Evaluation of Pre-Service Science Teachers' Conceptual Understandings on the Topic of "Colligative Properties" According to Walton Argument Model Components

Autor/inn/en	Eyceyurt Türk, Gülseda; Güngör Seyhan, Hatice
Titel	Evaluation of Pre-Service Science Teachers' Conceptual Understandings on the Topic of "Colligative Properties" According to Walton Argument Model Components
Quelle	In: International Online Journal of Education and Teaching, 9 (2022) 1, S.241-262 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Eyceyurt Türk, Gülseda) ORCID (Güngör Seyhan, Hatice)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-225X
Schlagwörter	Preservice Teachers; Science Teachers; Knowledge Level; Scientific Concepts; Chemistry; Problem Based Learning; Persuasive Discourse; Science Education; Misconceptions; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Wissensbasis; Chemie; Problem-based learning; Problemorientiertes Lernen; Persuasion; Persuasive Kommunikation; Naturwissenschaftliche Bildung; Missverständnis; Ausland; Türkei
Abstract	The purpose of this research is to determine the conceptual understanding of pre-service science teachers about "Colligative properties", which are aimed to be taught within the scope of Chemistry-II course, within the framework of the argumentation-supported problem based learning (AS-PBL) method. The study, in which 24 pre-service science teachers participated, was conducted as practice-based action research, which is one of the qualitative research methods. The arguments of pre-service science teachers about the related chemistry topic were analysed according to the Walton Argumentation Model (Conclusion-Premise) and were described through content analysis. At the end of the research, it was observed that pre-service science teachers had misconceptions of arguments, which they mostly structured as a "conclusion sentence", about the related chemistry topic before the implications. After the implications, it was observed that the majority of pre-service science teachers showed the ability to present "a conclusion and at least one premise", but the conceptual understanding of all participants did not reach the expected level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01