A comparison of level of understanding of eighth-grade students and science student teachers related to selected chemistry concepts

The aim of this study is to investigate and compare level of understanding of eighth‐grade students and student teachers in their final year in the science education department related to concepts of solution, gas, and chemical change. A qualitative and quantitative methodology was used for this inv...

Full description

Saved in:
Bibliographic Details
Published in:Journal of research in science teaching 2005-08, Vol.42 (6), p.638-667
Main Authors: Çalik, Muammer, Ayas, Alipaşa
Format: Article
Language:English
Subjects:
Chemistry
Comparative Analysis
Comprehension
Curriculum subjects: programmes and methods
Educational sciences
Exact and natural sciences
Freehand Drawing
Grade 8
Group Discussion
Preservice Teacher Education
Science Education
Science Teachers
Scientific Concepts
Secondary School Science
Student Teacher Attitudes
Student Teachers
Teaching methods
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The aim of this study is to investigate and compare level of understanding of eighth‐grade students and student teachers in their final year in the science education department related to concepts of solution, gas, and chemical change. A qualitative and quantitative methodology was used for this investigation. Open‐ended questions and group discussion methods were used for data collection. Moreover, to examine how students visualize these concepts, students were asked to make drawings. The questions were administered to 50 students in Grade 8 and 50 student teachers in the science education department. Group discussions were conducted with 6 students and 6 student teachers. There were surprisingly similar alternative conceptions by both the students and the student teachers despite more instruction on these topics in the education of the student teachers. Based on the results, some suggestions are presented. © 2005 Wiley Periodicals, Inc. J Res Sci Teach
ISSN:0022-4308
1098-2736
DOI:10.1002/tea.20076