Linking Physics With Chemistry - Opportunities in a Constructivist Classroom

Toomey, Rick; Garafalo, Fred

doi:10.1039/b2rp90044k

Cited by 3 publications

(3 citation statements)

References 39 publications

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“…Based on this finding, we suggest that the way we teach the CI to pre-service teacher is also important because they perceive the CI as something can be taught through direct instruction rather than being a meaningful conceptual learning constructed based on the prior knowledge. Hence, pre-service science teachers should effectively use constructivist teaching strategies (Toomey & Garafalo, 2003) as supported by the results of previous studies. Generally speaking, it was concluded that the pre-service teachers prefer not to use questions, which is necessary making the CI, in their exams, because that they did not know exactly how to make this integration and see themselves inadequate in order to integrate these subject areas.…”

Section: Conclusion and Discussionsupporting

confidence: 63%

“…For instance, when teaching chemical bonding, chemistry teachers should use Coulomb law of application of force concept in their courses in order to increase the CI for their students. Moreover, when teaching surface tension, intermolecular forces should be explained by physics teachers to achieve the CI (Taber, 2003b;Taber, 2008b;Toomey & Garafalo, 2003). However, it should not be forgotten that these concepts are only examples since there are many places in chemistry and physics where knowledge of one area is not necessary to students to understand the CI.…”

Section: Introductionmentioning

confidence: 99%

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Pre-Service Physics and Chemistry Teachers’ Conceptual Integration of Physics and Chemistry Concepts

Tüysüz

Bektaş

Geban

et al. 2016

EURASIA J MATH SCI T

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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.

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Section: Conclusion and Discussionsupporting

confidence: 63%

Section: Introductionmentioning

confidence: 99%

Pre-Service Physics and Chemistry Teachers’ Conceptual Integration of Physics and Chemistry Concepts

Tüysüz

Bektaş

Geban

et al. 2016

EURASIA J MATH SCI T

View full text Add to dashboard Cite

show abstract

“…To ameliorate these misconceptions, researchers have often turned to qualitative approaches in developing student mental models of internal energy, heat, work, pressure, etc. (see Waite, 1985) and of force, velocity, time, energy, and change (Toomey and Garafalo, 2003).…”

Section: Introductionmentioning

confidence: 99%

Pushing for particulate level models of adiabatic and isothermal processes in upper-level chemistry courses: a qualitative study

Hernández

Criswell

Kirk

et al. 2014

Chem. Educ. Res. Pract.

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In the past three decades, researchers have noted the limitations of a problem-solving approach that overemphasizes algorithms and quantitation and neglects student misconceptions and an otherwise qualitative, conceptual understanding of chemical phenomena. Since then, studies and lessons designed to improve student understanding of chemistry has overwhelmingly targeted introductory level, high school and first-year college students. In this article, we present a model-based learning cycle approach with upper-level undergraduate and beginning graduate students that investigated their ability to model the adiabatic and isothermal compression/expansion of a gas in a syringe. We were interested to observe, given the extent of their previous chemistry coursework, how students struggled to connect macroscopic observations with particulate representations. Analysis of laboratory reports, reflective journal entries, and classroom discourse transcripts indicate the learning experience was efficacious in uncovering and addressing student conceptual challenges with using models appropriately to describe gas behaviour under the experimental conditions for this investigation.

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Investigating grade-12 students’ cognitive structures about the atomic structure: a content analysis of student concept maps

Ekinci

Şen

2020

International Journal of Science Education

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Linking Physics With Chemistry - Opportunities in a Constructivist Classroom

Cited by 3 publications

References 39 publications

Pre-Service Physics and Chemistry Teachers’ Conceptual Integration of Physics and Chemistry Concepts

Pre-Service Physics and Chemistry Teachers’ Conceptual Integration of Physics and Chemistry Concepts

Pushing for particulate level models of adiabatic and isothermal processes in upper-level chemistry courses: a qualitative study

Investigating grade-12 students’ cognitive structures about the atomic structure: a content analysis of student concept maps

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