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Pre-Service Physics and Chemistry Teachers' Conceptual Integration of Physics and Chemistry Concepts
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Date
2016-06-01
Author
Tuysuz, Mustafa
BEKTAŞ, Oktay
Geban, Ömer
Öztürk, Gökhan
Yalvac, Bugrahan
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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.
Subject Keywords
Conceptual integration
,
Pre-service teacher education
,
Physics education
,
Chemistry education
URI
https://hdl.handle.net/11511/43659
Journal
EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION
DOI
https://doi.org/10.12973/eurasia.2016.1244a
Collections
Department of Mathematics and Science Education, Article
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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.