Promoting Pre-Service Science Teachers’ Conceptual Understanding About Boiling by Dialogic Teaching

Abstract

In order to reach students who can efficiently use intended scientific understandings, it is important to have science teachers without conceptual difficulties. The aim of present research is to enhance pre-service science teachers’ conceptual understanding about boiling by dialogic teaching. The sample consisted of forty-three pre-service science teachers in their first year of teacher education. Dialog-based instructional activities were conducted in a chemistry laboratory course. Audio recordings of classroom discourse and written texts were used for data collection. Pre-service science teachers’ conceptions about boiling identified before and after dialogic teaching were analyzed using content analysis.. The findings showed that dialogic teaching efficiently supported pre-service science teachers’ understanding about boiling. Keywords: dialogic teaching, conceptual change, boiling topic, pre-service science teachers.

The learners’ conceptual understanding: Literature review of vapor-pressure lowering and boiling-point elevation

“…Vaporization starts when the partial pressure of water in the air is less than the saturated vapor pressure of the environment. The boiling point of a liquid is reached at a specific temperature when the vapor pressure of the liquid is equal to the vapor pressure of the atmosphere [59], [60] 3. In the equilibrium system with a constant volume, the temperature change has no impact on the quantity of liquid or vapor Liquid-vapor equilibrium in a closed container tends to reestablish at a certain point, and the amount of vapor varies according to volume or temperature [16], [29] 4.…”

“…When the system reaches equilibrium, the liquid water and vapor phases will evaporate and condense at the equal rate [16] 5. The water's state transition depends only on the temperature Pressure in the system also affects the phase transition of water [16], [60] 6.…”

“…The fact was that while they were getting close to the answer, they still could not fully acknowledge the concept. The research using dialogic teaching showed that students might not be able to transfer the conceptual understanding of the textbook to a specific case of boiling point and pressure [60]. Others stated that a limited amount of literature had been found in which relevant literature on colligative properties [61].…”

“…The learning strategy called the dialogic teaching interventions successfully fixed most conceptual difficulties, including several alternative conceptions [60]. Dialogic teaching interventions might be a part of  ISSN: 2089-9823 J Edu & Learn, Vol.…”

Characterizing mathematical discourse according to teacher and student interactions: The core of mathematical discourse

“…In other words, it was observed that the mathematical discourse of the teachers was more effective in the development of the extremal discourse types in the mathematical discourse core. Similarly, Demirbağ (2017) emphasized that different types of discourse contributed to the development of arguments by pre-service teachers and the role of the teacher was significant in every stage between the discussion of ideas and the conclusion. Thus, it could be suggested that the teacher's mathematical discourse determine the participation of the students in the class to express their views.…”