Pre-service Science Teachers' Images and Misconceptions of Atomic Orbital and Self-ionization Concepts

Abstract

The purpose of this study was to uncover pre-service science teachers' images and misconceptions regarding atomic orbital and self-ionization concepts. This study involved a total of 68 pre-service science teachers working at a public university during the 2015-2016 academic year. In this qualitative study, data were collated with the use of worksheets that participating teachers completed by drawing and explain the concepts regarding atomic orbital and self-ionization concepts. Collated data were then subject to content analysis. The results of this study showed that participants' images about atomic orbital and self-ionization concepts were insufficient and that pre-service science teachers hold various misconceptions about orbital and self-ionization concepts. The reasons of the misconceptions could be backed by the pre-service science teachers' inadequacy regarding the mental construction of proper images of scientific concepts and as a recommendation of the study applications are required for improving pre-service science teachers' scientific concepts images being aware of their inadequacy.

Evaluation of mental models of prospective science teachers on chemical reactions

“…Models are one of the materials that can be used to visualize abstract chemistry concepts such as atom, molecule and ion in students' minds (Gilbert & Treagust, 2009;Johnstone, 1991). Visualizing micro-scale chemistry concepts, which are difficult to visualize in students' minds, by using models enables students to understand the concepts accurately and fully, as well as providing permanent learning (Adadan, 2014;Eyceyurt-Türk & Tüzün, 2018;Halloun, 2007;Mendonça & Justi, 2011;Oliva et al, 2015;Wei et al, 2013).…”