Investigating the influence of pre-service chemistry teachers' understanding of the particle nature of matter on their conceptual understanding of solution chemistry

2014 ◽  
Vol 15 (2) ◽  
pp. 219-238 ◽  
Author(s):  
Emine Adadan
Keyword(s):  
Conceptual Understanding ◽  
Solution Chemistry ◽  
Chemistry Teachers ◽  
Particle Nature ◽  
Nature Of Matter

scholarly journals THE EFFECTS OF MODEL SUPPORTED COOPERATIVE AND INDIVIDUAL LEARNING METHODS ON PROSPECTIVE SCIENCE TEACHERS’ UNDERSTANDING OF SOLUTIONS

2018 ◽  
Vol 17 (6) ◽  
pp. 945-959
Author(s):  
Zehra Ozdilek ◽  
Seda Okumus ◽  
Kemal Doymus
Keyword(s):  
Cooperative Learning ◽  
Science Teachers ◽  
Conceptual Understanding ◽  
Individual Learning ◽  
Solution Chemistry ◽  
Achievement Level ◽  
Particulate Nature Of Matter ◽  
Particulate Nature ◽  
Prospective Science Teachers ◽  
Nature Of Matter

This research was conducted to facilitate the conceptual understanding of the solutions that contain abstract concepts and not to understand easily. The aim of this research is to determine the effect of applied methods on the achievement level of prospective science teachers and conceptual understanding level at the particulate nature of matter in solution chemistry. The research was conducted with 58 prospective science teachers and a pre-test/posttest non-equivalent quasi-experimental design was used. Three experimental groups were determined as model supported Reading Writing Application method of cooperative learning (n=20), model supported Students Teams Achievement Divisions method of cooperative learning (n=20), and model supported individual learning method (n=18). The data collected with a Particulate Nature of Matter Test (PNMT) and a Module Test (MT). For analyzing data descriptive statistics, one–way ANOVA, and ANCOVA were used. The results showed that there was no significant effect with respect to the achievement level. According to findings from the post test of MT, all groups were more successful in terms of correct understanding of the solutions compared with the pre-tests. Keywords: cooperative learning, individual learning, pedagogical-analogical models, solution chemistry, particulate nature of matter.

Pre-service chemistry teachers' pedagogical content knowledge of the nature of science in the particle nature of matter

2013 ◽  
Vol 14 (2) ◽  
pp. 201-213 ◽  
Author(s):  
Oktay Bektas ◽  
Betul Ekiz ◽  
Mustafa Tuysuz ◽  
Elif Selcan Kutucu ◽  
Aysegul Tarkin ◽  
...  
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Nature Of Science ◽  
Chemistry Teachers ◽  
Pedagogical Content ◽  
Particle Nature ◽  
Nature Of Matter

scholarly journals An Investigation of Students’ Use of a Computational Science Simulation in an Online High School Physics Class

2019 ◽  
Vol 9 (1) ◽  
pp. 49 ◽  
Author(s):  
Joshua Rosenberg ◽  
Michael Lawson
Keyword(s):  
High School ◽  
Conceptual Understanding ◽  
Computational Science ◽  
Future Research ◽  
Data Set ◽  
Embedded Assessment ◽  
High School Physics ◽  
Balanced Model ◽  
Particle Nature ◽  
K 12

Science educators have begun to explore how students have opportunities to not only view and manipulate simulations, but also to analyze the complex sources of data they generate. While scholars have documented the characteristics and the effects of using simulations as a source of data in face-to-face, K-12 classrooms, how simulations can be taken up and used in such a way in fully-online classes is less-explored. In this study, we present results from our initial qualitative investigation of students’ use of a simulation in such a way across three lessons in an online, Advanced Placement high school physics class. In all, 13 students participated in the use of a computational science simulation that we adapted to output quantitative data across the lesson sequence. Students used the simulation and developed a class data set, which students then used to understand, interpret, and model a thermodynamics-related concept and phenomenon. We explored the progression of students’ conceptual understanding across the three lessons, students’ perceptions of the strengths and weaknesses of the simulation, and how students balanced explaining variability and being able to interpret their model of the class data set. Responses to embedded assessment questions indicated that a few developed more sophisticated conceptual understanding of the particle nature of matter and how it relates to diffusion, while others began the lesson sequence with an already-sophisticated understanding, and a few did not demonstrate changes in their understanding. Students reported that the simulation helped to make a complex idea more accessible and useful and that the data generated by the simulation made it easier to understand what the simulation was representing. When analyzing the class data set, some students focused on fitting the data, not considering the interpretability of the model as much, whereas other students balanced model fit with interpretability and usefulness. In all, findings suggest that the lesson sequence had educational value, but that modifications to the design of the simulation and lesson sequence and to the technologies used could enhance its impact. Implications and recommendations for future research focus on the potential for simulations to be used to engage students in a variety of scientific and engineering practices in online science classes.

Pre-service chemistry teachers' competencies in the laboratory: a cross-grade study in solution preparation

2016 ◽  
Vol 17 (1) ◽  
pp. 100-110 ◽  
Author(s):  
F. Ö. Karataş
Keyword(s):  
Chemistry Education ◽  
Teacher Education Program ◽  
Sharp Decrease ◽  
Solution Chemistry ◽  
Chemistry Laboratory ◽  
Chemistry Teacher ◽  
Chemistry Teachers ◽  
Grade Levels ◽  
Solution Preparation ◽  
Safety Rules

One of the prerequisites for chemistry teacher candidates is to demonstrate certain laboratory skills. This article aims to determine and discuss the competencies of pre-service chemistry teachers in a chemistry laboratory context working with solution chemistry content. The participants in this study consisted of a group of pre-service chemistry teachers in the first to fifth years of a chemistry teacher education program. The participants were given individual tasks of preparing solutions of a certain concentration. The tasks included two steps: calculation and application. The participants were also observed in terms of the degree to which they followed the laboratory safety rules. Overall, the pre-service teachers made numerous errors in calculating the correct amounts of a substance and preparing a solution, as well as obeying the safety rules. Interestingly, the participants' laboratory competencies showed a trend along their grade levels; namely, a slight increase and then a sharp decrease in their solution preparation knowledge and skills that could be associated with retention loss or decay over time in the absence of rehearsal and/or ill-encoding. These results may contribute to the discussion on virtual and physical laboratories in chemistry education.

scholarly journals FIRST YEAR UNIVERSITY STUDENTS’ CONCEPTUAL UNDERSTANDING OF PHYSICAL AND CHEMICAL CHANGES (A Preliminary Research)

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Syahrial Syahrial ◽  
Sri Winarni
Keyword(s):  
University Students ◽  
Conceptual Understanding ◽  
Survey Method ◽  
First Year ◽  
Study Program ◽  
Chemical Changes ◽  
Chemistry Teachers ◽  
Science And Education ◽  
First Year University ◽  
Physical And Chemical

The purpose of this study is to identify first year university students' understanding of the concepts of physical and chemical changes. This study involved 43 students from the 2019 batch of the Chemical Education Study Program (PSPK) of the Faculty of Science and Education (FKIP) of the Syiah Kuala University (USK) which was dominated by women (only 2 men). According to the objectives, the study used a survey method and used an instrument in the form of a questionnaire containing 15 statements. Participants were asked to provide responses via google form by choosing true or false for each statement item on the questionnaire. The results of the analysis show that the understanding of the majority of students is quite good for macroscopic markers or indicators and low for sub-microscopic markers or indicators. Therefore, chemistry teachers need to use molecular (sub-microscopic) images when teaching materials or topics of physical and chemical changes.

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