scholarly journals HELPING PRE-SERVICE SCIENCE TEACHERS TO UNDERSTAND ATOMISM THROUGH OBSERVATIONS AND EXPERIMENTS

2015 ◽  
Vol 14 (1) ◽  
pp. 64-84
Author(s):  
Ayse Oguz Unver ◽  
Sertac Arabacioglu
Keyword(s):  
Diagnostic Test ◽  
Science Teachers ◽  
Teaching Methods ◽  
Historical Development ◽  
Development Process ◽  
Multiple Choice ◽  
Service Science ◽  
Alternative Conceptions ◽  
De Rerum Natura ◽  
Teaching Modules

Current atom concept teachings haven’t reached required levels from the points of both teaching methods and learning attainments. With this purpose in this research atom concept is conveyed to the classroom milieu through observations and experiments related to the atom concept during historical development process starting with the masterpiece of, the carrier of the atom thoughts of Antiquity to our age, Roman philosopher Lucretius, namely De Rerum Natura. The study has conducted thoughts regarding the atom in ancient and subsequent history under six headings teaching modules that would span over 11 weeks. The participants in the study were 73 pre-service science teachers. The two-tier multiple-choice diagnostic test was developed. In the analysis of the results of the test, after test hypotheses were proved, the single-factor ANOVA was employed for related samples, while frequency analysis was used for the content of the views of the participants and percentages were calculated to observe the change in alternative conceptions. Key words: concept of the atom in antiquity, experiments and observations, Titus Lucretius Carus, Two-tier Multiple-Choice Diagnostic test.

scholarly journals EVALUATING OF PRE-SERVICE SCIENCE TEACHERS’ UNDERSTANDING OF GENERAL CHEMISTRY CONCEPTS BY USING TWO TIER DIAGNOSTIC TEST

2016 ◽  
Vol 15 (1) ◽  
pp. 79-96
Author(s):  
Ayfer Mutlu ◽  
Burçin Acar Şeşen
Keyword(s):  
Diagnostic Test ◽  
Science Teachers ◽  
Rate Constant ◽  
Chemical Equilibrium ◽  
Reaction Rate ◽  
Reaction Rate Constant ◽  
Service Science ◽  
Alternative Conceptions ◽  
Conservation Of Energy ◽  
Acids And Bases

This research aimed at evaluating pre-service science teachers’ understanding of the subject matters such as “thermochemistry, chemical kinetics, chemical equilibrium, acids and bases and electrochemistry”. For this purpose, a two-tier diagnostic test consisting of 44 items (α = 0.84) related to the aforementioned concepts was developed by the researchers. This test was applied on to the first, second, and third year pre-service science teachers in Hasan Ali Yucel Education Faculty, Istanbul University. The results showed that the pre-service science teachers had alternative conceptions about endothermic-exothermic reactions, conservation of energy, reaction enthalpy, calorimeters; rate of reaction, reaction rate constant, effects of some factors on reaction rate and reaction rate constant; effects of some factors on equilibrium, equilibrium dynamics, Le Chatelier Principle; equivalence point, end point, indicators, buffers, titrations, neutralization, strength and properties of acids and bases, pH; effects of concentrations on cell potential, metal electrodes, localization of anode and cathode, plating, galvanization. Key words: acids and bases, alternative conception, chemical equilibrium, chemical kinetic, electrochemistry, thermochemistry, two tier diagnostic test.

scholarly journals Improving Pre-Service Science Teachers’ Content Knowledge and Argumentation Quality through Socio-Scientific Issues-Based Modules: An Action Research Study

2020 ◽  
Vol 4 (1) ◽  
pp. 80-90
Author(s):  
Nurcan Tekin ◽  
Oktay Aslan ◽  
Süleyman Yılmaz
Keyword(s):  
Action Research ◽  
Content Knowledge ◽  
Science Teachers ◽  
Service Science ◽  
Effective Learning ◽  
Video Recordings ◽  
Knowledge Questionnaire ◽  
Practical Tool ◽  
Teaching Modules ◽  
Argumentation Quality

This paper aimed to assess improvements in content knowledge and argumentation quality of pre-service science teachers (PST) through a socio-scientific issues-based (SSI-based) module course. The study was designed as action research with 25 PSTs. Data collection instruments were an energy-related content knowledge questionnaire and video recordings. An energy-related content knowledge rubric was used to evaluate the content knowledge of PSTs, while their argumentation quality was analyzed using a video analysis inventory. The module course was completed in eight weeks. Findings showed that the SSI-based teaching modules course improved energy-related content knowledge with all  PSTs increasing by a minimum of one criterion on the rubric.  Although the number of arguments decreased weekly, the argumentation quality also increased. Thus, it can be inferred that SSI-based module teaching is a practical tool to teach energy-related content knowledge and argumentation qualities. The study suggests that action research can contribute to developing an effective learning environment.  Further studies that include the actual practices of PSTs as they reflect and revise their learning are indicated.

scholarly journals EXAMINATION OF PRE-SERVICE SCIENCE TEACHERS’ UNDERSTANDING LEVELS OF KEPLER’S LAWS WITH RANKING TASK QUESTIONS

2014 ◽  
Vol 13 (2) ◽  
pp. 276-288
Author(s):  
Derya Çobanoğlu Aktan ◽  
Emrah Oğuzhan Dinçer
Keyword(s):  
Teacher Education ◽  
Science Teachers ◽  
Education Program ◽  
Teacher Education Program ◽  
Service Science ◽  
Alternative Conceptions ◽  
Kepler's Laws ◽  
Ranking Task ◽  
Ranking Tasks ◽  
Kepler’S Laws

The purpose of this study was to investigate pre-service science teachers’ understanding levels of Kepler’s second and third laws. The participants of the study were 38 pre-service science teachers who attended introductory astronomy class in their teacher education program. The participants’ understandings of Kepler’s laws were examined by their answers to ranking tasks, which required participants to rank the situations given in the question, and then to explain the reasons behind their answers. The findings showed that the participants’ understanding levels ranged from partial understanding with alternative conceptions to sound understanding. Moreover the number of the participants with partial understanding with alternative conceptions exceeded the participants with sound understanding. The participants’ explanations to ranking tasks also indicated that although participants knew the classic statements of Kepler’s laws, they had also alternative conceptions. Five different alternative conceptions were identified from the participants’ explanations. Two of them have not been reported in previous studies. Key words: Kepler’s laws, pre-service science teachers, ranking tasks, understanding levels.

scholarly journals Effects of a 5Es learning model on the conceptual understanding and science process skills of pre-service science teachers: The case of gases and gas laws

2020 ◽  
Vol 85 (4) ◽  
pp. 559-573 ◽  
Author(s):  
Baydere Karsli ◽  
Alipaşa Ayas ◽  
Muammer Çalik
Keyword(s):  
Science Teachers ◽  
Conceptual Understanding ◽  
Learning Model ◽  
Service Science ◽  
Alternative Conceptions ◽  
Control Group ◽  
Process Skills ◽  
Science Process Skills ◽  
Computer Animations ◽  
Gas Laws

The aim of this study was to investigate the effects of using a 5Es learning model on the pre-service science teachers? conceptual understanding and science process skills for ?gases and gas laws?. The sample of the study consisted 49 pre-service science teachers enrolled for the ?Science Laboratory Practices-I? course within the department of science education of a Turkish state university. Through a quasi-experimental research method (pre- and post- -test research design), an experimental group was exposed to the 5Es learning model (engage-explore-explain-elaborate-evaluate) with different conceptual change methods/techniques (i.e., worksheets, computer animations, analogies and experiments). A control group was also taught through existing instruction (e.g., experiments, lecture and question?answer). Data were collected through the gas laws test and the science process skills test. The results of partial eta squared (?2) revealed large-size effects for the control (0.61) and experimental groups (0.73). The 5Es learning model was more effective than the existing instruction in overcoming the pre-service science teachers? alternative conceptions of ?gases and gas laws?, as well as in improving their science process skills. The current study recommends that the 5Es learning model be tested with a larger sample throughout a long-term teaching intervention.

scholarly journals Evaluating pre-service science teachers’ concept mastery in the topic of biodiversity during distance learning under circumstance of Covid-19 pandemic

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Aida Fikriyah ◽  
Bayu Sandika ◽  
Etistika Yuni Wijaya
Keyword(s):  
Distance Learning ◽  
Science Teachers ◽  
Quantitative Study ◽  
Learning Process ◽  
Multiple Choice ◽  
Service Science ◽  
Multiple Choice Questions ◽  
Online Test ◽  
Concept Mastery ◽  
Pedagogical Competence

Students as pre-service science teachers have to reach concept mastery during learning process, since it includes in a teachers’ pedagogical competence that has to be attained well. Although this current circumstance is under covid-19 pandemic, however distance learning should provide an effective situation that can gauge students’ concept mastery. This study aims at evaluating pre-service science teachers’ concept mastery in the topic of biodiversity during distance learning under circumstance of covid-19 pandemic. The research included in a descriptive quantitative study. The distance learning was conducted in the lecture of bioconservation during odd semester, on September 2020 toward 50 students in the year academic of 2017. Data were collected using an online test consisting of 10 multiple choice questions. Findings indicates that the pre-service science teachers’ concept mastery reached a score of 53.0 in which was categorized as moderate criteria. Therefore, it can be concluded that the concept mastery has to be enhanced continually in every learning process in order pre-service science teachers are able to comprehend science concepts and enhance this mastery respectively.

scholarly journals Impact of 21st-Century Collaboration on Pre-Service Science Teachers’ Understandings of Acid-Base Concepts in Selected Science Colleges of Education in Ghana

2020 ◽  
Vol 10 (3) ◽  
pp. 79
Author(s):  
Judith Kafui Kemetse ◽  
Samuel Agyekum Darkwa ◽  
Richard Koranteng Akpanglo-Nartey
Keyword(s):  
Science Teachers ◽  
21St Century ◽  
Multiple Choice ◽  
Service Science ◽  
Colleges Of Education ◽  
Acid Base ◽  
Bonferroni Adjustment ◽  
Post Test ◽  
Multiple Choice Items ◽  
The Impact

This study investigated the impact of 21st-century collaboration on pre-service teachers’ comprehension of acid-base concepts in selected science colleges of education in the Volta Region of Ghana. A pre-test/post-test quasi-experimental design with a non-equivalent control group was used in this study. The Acids-Bases Chemistry Achievement Test (ABCAT) was adapted from Damanhuri, Treagust, Won, and Chandrasegaran, (2016) to evaluate the extent to which pre-service science teachers in Ghanaian science colleges of education achieved the intended curriculum on acid-base concepts, specifically, concentration in mol/dm3 or g/dm3, properties of acids and bases, pH, pOH, neutralisation reaction and titrimetry. A sample of 52 second year pre-service science teachers from two intact science colleges of education was conveniently selected to participate in the study. An ABCAT comprising 19 items made up of 10 multiple-choice items and nine two-tier multiple-choice items was administered to pre-service science teachers as pre-test and post-test. Students taught with the 21st-century collaboration performed better than those taught using the Lecture method (LM) concerning acid-base conception when one-way between-group analysis of covariance (ANCOVA) and post hoc analysis with a Bonferroni adjustment was conducted on ABCAT. The results suggest that 21st-century collaboration facilitated the conceptual understandings of pre-service teachers in the experimental group.

IDENTIFIKASI MISKONSEPSI MATERI KESETIMBANGAN KIMIA MENGGUNAKAN TES DIAGNOSTIK PILIHAN GANDA TIGA TINGKAT (THREE-TIER MULTIPLE CHOICE) PADA PESERTA DIDIK KELAS XI MIA SMA NEGERI 2 PEKANBARU

2019 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Zaki Dayatul Akbar ◽  
Herdini Herdini ◽  
Abdullah Abdullah
Keyword(s):  
Diagnostic Test ◽  
Multiple Choice ◽  
Dissociation Degree ◽  
Second Year ◽  
World Industry

The aim of this research were to know misconceptions and the category level of misconceptions in the second year students of SMA Negeri 2 Pekanbaru aboutt concepts of chemical equallibrium. This research took place in SMA Negeri 2 Pekanbaru and the data were collected on April 2017. was all the students of XI MIA class of four classes. The population consisted of 161 students. The sample was all the population. This research was descriptive quantitative. The technique of collecting data used diagnostic test and interview. The result showed that students found misconception in the definition concept of chemical equallibrium with the percentage was 34,78% (category of average), for the concept of heterogen and homogen was 36,335% (average), the concept of dissociation degree was 33,54% (average), the concept of Kc measurement was 43,785% (average), the concept of Kp measurement was 27,55% (poor), the principle concept of Le Chatelier was 36,764% (average), the concept of using chemical equallibrium in world industry was 23,60% (poor).

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