Assessing Prospective Chemistry Teachers' Understanding of Gases through Qualitative and Quantitative Analyses of Their Concept Maps

Autor/inn/en	Kibar, Zeynep Bak; Yaman, Fatma; Ayas, Alipasa
Titel	Assessing Prospective Chemistry Teachers' Understanding of Gases through Qualitative and Quantitative Analyses of Their Concept Maps
Quelle	In: Chemistry Education Research and Practice, 14 (2013) 4, S.542-554 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/c3rp00052d
Schlagwörter	Preservice Teachers; Chemistry; Science Instruction; Science Teachers; Concept Mapping; Foreign Countries; Molecular Structure; Theories; Scientific Concepts; Case Studies; Mixed Methods Research; Teaching Methods; Turkey + Suchen Sie Ihr Suchwort? Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Concept Map; Ausland; Theory; Theorie; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Türkei
Abstract	The use of concept mapping as a tool to measure the meaningful learning of students is the focus of this study. The study was carried out with 24 last year students (22 years old) from the Department of Chemistry Teaching at Fatih Faculty of Education, Karadeniz Technical University (KTU). Prospective Chemistry Teachers (PCT) were asked to create concept maps using a list of given concepts related to gases. An examination of the PCTs' maps revealed that the students could not form hierarchical maps even after being shown examples of the basic elements and meaningful propositions between the concepts. After being provided with feedback about their concept maps and trained to form non-hierarchical concept maps, the students were asked to create new maps. This time they were allowed to use either hierarchical or non-hierarchical maps. When their new maps were examined, we found that most of the PCTs formed non-hierarchical maps. However, they still could not form meaningful relationships between the given concepts. We also found that the PCTs had some misconceptions about gases and kinetic molecular theory that explains gas behavior. The study ended up with some suggestions and implications for educators and researchers related to pre-service teachers' training. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01