Prospective Chemistry and Science Teachers’ Views and Metaphors about Chemistry and Chemical Studies

Öztürk, Fatma Önen

doi:10.14689/ejer.2017.71.7

Cited by 5 publications

(2 citation statements)

References 96 publications

(142 reference statements)

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“…Qualitative data analysis based on content analysis is an interpretive paradigm framework (Ozturk & Aglarci, 2017). The analysis was carried out on documentation, such as lesson plans, scenarios, presentation slides, and interview excerpts.…”

Section: Discussionmentioning

confidence: 99%

The Mnemonic Correction Becomes Meaningful Through Focus Group Discussion in Chemistry Learning

Winarni

Syahrial²

2022

j.tadris.kimiya

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One of the concerns in the learning process is the meaning of writing mnemonics to help students memorize chemistry concepts. The research aimed to correct mnemonics in learning presentation by prospective chemistry teachers' students to be meaningful. The research used constructive design and qualitative methods. The researcher was the main instrument for the microteaching course. Data were collected through observation, focus group discussions (FGD) based on cognitive conflict, and documentation analysis. The results showed that it was found that two prospective chemistry teachers’ students from different groups presented the same mnemonic with less meaningful. The mnemonic was used to memorize the halogens (group 17 of the periodic table). The less meaningful mnemonic generally comes from social media. Based on the group discussion, the students of prospective chemistry teachers obtained 18 mnemonics with meaningful values.Prospective teachers must be able to improve mnemonics in learning to make it more meaningful, one way being to integrate ethnoscience aspects. It was suggested that there should promote creativity in developing learning that encourages positive attitudes to strengthen character education.

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Section: Discussionmentioning

confidence: 99%

The Mnemonic Correction Becomes Meaningful Through Focus Group Discussion in Chemistry Learning

Winarni

Syahrial²

2022

j.tadris.kimiya

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“…Metaphors are of particular importance as they set the perceptions, beliefs and tendencies of pre-service teachers and contribute to their professional/vocational development (Noyes, 2004). There are a large number of studies evidencing that metaphors have been often used in recent years to identify the perceptions of pre-service teachers (Ersen, 2016; Gecit & Gencer, 2011; Karabay, 2016; Koc, 2014; Ma & Gao, 2017; Onen Ozturk & Aglarci, 2017; Saglam Kaya, 2017; Sahin & Sabanci, 2018; Tok, 2018). Nevertheless, implementation of technology-based instructional practices such as robotic instructional practices, flipped classroom models and augmented reality and adaptation of such practices as required by user views are deemed to be essential.…”

Section: Introductionmentioning

confidence: 99%

Metaphoric perceptions of pre-service teachers about ‘LEGO Robotic Instructional Practices,’ ‘Augmented Reality’ and ‘Flipped Classroom’ concepts

Fidan¹,

Debbağ

Çukurbaşi

2021

Research in Comparative and International Education

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The aim of this study is to reveal perceptions of pre-service teachers about ‘LEGO robotic instructional practices,’ ‘augmented reality’ and ‘flipped classroom’ concepts through metaphors. The study is descriptive research that was conducted as a survey model. The study group consists of 37 pre-service teachers studying the undergraduate programme of Science Teaching, Faculty of Education of a university in the Western Black Sea Region in the spring semester of the academic year 2016–2017. A form consisting of three open-ended questions was used as a data collection tool during the study. The data acquired were analyzed through content analysis method. Following the study, 15 different metaphors created in relation to the LEGO robotic instructional practices concept were categorized as ‘edutainment tool,’ ‘a technological tool’ and a ‘development tool,’ while 24 different metaphors created in relation to the augmented reality concept were categorized as ‘Perception Of Reality’, ‘A Technological Tool’, ‘Change/Transformation Tool’ and ‘Entertainment Tool’. Moreover, 25 different metaphors created in relation to the flipped classroom concept were classified in two categories as a ‘form of education’ and ‘an education shaping tool’. Moreover, almost all of the metaphors created were observed to have positive features.

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Metaphorical evolution: A longitudinal study of secondary school teachers’ concepts of 3D modelling and printing in education

Anđić,

Maričić,

Weinhandl

et al. 2024

Educ Inf Technol

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Research into teachers’ concepts and changes over time in digital technologies is crucial for gaining insights into the factors that shape teachers’ concepts of technologies and influence their use in the classroom. Numerous studies have indicated that the use of 3D modelling and printing (3DMP) contributes to the modernization of teaching and the achievement of student learning outcomes. Using a three-wave longitudinal study with the application of conceptual metaphors as a theoretical background, this study tracks teachers’ concepts of 3DMP after training, three months, and after one year of teaching experience and provides insight into this area. The data for the study was collected from 74 secondary teachers and processed using a mixed-methods research approach. The findings show that as teachers gain experience, their views on using 3DMP in education evolve. The results include a shift in their perception of digital reliance, the pedagogical benefits, the potential for creative expression, and the sensitivity of 3D printing. The findings of our study suggest that teachers need continuous technical support at the beginning of their use of 3DMP in the classroom, so that the application of this technology can successfully contribute to the development of student creativity and knowledge. This research emphasizes the need for comprehensive ongoing support and targeted training to enable teachers to effectively integrate 3DMP into educational practices, while fostering creativity and addressing technical complexities. Furthermore, this research sheds light on teachers’ views of 3DMP and has implications for developments in teacher training and courses, the 3DMP platform, software development, education policy, and the 3DMP industry.

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Prospective Chemistry and Science Teachers’ Views and Metaphors about Chemistry and Chemical Studies

Cited by 5 publications

References 96 publications

The Mnemonic Correction Becomes Meaningful Through Focus Group Discussion in Chemistry Learning

The Mnemonic Correction Becomes Meaningful Through Focus Group Discussion in Chemistry Learning

Metaphoric perceptions of pre-service teachers about ‘LEGO Robotic Instructional Practices,’ ‘Augmented Reality’ and ‘Flipped Classroom’ concepts

Metaphorical evolution: A longitudinal study of secondary school teachers’ concepts of 3D modelling and printing in education

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