Analysis of the Alternative Conceptions of Preservice Teachers and High School Students Concerning Atomic Size

Autor/inn/en	Eymur, Guluzar; Çetin, Pinar; Geban, Ömer
Titel	Analysis of the Alternative Conceptions of Preservice Teachers and High School Students Concerning Atomic Size
Quelle	In: Journal of Chemical Education, 90 (2013) 8, S.976-980 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/ed300027f
Schlagwörter	Science Instruction; Secondary School Science; High School Students; Preservice Teachers; Scientific Concepts; Molecular Structure; Concept Formation; Multiple Choice Tests; Comparative Analysis; College Science + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Concept learning; Begriffsbildung; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren
Abstract	The purpose of this study was to analyze and compare the alternative conceptions of high school students and preservice teachers on the concept of atomic size. The Atomic Size Diagnostic Instrument was developed; it is composed of eight, two-tier multiple-choice items. The results of the study showed that as a whole 56.2% of preservice teachers and 59.4% of high school students correctly answered six or more questions out of eight. New alternative conceptions about atomic size, which could be grouped under three main considerations, were found. These alternative conceptions were related to the number of protons, ionic charge, and period and group number. (As Provided).
Anmerkungen	Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10