Kimya Öğretmen Adaylarının Denge Konusundaki Zihinsel Modelleri Ve Bilgiyi Transfer Edebilme Düzeylerinin Araştırılması

Bu çalışmanın amacı, kimya öğretmen adaylarının kimyasal denge konusundaki bilgilerini, safsuyun otoprotoliz dengesi ile ilişkilendirip ilişkilendiremediklerini ya da suyun otoprotolizdengesinde kullanıp kullanamadıklarını belirlemektir. Çalışmanın örneklemini, 14 kimyaöğretmen adayı oluşturmaktadır. Veri toplama aracı olarak 14 adet yarı yapılandırılmış görüşmesorusu kullanılmıştır. Mülakatlar sonucunda, katılımcıların denge konusu ile ilişkili kavramlarıkısmen bildikleri ancak bunları yorumlamada, gerçek bir uygulamaya transfer etmede ciddisıkıntı yaşadıkları görülmüştür. Katılımcıların konu ile ilgili kavramların anlamlarını, bukavramların birbirleri ile olan ilişkilerini bilmedikleri, kavramlar arasındaki ilişkilerden yolaçıkarak çeşitli olguları açıklayamadıkları görülmüştür. Sonuçlar, denge konusunda öğrencilerinkavramlar arasında bir ilişki kuramadıklarını, yorum yapamadıklarını net bir şekildegöstermektedir.

Searching for The Mental Models of Chemistry Teacher Candidates Related to The Chemical Equilibrium Subject and Their Level of Knowledge Transfer

The aim of this study is to determine whether chemistry teacher candidates can relate the knowledge of chemical equilibrium to the autoprotolysis equilibrium of pure water or whether they can use the knowledge in the autoprotolysis equilibrium of pure water. 14 chemistry teacher candidates were participated in the study. In the study, 14 semi-structured interview questions were used as the data collection tool. The results of the interviews displayed that the participants were partially aware of the concepts related to the equilibrium subject, but they had difficulties while interpreting the concepts and transferring them to a real practice. It was seen that participants did not explain the meanings of the concepts related to the subject, they did not know their relations with each other, and they could not explain various scientific facts through the relations between the concepts. The results clearly displayed that the participants couldn’t make connections between the concepts in the equilibrium subject and make commends related to the relations between them.

PDF

___

Abell, S. K. (2007). Research on Science Teacher Knowledge. In S. K. Abell, & N. G. Lederman (Eds.), Handbook of research on science education (1105–1149). Mahwah, NJ: Lawrence Erlbaum Ass0Ciates.
Akkus¸ H., Kadayifci, H., Atasoy, B., & Geban, Ö. (2003). Effectiveness of Instruction Based on the Constructivist Approach on Understanding Chemical Equilibrium Concepts. Research in Science & Technological Education, 21(2), 209-227.
Banerjee, A. C. (1991). Misconceptions of Students and Teachers in Chemical Equilibrium. International Journal of Science Education, 13(4), 487–494.
Ben-Zvi, R., Eylon, B. & Silberstein, J. (1987) Students' Visualisation of a Chemical Reaction. Education in Chemistry, 24, 117-120.
Bergquist, W. & Heikkinen, H. (1990). Student Ideas Regarding Chemical Equilibrium. Journal of Chemical Education, 67, 1000–1003.
Bilgin, İ. & Geban, Ö. (2006). The Effect of Cooperative Learning Approach Based on Conceptual Change Condition on Students’ Understanding of Chemical Equilibrium Concepts. Journal of Science Education and Technology, 15(1),31-46.
Bretz, S. L. (2001). Novak's Theory of Education: Human Constructivism and Meaningful Learning. Journal of Chemical Education, 78, 1107-1117.
Cheung, D. (2009). Using Think-aloud protocols to Investigate Secondary School Chemistry Teachers’ Misconceptions About Chemical Equilibrium. Chemistry Education Research and Practice, 10, 97-108.
Cheung, D., Ma, H.J., & Yang, J. (2009). Teachers’ Misconceptions about the Effects of Addition of more Reactants or Products on Chemical Equilibrium. International Journal of Science and Mathematics Education, 7, 1111-1133.
Chiu,M., Chou, C., & Liu, C. (2002). Dynamic Processes of Conceptual Change: Analysis of Constructing Mental Models of Chemical Equilibrium. Journal of Research in Science Teaching, 39(8), 688-712.
Efendioğlu, A. & Yanpar Yelken, T. (2010). Programmed Instruction versus Meaningful Learning Theory in Teaching Basic Structured Query Language (SQL) in Computer Lesson. Computers & Education, 55(3), 1287-1299.
Erdemir, A. Ö., Geban, Ö., & Uzuntiryaki, E. (2000). Freshman Students’ Misconceptions in Chemical Equilibrium. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi,18, 79 – 84.
Fyrenius, A., Bergdahl, B., & Silén, C. (2005). Lectures in Problem Based Learning— Why, When and How? An Example of Interactive Lecturing that Stimulates Meaningful Learning. Medical Teacher, 27(1), 61-65.
Ganaras, K., Dumon, A., & Larcher, C. (2008). Conceptual Integration of Chemical Equilibrium by Prospective Physical Sciences Teachers. Chemistry Education Research and Practice, 9, 240–249.
Garnett P. J., Garnett P. J. & Hackling, M. W., (1995), Students’ Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning, Stud. Sci. Educ.,25, 69-95.
Gonzalez, H. L., Palencia, A. P., Umana, L. A., Galindo, L., & Villafrade, L. A. (2008). Mediated Learning Experience and Concept Maps: A Pedagogical Tool for Achieving Meaningful Learning in Medical Physiology Students. Adv Physiol Educ, 32, 312–316.
Gorodetsky, M., and Gussarsky, E. (1986). Misconceptions of The Chemical Equilibrium Concept as Revealed by Different Evaluation Methods. European Journal of Science Education, 8, 427–441.
Gussarksy, E.,& Gorodetsky, M. (1990). On The Concept ‘Chemical Equilibrium’: The Associative Framework. Journal of Research in Science Teaching, 27(3), 197– 204.
Gülpinar, M. A. & Yeğen, B. Ç. (2005) Interactive Lecturing for Meaningful Learning in Large Groups. Medical Teacher, 27(7), 590-594.
Hackling, W. M., & Garnett, J. P. (1985). Misconception of Chemical Equilibrium. European Journal of Science Education 7, 205–214.
Hameed, H., Hackling, M. W., & Garnett, P. J. (1993). Facilitating Conceptual Change in Chemical Equilibrium Using A CAI Strategy. International Journal of Science Education 15, 221–230.
Huang, Y. M., Chiu, P. S., Liu, T. C., & Chen, T. S. (2011). The Design and Implementation of A Meaningful Learning-based Evaluation Method for Ubiquitous Learning. Computers & Education, 57, 2291–2302.
Kaya, E. (2013) Argumentation Practices in Classroom: Pre-service Teachers' Conceptual Understanding of Chemical Equilibrium. International Journal of Science Education, 35(7). 1139-1158.
Kousathana M. &Tsaparlis G., (2002), Students’ Errors in Solving Numerical Chemical-Equilibrium Problems. Chem. Educ. Res. Pract.,3, 5-17.
Lingwood, M. H. (1993). Directed Line Segments, Reaction Rates and Chemical Equilibrium. Spectrum, 31(2), 9–11.
Louise Tyson, L. & Treagust, D. F. (1999). The Complexity of Teaching and Learning Chemical Equilibrium. Journal of Chemical Education, 76(4), 554-558.
Mayer, R. E. (2002). Rote Versus Meaningful Learning. Theory Into Practice, 41(4), 226-232.
Miles, M. B. & Huberman, A. M. (1994). An Expanded Sourcebook: Qualitative Data Analysis, Sage Publications Ltd. London: United Kingdom.
Nakhleh M. B., (1992). Why Some Students Don’t Learn Chemistry? Chemical Misconceptions. Journal of Chemistry Education, 69, 191-196.
Niaz, M. (1995) Relationship Between student Performance on Conceptual and Computational Problems of Chemical Equilibrium. International Journal of Science Education, 17, 343-355.
Niaz, M. (1998). A Lakatosian Conceptual Change Teaching Strategy Based on Students Ability to Build Models with Varying Degrees of Conceptual Understanding of Chemical Equilibrium. Science and Education, 7, 107–127.
Novak, J. D. (2002). Meaningful Learning: The Essential Factor for Conceptual Change in Limited or Inappropriate Propositional Hierarchies Leading to Empowerment of Learners. Science education, 86(4), 548-571.
Özmen, H. (2008). Determination of Students’ Alternative Conceptions About Chemical Equilibrium: A Review of Research and The Case of Turkey. Chemistry Education Research and Practice, 9, 225-233.
Özmen, H. (2007). The Effectiveness of Conceptual Change Texts in Remediating High School Students’ Alternative Conceptions Concerning Chemical Equilibrium. Asia Pasific Education Review, 8(3), 413-425.
Piquette, J. S.,& Heikkinen, H. W. (2005). Strategies Reported Used by Instructors to Address Student Alternate Conceptions in Chemical Equilibrium. Journal of Research in Science Teaching, 42(10), 1112–1134.
Quílez, J. (2004). Changes in Concentration and in Partial Pressure in Chemical Equilibria: Students’ and Teachers’ Misunderstandings. Chemistry Education Research and Practice, 5(3), 281–300.
Quílez-Pardo, J.,& Solaz-Portolés, J. J. (1995). Students’ and Teachers’ Misapplication of Le Châtelier’s Principle: Implications for The Teaching of Chemical Equilibrium. Journal of Research in Science Teaching, 32(9), 939–957.
Raviolo, A. & Garritz, A. (2008). Analogies in The Teaching of Chemical Equilibrium: A Synthesis/analysis of The Literature. Chemistry Education Research and Practice, 10, 5-13.
Sawrey, B. A. (1990). Concept Learning Versus Problem Solving: Revisited. Journal of Chemical Education, 67, 253-334.
Solomonidou, C. & Stavridou, H. (2001). Design and Development of a Computer Learning Environment on the Basis of Students' Initial Conceptions and Learning Difficulties About Chemical Equilibrium. Education and Information Technologies, 6(1), 5-27.
Van Driel, J. H. (2002). Students’ Corpuscular Conceptions in The Context of Chemical Equilibrium and Chemical Kinetics. Chemistry Education: Research and Practice in Europe, 3(2), 201–213.
Voska, K. W. & Heikkinen, H. W. (2000). Identification and Analysis of Student Conceptions Used to Solve Chemical Equilibrium Problems. Journal of Research in Science Teaching, 32, 160–176.
Wheeler, A. E., & Kass, H. (1978). Student Misconception in Chemical Equilibrium. Science Education, 62, 223–232.
Yin, R. (1994). Case Study research: Design and Methods (2nd ed.). Thousand Oaks, CA: Sage Publishing.