The Contribution of Constructivist Instruction Accompanied by Concept Mapping in Enhancing Pre-service Chemistry Teachers’ Conceptual Understanding of Chemistry in the Laboratory Course

Aydın, Mehmet Emin; Aydemir, Nurdane; Boz, Yezdan; Çetin-Dindar, Ayla; Bektaş, Oktay

doi:10.1007/s10956-009-9167-1

Cited by 20 publications

(12 citation statements)

References 51 publications

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“…The interview results showed that more students in the CM‐IR group indicated that the learning approach benefited them in several aspects compared to those in the conventional IR group, including ‘Improving observation capabilities’, ‘Extending learning after class’ and ‘Enhancing scientific inquiry ability’. As indicated by several scholars, enabling students to perceive the benefits and meaning of learning generally could promote their intrinsic motivation (Aydin et al., 2009; Butler & Lumpe, 2008; Hwang, Zou et al., 2020). In this study, incorporating concept mapping into the IR‐based learning contexts not only engaged the students in organizing what they had observed and learned, but also enabled them to connect the textbook content to real‐life contexts, which helped them perceive the meaning of the learning content.…”

Section: Discussionmentioning

confidence: 99%

An integrated concept mapping and image recognition approach to improving students' scientific inquiry course performance

Huang

Hwang

Chen

2021

Brit J Educational Tech

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Scholars and researchers generally believe that scientific inquiry is an important activity for cultivating students' applied knowledge and high-level thinking ability. The process of scientific inquiry can promote students' learning motivation and trigger their higherorder thinking ability. However, students may not have enough prior knowledge or they may lack inquiry experience, which may influence the effectiveness of their inquiry learning. Besides, in a scientific inquiry environment assisted by technology, students must face abundant and diverse learning resources, and may not effectively organize and carry out advanced cogitation to solve problems. Therefore, this research proposed an integrated concept mapping and image recognition (IR) approach to help students effectively acquire and organize knowledge in the process of scientific inquiry. This study applied a quasiexperimental design to verify the effect of this proposed approach. The experimental group conducted the concept mapping-based IR (CM-IR) learning approach, whilst the control group conducted the conventional IR-based learning approach to evaluate the students' performance in terms of their learning motivation and learning achievements. The participants were two classes of 10th-grade students in northern

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Section: Discussionmentioning

confidence: 99%

An integrated concept mapping and image recognition approach to improving students' scientific inquiry course performance

Huang

Hwang

Chen

2021

Brit J Educational Tech

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“…The Constructivist Learning Environment Survey (CLES) developed by Taylor, Fraser, and Fisher [17] and adapted and translated into Turkish by Aydın, Boz, Sungur, and Çetin [18]. The survey was developed to assist researchers and teachers to assess the degree to which a particular classroom's environment is consistent with a constructivist epistemology, and to help teachers to reflect on their epistemological assumptions and reshape their teaching practice [19].…”

Section: Data Collection Toolmentioning

confidence: 99%

Examination of relationship between preservice chemistry teachers' preferences for creating constructivist-learning environment and sense of efficacy

Temel

2019

SHS Web Conf.

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The aim of this study was to determine the relationship between preservice chemistry teachers' preferences for creating constructivistlearning environment and sense of efficacy. The study was conducted with 50 preservice chemistry teachers. Correlational research design was conducted to determine the relationship between the variables. Constructivist Learning Environment Survey (CLES) and Teachers' Sense of Efficacy Scale (TSES) were used as data collection tools. While CLES includes 30 items under five subscales, TSES includes 12 items under three subscales. Pearson Product-Moment Correlation Analysis was used to analyze obtained data. The results of the study revealed that there was a significance correlation between preservice chemistry teachers' preferences for creating constructivist-learning environment and sense of efficacy for total scores (r=.36, n=50, p<.05).

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“…In view of the above, many approaches and attempts have been employed by chemistry educators [6,7,1] to find out their students' initial knowledge about some science concepts before they teach them. Teachers' beliefs are that knowing these prior concepts, through the use of diagnostic instruments, would help them to have a suitable, all-encompassing entry point for the introduction of lessons.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Two-tier Instruments on Undergraduate Chemistry Teacher Trainees: An Illuminative Assessment

Hanson¹

2019

IJI

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Research has it that diagnostic tools lead to better teaching and learning strategies as teachers are able to unearth students' deep-seated learning challenges. An illuminative assessment approach was therefore employed to assess how two-tier diagnostic assessments that are alleged to possess inherent capacities to diagnose students' learning difficulties impacted on Ghanaian undergraduate teacher trainees. The obtained results were interpreted within an epistemological framework. Findings indicated that two-tier diagnostic instruments, were effective in revealing learners' conceptual misunderstandings in inorganic chemistry. As many as 43 alternative conceptions were uncovered through the use of diagnostic assessments. These findings would give chemistry teachers an insight into some students' naïve conceptions and add up to existing knowledge about students' learning difficulties as well as how teachers can recognise them.

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The Contribution of Constructivist Instruction Accompanied by Concept Mapping in Enhancing Pre-service Chemistry Teachers’ Conceptual Understanding of Chemistry in the Laboratory Course

Cited by 20 publications

References 51 publications

An integrated concept mapping and image recognition approach to improving students' scientific inquiry course performance

An integrated concept mapping and image recognition approach to improving students' scientific inquiry course performance

Examination of relationship between preservice chemistry teachers' preferences for creating constructivist-learning environment and sense of efficacy

The Impact of Two-tier Instruments on Undergraduate Chemistry Teacher Trainees: An Illuminative Assessment

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