Influence of Particle Theory Conceptions on Pre-Service Science Teachers' Understanding of Osmosis and Diffusion

Autor/inn/en	AlHarbi, Nawaf N. S.; Treagust, David F.; Chandrasegaran, A. L.; Won, Mihye
Titel	Influence of Particle Theory Conceptions on Pre-Service Science Teachers' Understanding of Osmosis and Diffusion
Quelle	In: Journal of Biological Education, 49 (2015) 3, S.232-245 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
DOI	10.1080/00219266.2014.923488
Schlagwörter	Science Instruction; Preservice Teachers; Scientific Concepts; Concept Formation; Theories; Scientific Principles; Foreign Countries; Multiple Choice Tests; Correlation; Secondary School Science; Science Teachers; Surveys; Saudi Arabia + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Concept learning; Begriffsbildung; Theory; Theorie; Ausland; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Korrelation; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Survey; Umfrage; Befragung; Saudi-Arabien
Abstract	This study investigated the understanding of diffusion, osmosis and particle theory of matter concepts among 192 pre-service science teachers in Saudi Arabia using a 17-item two-tier multiple-choice diagnostic test. The data analysis showed that the pre-service teachers' understanding of osmosis and diffusion concepts was mildly correlated with their understanding of particle theory. We also identified 18 common alternative conceptions in these topics. The findings suggest that greater time and attention needs to be invested in the teaching of particle theory for Saudi pre-service teachers to ensure their scientific understanding of diffusion and osmosis concepts, so that they can help students understand the concepts better. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01