Contribution of the argumentation-based laboratory to pre-service chemistry teachers’ microscopic explanations of chemistry concepts

Date

2017-04-25

Author

Kılınç, Selçuk
Sarıcı, Esra
Soysal, Ceren
Kondakçı, Esen

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The purpose of this study was to investigate the impact of argumentation-based chemistry laboratory on pre-service chemistry teachers’ (PCT) explanations of chemistry concepts at micro level. A total of 12 PCTs (5 males and 7 females) participated in the Saturday, April 22, 2017 NARST 2017 Annual International Conference Abstracts 18 | N A R S T A B S T R A C T S study. Data were collected using Chemistry Concepts Test, essay type questions, and semi-structured interviews. Chemistry Concept Test, which included 24 multiple choice items, was administered as a pre-test to determine pre-existing knowledge of PCTs at the beginning of the semester. The items in the test consisted of high school (grade level 9-12) chemistry concepts such as acid-bases, gases, and reaction rate etc. Results showed that, the mean of the argumentation based laboratory (ABL) group (12.3) was greater than the mean of the traditional laboratory group (TL) (10.0). 60% of the participants in ABL group provided correct explanation at microscopic level (3 points) whereas this percentage for TL group was 40%. In addition, there were three participants possessing incorrect knowledge (0 point) in TL group; however, there was no 0 point in ABL group.

URI

https://narst.org/sites/default/files/2019-07/2017_Abstracts.pdf
https://hdl.handle.net/11511/84239

Collections

Department of Mathematics and Science Education, Conference / Seminar

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Citation Formats

S. Kılınç, E. Sarıcı, C. Soysal, and E. Kondakçı, “Contribution of the argumentation-based laboratory to pre-service chemistry teachers’ microscopic explanations of chemistry concepts,” 2017, Accessed: 00, 2021. [Online]. Available: https://narst.org/sites/default/files/2019-07/2017_Abstracts.pdf.