Chemistry Teachers’ Misconceptions Concerning Concept of Chemical Reaction Rate

Kolomuç, Ali; Tekin, Seher

doi:10.51724/ijpce.v3i2.194

Cited by 38 publications

(37 citation statements)

References 35 publications

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“…Purpose and Significance: Chemistry helps people understand phenomena of everyday life (Kolomuç & Tekin, 2011). In this context, it is important to design and apply teaching activities which allow students to integrate chemistry subjects with phenomena of everyday life.…”

Section: Extended Abstractmentioning

confidence: 99%

Investigating the Effectiveness of Case-based Learning Instruction on Students’ Understanding the Subject of Reaction Rate

Sümen¹,

Şendur²

2015

Journal of Theoretical Educational Science

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This study has been carried out to determine the effectiveness of case-based learning related to reaction rate on students' conceptual understanding and conceptual change. In this respect, a class of 11 th grade students in an Anatolian High School in the center of Izmir city was chosen randomly as experimental group (n=26) and another as control group (n=22). Reaction rate unit was taught to the experimental group within case-based learning method, and to the control group through activities defined in Chemistry curriculum. Comprehension Test developed by Cakmakci (2005) was utilized as data collecting instrument. The Comprehension Test was applied simultaneously to both experimental and control groups before and after the teaching. The data collected via the Comprehension Test was analyzed in terms of both quantity and quality. As a result of the study, it was noted that there was a significant difference between the groups after the instruction in favor of the experimental group. Also, it was determined that case-based learning was more effective in promoting conceptual change and assuring higher level of conceptual understanding for students.

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Section: Extended Abstractmentioning

confidence: 99%

Investigating the Effectiveness of Case-based Learning Instruction on Students’ Understanding the Subject of Reaction Rate

Sümen¹,

Şendur²

2015

Journal of Theoretical Educational Science

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“…In other words, good teacher knowledge is essential for the most effective teaching (Summers, Kruger, Childs, & Mant, 2000) because misconceptions held by students may arise from incorrect instruction given by teachers who do not have a correct and complete understanding of their majors (Groves, & Pugh, 1999;Khalid, 2003). To date, many studies have been performed to determine teachers' understanding of different science concepts (Kolomuc, & Tekin, 2011;Yip, 1998). Similarly, since the mid-1980s, many researchers have attempted to investigate in-service, especially pre-service, teachers' understandings of atmospheric environmental issues such as the greenhouse effect (GE), global warming (GW), ozone layer depletion (OLD) and acid rain (AR).…”

Section: Introductionmentioning

confidence: 99%

Pre- and In-Service Teachers’ Understandings of Atmosphere-related Environmental Issues: The Effects of Major and Gender

Kahraman

2020

Erzincan Üniversitesi Eğitim Fakültesi Dergisi

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This study aimed to investigate pre-and in-service teachers' understandings of the greenhouse effect, global warming, ozone layer depletion, and acid rain in terms of gender and major using a three-tier diagnostic test which has the potential to differentiate respondents with lack of knowledge from those with misconceptions. The data of the research in which the survey method was used were collected using "The Atmosphere-related Environmental Problems Diagnostic Test (AREPDiT)." The sample of the study consisted of 987 respondents (634 pre-service and 353 inservice teachers). The data were analyzed using a three-way ANOVA. The results revealed that although males' AREPDiT mean score was higher than that of their female counterparts, the difference between them was not statistically significant. Also, science and social studies inservice teachers' understandings of atmospheric environmental issues were significantly higher than that of pre-service teachers with the same majors, while there was no significant difference between pre-and in-service primary teachers' understandings of atmosphere-related environmental issues. It was found that the participants had some common misconceptions about atmosphere-related environmental issues. Moreover, both pre-and in-service teachers more commonly use informal sources such as the Internet and TV to access environmental knowledge than formal ones such as seminars and books.

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“…Ölçme ve değerlendirme amacıyla öğrencilerin kavram yanılgılarını belirlemek için mülakatlar (Nakhleh, Samarapungavan, & Saglam, 2005;Valanides, 2000), açık uçlu sorular (Aydoğan, Güneş, & Gülçiçek, 2003;Kolomuç & Tekin, 2011), kavram haritaları (Burrows & Mooring, 2015;Novak & Gowin, 1984), kelime ilişkilendirme testleri (Şen, Varoğlu, & Yılmaz, 2019;Yücel & Özkan, 2015), çizimler ve gösterimler (Berg, Orraryd, Pettersson, & Hulten, 2019;Smith & Metz, 1996) ve çoktan seçmeli testler (Özmen, 2008;Schmidt, 1997) gibi çeşitli teknikler kullanılmaktadır. Köse, & Coştu, 2003;Turgut, 1995).…”

Section: Introductionunclassified

Development of Two-Tier Diagnostic Test Related to Concept Pairs in Chemistry

Varoğlu

Şen

Yılmaz

2020

Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi

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The study aims to develop two-tier diagnostic test to determine the conceptual understanding of secondary school students about concept pairs related with the periodic table such as; metal-nonmetal, acid-base, ionic-covalent, proton number-electron number, anion-cation. Participants were 334 secondary school students aged between 13 and 17. Chemistry Concept Diagnostic Test (CCDT) consist of two-tiers and 30 questions was used. Expert opinion was obtained for content and face validity of CCDT. The bottom 27% and top 27% of student groups determined according to the total scores of the test. In order to item analyzes, item difficulty indices and item discrimination indices were determined and 13 questions were removed from the test Expert opinion for the content validity was obtained again for the final test. Statistical analyzes utilized for the reliability, and the reliability coefficient of 17 item was calculated as .857 for first tier; and .908 for both first and second tiers.

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Chemistry Teachers’ Misconceptions Concerning Concept of Chemical Reaction Rate

Cited by 38 publications

References 35 publications

Investigating the Effectiveness of Case-based Learning Instruction on Students’ Understanding the Subject of Reaction Rate

Investigating the Effectiveness of Case-based Learning Instruction on Students’ Understanding the Subject of Reaction Rate

Pre- and In-Service Teachers’ Understandings of Atmosphere-related Environmental Issues: The Effects of Major and Gender

Development of Two-Tier Diagnostic Test Related to Concept Pairs in Chemistry

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