Pre-service primary science teachers' understandings of the effect of temperature and pressure on solid–liquid phase transition of water

Yalçın, Fatma Ağgül

doi:10.1039/c2rp20021j

Cited by 11 publications

(13 citation statements)

References 28 publications

(45 reference statements)

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“…Although there is a relational link between the boiling point and atmospheric pressure on one side, and a relational link between the boiling point and vapor pressure on the other side, this does not necessarily mean that there is a direct relationship between atmospheric pressure and vapor pressure. Learners' tendency to infer this non-existent direct relationship between atmospheric pressure and vapor pressure was also observed in previous studies (Canpolat et al, 2006;Yalcin, 2012).…”

Section: Resultssupporting

confidence: 77%

“…In order to identify participants' mental models of vapor pressure, their conceptions about vapor pressure were first determined. This initial analysis of the participants' responses showed that the majority of the prospective chemistry teachers have misconceptions about vapor pressure that are similar to those documented in previous research (Azizog ˘lu et al, 2006;Canpolat, 2006;Canpolat et al, 2006;Yalcin, 2012). Identified misconceptions and the percentages of the participants who had each misconception are as follows:…”

Section: Resultssupporting

confidence: 61%

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Prospective chemistry teachers' mental models of vapor pressure

Tümay

2014

Chem. Educ. Res. Pract.

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The main purpose of this study was to identify prospective chemistry teachers' mental models of vapor pressure. The study involved 85 students in the Chemistry Teacher Training Department of a state university in Turkey. Participants' mental models of vapor pressure were explored using a concept test that involved qualitative comparison tasks. Additionally, 18 participants were interviewed to explore the mental models that emerged more deeply. The researcher analyzed responses using the constant comparative method to document participants' mental models and associated reasoning patterns in sufficient detail to be of practical use to instructors. Initial analysis of the data revealed that participants have many misconceptions about vapor pressure, which are similar to those reported in the literature. A more detailed constant comparative analysis revealed that these misconceptions derived mainly from three faulty mental models of vapor pressure: (1) vapor pressure of a liquid depends on the total number of vapor particles; (2) once the liquid–vapor equilibrium is established, the number of vapor particles is fixed and does not change regardless of the external effects on the system; and (3) vapor pressure is exerted only onto the surface of the liquid. The results have practical implications for teaching vapor pressure and science in general. By eliciting the underlying mental models of vapor pressure, these findings provide valuable insights for effective instructional interventions to address misconceptions.

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Section: Resultssupporting

confidence: 77%

Section: Resultssupporting

confidence: 61%

Prospective chemistry teachers' mental models of vapor pressure

Tümay

2014

Chem. Educ. Res. Pract.

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“…Moreover, pre-service teachers were unable to differentiate between boiling and evaporation (Valanides, 2000). Yalcin (2012) reported that pre-service primary science teachers had an inadequate understanding and some common misunderstandings regarding vaporization. Senocak (2009) revealed that primary school teachers with non-science backgrounds had many misconceptions about boiling phenomena, based on their daily life experiences and an inadequate knowledge of science.…”

Section: Introductionmentioning

confidence: 99%

Exploring the role of a discrepant event in changing the conceptions of evaporation and boiling in elementary school students

Seounghey

2015

Chem. Educ. Res. Pract.

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The purpose of this study was to explore how examples used in teaching may influence elementary school students' conceptions of evaporation and boiling. To this end, the examples traditionally used to explain evaporation and boiling in Korean 4th grade science textbooks were analyzed. The functions of these published examples were explanation (empirical recognition, identification, and evidence) and reinforcement (applications). However, few reinforcement functions (such as comparison and supposition) or clarification functions (such as extension and contrast) were employed. The evaporation and boiling conceptions of 41 students in the 4th grade, 55 students in the 5th grade, and 28 students in the 6th grade were surveyed. Many students thought of evaporation phenomena under heating conditions as boiling, and the same phenomena without an obvious source of heating as evaporation. This meant that the presence of heating affected the students' conceptions of evaporation and boiling. In this study, the students were presented with clarifying functional examples that were not included in the textbooks. After exposure to these examples, many students revised their misconceptions and adopted scientific conceptions. Previous studies have argued that students must be able to reason from a microscopic point of view to understand evaporation and boiling phenomena; however, the tested students were able to classify the two different phenomena after experiencing appropriate functional examples.

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“…This comparison proved that the results are not significantly different. The ability to change the volume of liquid inside the container is a major advantage of this experiment because some studies mention that a very common conceptual error is thinking that vapor pressure depends on the quantity of liquid and vapor present in the system. ,− …”

Section: Resultsmentioning

confidence: 99%

Creating and Experimenting with a Low-Cost, Rugged System to Visually Demonstrate the Vapor Pressure of Liquids as a Function of Temperature

et al. 2019

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A creative apparatus for use in a hands-on laboratory experiment that allows the visualization of the vapor pressure as a function of temperature is described in this paper. Inspired by homemade barometers and using simple materials that are easily accessible for teaching laboratories, a low-cost system for the establishment of the vapor-pressure curve was constructed and applied in deionized water and in car-radiator-additive samples (based on ethane-1,2-diol) at different concentrations. The system constructed proved to be efficient, simple, and quite robust and is applicable in teaching activities for comparing and visualizing vapor-pressure curves of different liquids. It can also be used to estimate the molar enthalpy of water vaporization. The main advantages and drawbacks of the apparatus created, the results obtained for liquid samples, and the evaluation of the ruggedness of this experiment are described throughout the text. The establishment of this system is the result of a project developed by first-year-undergraduate students along with postgraduate students and professors from the Bachelor’s Program of Science and Technology, hosted by the Universidade Federal do ABC, as part of the innovative course the Experimental Basis of Natural Sciences, a practical course which seeks to build knowledge through experimentation.

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Pre-service primary science teachers' understandings of the effect of temperature and pressure on solid–liquid phase transition of water

Cited by 11 publications

References 28 publications

Prospective chemistry teachers' mental models of vapor pressure

Prospective chemistry teachers' mental models of vapor pressure

Exploring the role of a discrepant event in changing the conceptions of evaporation and boiling in elementary school students

Creating and Experimenting with a Low-Cost, Rugged System to Visually Demonstrate the Vapor Pressure of Liquids as a Function of Temperature

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