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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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.