Pre-Service Physics and Chemistry Teachers' Conceptual Integration of Physics and Chemistry Concepts

Download
index.pdf
2016-06-01
Tuysuz, Mustafa
BEKTAŞ, Oktay
Geban, Ömer
Öztürk, Gökhan
Yalvac, Bugrahan
Show full item record
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
195
views
106
downloads
This study examines the pre-service teachers' opinions about conceptual integration (CI) and their understanding of it. A qualitative phenomenology design was used in the study. Data was collected through in-depth semi-structured interviews comprising ten guiding questions. Three pre-service physics and three pre-service chemistry teachers participated conveniently in the study. While the pre-service chemistry teachers took a course regarding the CI explicitly taught, the pre-service physics teachers were not subjected to any information relating to the CI in their course. Data was analyzed by forming the codes and themes. Generally speaking, while the pre-service chemistry teachers think that physics concepts should be used in the chemistry lessons, the preservice physics teachers believe that these two subjects' concepts generally are not related to each other. Moreover, the participants had some difficulties in understanding the CI between physics and chemistry concepts. The possible implication for science teacher education and research is discussed.
Conceptual integration, Pre-service teacher education, Physics education, Chemistry education
https://hdl.handle.net/11511/43659
EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION
Department of Mathematics and Science Education, Article

Suggestions

Pre-service teachers' achievement and perceptions of the classroom environment in flipped learning and traditional instruction classes
ÖZÜDOĞRU, MELİKE; Aksu, Meral (Australasian Society for Computers in Learning in Tertiary Education, 2020-01-01)
The aim of this study was to investigate whether flipped learning affects pre-service teachers' achievement and perceptions related to the classroom environment. This experimental study was conducted in the fall semester of 2017-2018 for 11 weeks at a state university in Turkey and included a total of 56 pre-service teachers. An achievement test and a scale were implemented to collect the data. The analyses through descriptive and inferential statistical analysis techniques showed that flipped learning grou...
In-service and Pre-service Science Teachers’ Views regarding Conceptual Integration of Physics, Chemistry, and Biology Disciplines
TÜYSÜZ, MUSTAFA; Öztürk, Gökhan; Geban, Ömer; BEKTAŞ, OKTAY (2018-06-01)
The purpose of the study was to understand knowledge and opinions of in-service (ISTs) and preservice science teachers (PSTs) regarding the conceptual integration (CI). The research design of this study was phenomenology as a type of qualitative research methods. Purposive sampling methodology was chosen for this study. A sample of the study consisted of ten ISTs and 40 PSTs. Twostage open-ended questions were utilized as the primary data source to evaluate ISTs’ and PSTs’ subject matter knowledge in terms ...
Pre-service elementary teachers' motivations to become a teacher and its relationship with teaching self-efficacy
Bilim, Ibrahim (2014-06-08)
This study investigated 341 pre-service elementary teachers' motives to become a teacher using Factors Influencing Teaching Choice (FIT-Choice) theory as a basis. It then investigated how these motivations change as candidates follow their training and these motivations' relationship with teaching self-efficacy. The results suggests that Altruistic motives (make social contribution, shape future of children and enhance social equity) were the most influential followed by prior teaching and learning experien...
Pre-service Physics Teachers' Metacognitive Knowledge about Their Instructional Practices
Yerdelen-Damar, Sevda; Özdemir, Ömer Faruk; Unal, Cezmi (2015-10-01)
This study aims to investigate pre-service physics teachers' metacognitive knowledge about their teaching practices. The participants included six pre-service physics teachers. A taxonomy of metacognition for teaching was developed to analyze the level of pre-service physics teachers' metacognitive knowledge about their teaching practices. Analysis of data showed that pre-service physics teachers' metacognitive knowledge about their content knowledge was quite satisfactory; however, their metacognitive know...
TEACHERS THEORETICAL ORIENTATIONS TOWARD TEACHING THINKING
Yıldırım, Ali (Informa UK Limited, 1994-09-01)
The literature on teaching thinking reflects a major controversy that results from two distinctive theoretical views about the nature of thinking. One focuses on content of thinking, and the other emphasizes skills involved in thinking. However, an attempt to understand practitioners' perceptions of these theories is generally absent in the literature. The purpose of this study was to investigate teachers' theoretical orientations toward teaching thinking, using a survey questionnaire. Ths sample includ...
Citation Formats
M. Tuysuz, O. BEKTAŞ, Ö. Geban, G. Öztürk, and B. Yalvac, “Pre-Service Physics and Chemistry Teachers’ Conceptual Integration of Physics and Chemistry Concepts,” EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION, pp. 1549–1568, 2016, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/43659.
METU IIS - Integrated Information Service open@metu.edu.tr