Prospective Teachers' Misconceptions of Vaporization and Vapor Pressure

Abstract

This study aimed to determine students' misconceptions related to vaporization and vapor pressure. In order to fulfill this aim, open-ended diagnostic questions and semi-structured interviews were used. The diagnostic questions were administered to 70 third-year students enrolled in the Primary Science Teacher Training Department at Ataturk University in Turkey. In addition, 12 students were interviewed in order to clarify their written responses and to further probe students' conceptual understandings of the questions asked in the test. Seven different misconceptions were identified. The results have implications for tertiary-level teaching, suggesting that a substantial review of teaching strategies is needed.

Understanding Acid and Base Concepts among Chemistry and Biology Pre-service Teachers at Faculty of Education in Amran University–Yemen

“…Results of this study are in line with the results of some previous studies [18,19]. According to the study of Dindar et al (2010) [18], as regard acids and bases concepts, results revealed that all CPSTs explained incorrectly the acid and base definition regarding Bronsted-Lowry and Lewis acid-base definitions. Besides, all of them stated that they could not understand neither a matter is an acid nor a base using a litmus paper.…”

“…In this regard, Dindar et al [18] used one-to-one semi-structured interviews to interview a sample of six secondary CPSTs at a university in Ankara in order to find out the CPSTs' explanations regarding chemistry topics including acids and bases. Concerning acid and base, all CPSTs' did not do any explanation about either Bronsted-Lowry or Lewis acid and base definitions.…”

Analysis of Students Misconception in Chemical Equilibrium Material Using Three Tier Test

“…Based on the results of the above explanation, students had misconceptions about determining the formula Kc, Kp and calculate Kc because students did not understand the basic laws of chemistry, did not remember well the formulas Kc and Kp. This is in line with the results of research conducted by Conpolat et al (2006); Ozmen (2008) that students were confused in determining the formula and its relationship. As for the equilibrium constants Kc and Kp will increase with increasing temperature in the exothermic reaction, but there were students who are still confused about it, so students experience misconceptions.…”

Fen Bilimleri Öğretmen Adaylarının Kavramsal Değişimlerine Zenginleştirilmiş Laboratuvar Rehber Materyalinin Etkisi: Buharlaşma ve Kaynama

“…Diğer çözeltilerde ve sıvılarda buharlaşma olmaz. Beveridge (1985); (13) Russell, Harlen ve Watt (1989); (14) Johnson (1998) (15) Bar ve Galili (1994); (16) Hatzinikita ve Koulaidis (1997); (17) Tytler (2000); (18) Madde ve değişim ile maddenin halleri ünitelerinde yer alan "kaynama" (Hwang ve Hwang, 1990;McElwee, 1991;Paik ve diğ., 2004;Pınarbaşı ve Canpolat, 2003;Valanides, 2000aValanides, , 2000bVarelas ve diğ., 2006), "kaynayan sıvıdaki kabarcıkların yapısı" (Chang, 1999;Goodwin, 2000;Hatzinikita ve Koulaidis, 1997;Osborne ve Cosgrove, 1983;Paik ve diğ., 2004), "kaynama, kaynama noktası ve buhar basıncını etkileyen faktörler" (Abad, 2001;Coştu, 2006;Gopal ve diğ., 2004;Pınarbaşı ve Canpolat, 2003) ve "buharlaşma, buharlaşma hızı ve buhar basıncı" (Canpolat, 2006;Canpolat ve diğ., 2006;Chang, 1999;Coştu ve Ayas, 2005;Osborne ve Cosgrove 1983;Prain, Tytler ve Peterson, 2009;Tytler, 2000) kavramlarında öğrencilerin alternatif kavramlarını belirlemeye yönelik birçok çalışma yapılmıştır. Bu çalışmaların katılımcıları ilköğretim (Bar ve Galili, 1994;Bar ve Travis, 1991;Hwang ve Hwang, 1990;Osborne ve Cosgrove, 1983;Paik ve diğ., 2004;Tytler, 2000), ortaöğretim (Osborne ve Cosgrove, 1983;Hwang ve Hwang, 1990;Andersson, 1990;…”