Analysis of the Alternative Conceptions of Preservice Teachers and High School Students Concerning Atomic Size

Date

2013-08-01

Author

Eymur, Guluzar
Cetin, Pinar
Geban, Ömer

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

175
views

0
downloads

The purpose of this study was to analyze and compare the alternative conceptions of high school students and preservice teachers on the concept of atomic size. The Atomic Size Diagnostic Instrument was developed; it is composed of eight, two-tier multiple-choice items. The results of the study showed that as a whole 56.2% of preservice teachers and 59.4% of high school students correctly answered six or more questions out of eight. New alternative conceptions about atomic size, which could be grouped under three main considerations, were found. These alternative conceptions were related to the number of protons, ionic charge, and period and group number.

Subject Keywords

General Chemistry, Education

URI

https://hdl.handle.net/11511/40970

Journal

JOURNAL OF CHEMICAL EDUCATION

DOI

https://doi.org/10.1021/ed300027f

Collections

Department of Mathematics and Science Education, Article

Suggestions

OpenMETU
Core

A case study on the aspects of classroom discourse in a fifth grade mathematics class in a regional elementary boarding school Şahin, Şule; Işıksal Bostan, Mine; Department of Elementary Science and Mathematics Education (2009) The purpose of this study was to analyze and interpret specific aspects and characteristics of classroom discourse of an elementary mathematics classroom. To examine the classroom discourse, a fifth grade mathematics classroom was observed during sixteen weeks, and twenty lessons in total. The analysis was based on two main categories: (1) Student Learning and (2) Teacher Moves. Student Learning further divided into two sub-categories as content and learning. Additionally, Teacher Moves also divided into co...
Exploring representation of nature of science aspects in science textbooks Yamak, Yeliz; Çakıroğlu, Jale; Department of Elementary Science and Mathematics Education (2009) The aim of this study was to examine middle school science textbooks according to some criteria in terms of nature of science (NOS). A total of three middle school science textbooks in 6th, 7th and 8th grade and two biology units were analyzed in each textbook. In the 6th grade science textbooks, “Reproduction, Development and Growth in Living Beings”and “Systems in Our Body” units, in the 7th grade science textbook, “Systems in Our Body” and “Human and Environment” units, in the 8th grade science textbook,...
Mathematical Knowledge for Teaching the Function Concept and Student Learning Outcomes Hatisaru, Vesife; Erbaş, Ayhan Kürşat (Springer Science and Business Media LLC, 2017-04-01) The purpose of this study was to examine the potential interrelationships between teachers' mathematical knowledge for teaching (MKT) the function concept and their students' learning outcomes of this concept. Data were collected from two teachers teaching in a vocational high school and their students through a function concept test for teachers and students, follow-up interviews with teachers, and classroom observations. Findings indicated that teachers' MKT and students' learning outcomes were related to...
The effect of multiple intelligences based instruction on 9th graders chemistry achievement and attitudes toward science Bilgin (Köken), Elmas; Geban, Ömer; Department of Secondary Science and Mathematics Education (2006) The main purpose of the study was to compare the effectiveness of multiple intelligences theory based instruction (MITBI) and traditional science instruction (TSI) on 9th grade students’ understanding of chemical bonding concept and attitudes toward chemistry. In the study, 50 ninth grade students from two classes of Genç Osman high school in Ankara were used. 25 of the students were assigned as experimental group and the other 25 as control group. They were instructed by the same teacher. The study was con...
The contribution of cognitive and metacognitive strategy use to seventh grade students' science achievement Akyol, Gülsüm; Öztekin, Ceren; Department of Educational Sciences (2009) The purposes of the study were to examine the differences in the level of students’ cognitive and metacognitive strategy use and to investigate the contribution of cognitive and metacognitive strategy use (rehearsal, elaboration, organization, critical thinking, and metacognitive self-regulation) to 7th grade students’ science achievement. This study also interested in exploring the relationships between students’ background characteristics (gender, prior knowledge, socioeconomic status) and the variables i...

Citation Formats

G. Eymur, P. Cetin, and Ö. Geban, “Analysis of the Alternative Conceptions of Preservice Teachers and High School Students Concerning Atomic Size,” JOURNAL OF CHEMICAL EDUCATION, pp. 976–980, 2013, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/40970.