PRE-SERVICE CHEMISTRY TEACHERS’ KNOWLEDGE OF LEARNERS’ ALTERNATIVE CONCEPTIONS AND THEIR WAYS OF DEALING WITH THEM

Date

2024-8-29

Author

Gürler, Şerife

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This study aimed to examine pre-service chemistry teachers' conceptions of reaction rate concepts, their knowledge of learners’ alternative conceptions and their teaching strategies to handling learners’ alternative conceptions in the rate of reaction topic. Moreover, the change in pre-service chemistry teachers’ knowledge of learners’ alternative conceptions and how they deal with learners’ alternative conceptions as they take pedagogical content knowledge courses in teacher education programs was explored. Twenty pre-service chemistry teachers at a university in Ankara were involved in this research. Group 1 was composed of seven pre-service teachers who did not take any pedagogical content knowledge courses. Group 2 involved six pre- service teachers who completed most of the pedagogical content knowledge courses. Group 3 included seven pre-service teachers who completed all pedagogical content knowledge courses. A questionnaire, involving five scenario-based questions and semi-structured interviews were used to assess pre-service chemistry teachers' conceptions, knowledge of learners' alternative conceptions and methods used to eliminate these alternative conceptions in the reaction rate topic. Analysis of data showed that Group 3 students had the least alternative conceptions of most of the reaction rate concepts. However, they still had alternative conceptions about interpreting reaction rate-time graph. Moreover, taking pedagogical content knowledge courses enhanced pre-service teachers’ ability to identify students’ alternative conceptions and their selection of various teaching strategies. However, identification of students’ alternative conceptions by pre-service chemistry teachers does not guarantee the use of suitable method to eliminate these alternative conceptions. This study has some implications for teacher education programs.

Subject Keywords

Pre-service chemistry teachers, Alternative conceptions, Reaction rate, Knowledge of learners, Knowledge of instructional strategy

URI

https://hdl.handle.net/11511/111304

Collections

Graduate School of Natural and Applied Sciences, Thesis