Turkish prospective chemistry teachers alternative conceptions about acids and bases

2009-01-01
Boz, Yezdan
Show full item record
179
views
0
downloads
The purpose of this study was to obtain prospective chemistry teachers' conceptions about acids and bases concepts. Thirty‐eight prospective chemistry teachers were the participants. Data were collected by means of an open‐ended questionnaire and semi‐structured interviews. Analysis of data indicated that most prospective teachers did not have difficulties about macroscopic properties of acids and bases. However, despite chemistry instruction, most of the prospective teachers were found to have problems in understanding the neutralization concept, the distinction between strength and concentration of acids and linking the acids and bases topic to daily life. These findings have some implications for teacher education programs.
Rospective Chemistry Teacher , Alternative Conception , Acids And Bases, Pre‐Service Teacher Education
https://hdl.handle.net/11511/85124
School Science and Mathematics
Department of Mathematics and Science Education, Article

Suggestions

Turkish Pre Service Teachers Beliefs About the Importance of Teaching Chemistry
Kondakçı, Esen; Boz, Yezdan (2007-10-01)
The purpose of this study was to describe Turkish pre-service chemistry teachers’ beliefs about the importance of teaching chemistry in high schools. For this purpose, 45 pre-service chemistry teachers were administered a questionnaire involving open-ended questions which asked what the importance of teaching chemistry is, and why we teach chemistry in high schools. Based on the written responses, 12 pre-service teachers were chosen to be interviewed to obtain more elaborated information about their beliefs...
Exploring representation of nature of science aspects in 9th grade chemistry textbooks
Esmer, Feyza; Geban, Ömer; Department of Secondary Science and Mathematics Education (2011)
The aim of this study was to examine the representation of Nature of Science (NOS) aspects in 9th grade chemistry textbooks. Two textbooks nation-wide used are analyzed, one of them is written in Turkish the other in English. These textbooks were written according to 2008-2009 education program’s curriculum. A qualitative oriented approach was employed and ethnographic content analysis was used as the methodological framework for this research as Irez (2006) has performed. Data were analyzed by means of boo...
Examination of the topic-specific nature of pedagogical content knowledge in teaching electrochemical cells and nuclear reactions
Aydın, Sevgi; Friedrichsen, Patricia M.; Boz, Yezdan; Hanuscin, Deborah L. (Royal Society of Chemistry (RSC), 2014-01-01)
The purpose of this study was to examine experienced chemistry teachers' pedagogical content knowledge (PCK) for two different topics in chemistry to better understand how PCK is specific to topic, including whether all components of PCK are topic-specific and to what degree. To explore the topic-specific nature of PCK, we examined two experienced teachers' PCK using a case study methodology. Multiple data collection strategies were used, including a card-sorting activity, Content Representation (CoRe), sem...
Examination of pre-service chemistry teachers’ competency in the field of environmental education and sustainable development
Soysal, Ceren; Geban, Ömer; Teksöz, Gaye; Department of Secondary Science and Mathematics Education (2017)
The purpose of this study was to explore pre-service chemistry teachers’ competency related to Environmental Education and Sustainable Development. In doing so, the frame was set to focus on three fields of competency: (i) content knowledge, (ii) pedagogical content knowledge, (iii) chemistry literacy. The data gathered from 24 pre-service chemistry teachers at the end of the spring semester of 2016-2017. Essay type questions was used as the source of data. The instrument was created by using the current co...
The Nature of interplay among components of pedagogical content knowledge in reaction rate and chemical equilibrium topics of novice and experienced chemistry teachers
Akın, Fatma Nur; Kondakçı, Esen; Department of Secondary Science and Mathematics Education (2017)
In this qualitative multiple-case design study, I examined the interactions among pedagogical content knowledge (PCK) components of novice and experienced chemistry teachers in teaching reaction rate and chemical equilibrium topics. For this aim, three chemistry teachers who had different levels of teaching experience in chemistry teaching were selected through a process of purposeful sampling. Data were collected through card-sorting task, Content Representation (CoRe) tool, semi-structured interviews, obs...
Citation Formats
Y. Boz, “Turkish prospective chemistry teachers alternative conceptions about acids and bases,” School Science and Mathematics, pp. 212–222, 2009, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/85124.
METU IIS - Integrated Information Service open@metu.edu.tr