proficiency in the processes that can lead them to inquiry and generation and validation of scientific knowledge. This study is guided by the research question, "what is the status of laboratory experiences for prospective teachers?" and "what is missing in prospective science teachers' preparation programme in order to bring excellence in science education?" An attempt has been made to carry out a meta-analytical review of the relevant literature to address some of the issues and concerns for providing laboratory experiences to prospective science teachers. Major issues emerging from the review of literature in this area are-recognizing need and understanding objectives of laboratory work from pedagogical prospective; integrating it with theory and providing laboratory experiences infused with inquiry.

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“…Bektas, O., Tuysuz, M., Kirbulut, Z.D., and Cetin-Dindar,A., 2011, Preservice Chemistry Teachers' Knowledge Regarding Laboratory Equipment and Their Functions, Procedia: Social and Behavioral Sciences 15 (2011) 5010-5014 …”

mentioning

confidence: 99%

Analisis Pengetahuan Calon Guru Kimia Tentang Peralatan Laboratorium Dan Fungsinya

Udaibah

2016

phen

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Pembelajaran IPA berkaitan erat dengan cara mencari tahu (inkui- ri) tentang alam semesta secara sistematis, sehingga IPA bukan hanya penguasaan pengetahuan berupa fakta, konsep atau prinsip saja, tetapi merupakan suatu proses penemuan. Hal tersebut diperoleh melalui keg- iatan praktikum. Namun, pelaksanaannya di lapangan memiliki beberapa kelemahan antara lain rendahnya pengetahuan guru tentang peralatan kimia dan fungsinya. Hasil penelitian ini menunjukkan calon guru kimia tidak dapat men- gidentifikasi peralatan laboratorium dan mengetahui fungsinya secara tepat. Kesalahan mahasiswa dapat diidentifikasi menjadi 5 kategori. Per- tama, sebagian mahasiswa mengetahui nama dan fungsinya namun tidak mengetahui gambar alat (tidak mengetahui wujudnya). Kedua, mengeta- hui nama tetapi tidak mengetahui fungsi dan gambar alat. Ketiga, tidak dapat menyebutkan nama dengan benar tetapi mengetahui fungsi dan gambar alat. Keempat, mengetahui nama dan gambar tetapi tidak menge- tahui fungsinya. Dan yang kelima, tidak mengetahui nama, fungsi maupun gambar alat. Pengetahuan mahasiswa yang kurang dapat dipengaruhi oleh jumlah peralatan dan bahan masih belum mancukupi, keterbatasan waktu praktikum dan perlunya proses pendampingan dari dosen pengam- pu praktikum.

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Pre-service chemistry teachers’ knowledge regarding laboratory equipment and their functions

Cited by 11 publications

References 2 publications

Pre-service Physics Teachers' Recognition of Apparatuses Used in Mechanics and Electricity and Magnetism Experiments

Pre-service Physics Teachers' Recognition of Apparatuses Used in Mechanics and Electricity and Magnetism Experiments

Laboratory Experiences for Prospective Science Teachers: A Meta-analytic Review of Issues and Concerns

Analisis Pengetahuan Calon Guru Kimia Tentang Peralatan Laboratorium Dan Fungsinya

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