Exploring the impact of argumentation on pre-service science teachers' conceptual understanding of chemical equilibrium

This study examines the impact of argumentation on pre-service science teachers' (PST) conceptual understanding of chemical equilibrium. The sample consisted of 57 first-year PSTs enrolled in a teacher education program in Turkey. Thirty two of the 57 PSTs who participated in this study were in...

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Bibliographic Details
Published in:Chemistry Education Research and Practice 2016-01, Vol.17 (1), p.111-119
Main Authors: Aydeniz, Mehmet, Dogan, Alev
Format: Article
Language:English
Subjects:
Business
Chemistry
Comparative Analysis
Concept Formation
Control Groups
Conventional Instruction
Education
Experimental Groups
Foreign Countries
Group dynamics
Lectures
Persuasive Discourse
Preservice Teachers
Qualitative Research
Samples
Science Tests
Scientific Concepts
Statistical Analysis
Students
Teacher Education Programs
Teachers
Teaching Methods
Turkey
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Summary:This study examines the impact of argumentation on pre-service science teachers' (PST) conceptual understanding of chemical equilibrium. The sample consisted of 57 first-year PSTs enrolled in a teacher education program in Turkey. Thirty two of the 57 PSTs who participated in this study were in the experimental group and 25 in the control group. The experimental group students learned the concept of chemical equilibrium through argumentation; the control group students learned the same concepts through business as usual ( i.e. lectures, supported by laboratory experiments). The intervention lasted for 12 instructional hours, of which 4 were spent in the laboratory. The chemical equilibrium concept test was administered to both groups of students one week after the intervention. The results show that the experimental group students performed significantly better than then control group students on the chemical equilibrium concept test. The mean difference between two groups is 14.026. This difference is statistically significant at (* p < 0.001). However, the control group students performed significantly better on the comprehensive course final exam.
ISSN:1109-4028
1756-1108
1756-1108
1109-4028
DOI:10.1039/c5rp00170f