Use of Multiple Representations in Developing Preservice Chemistry Teachers' Understanding of the Structure of Matter

Autor/inn/en	Yakmaci-Guzel, Buket; Adadan, Emine
Titel	Use of Multiple Representations in Developing Preservice Chemistry Teachers' Understanding of the Structure of Matter
Quelle	In: International Journal of Environmental and Science Education, 8 (2013) 1, S.109-130 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1306-3065
Schlagwörter	Science Instruction; Scientific Concepts; Secondary School Science; Chemistry; Instructional Effectiveness; Teaching Methods; Pretests Posttests; Statistical Analysis; Longitudinal Studies; Quasiexperimental Design; Preservice Teachers; Preservice Teacher Education; Classification; Misconceptions; Pedagogical Content Knowledge; Animation; Visual Aids; Learning Modalities + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Chemie; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Statistische Analyse; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lehramtsstudiengang; Lehrerausbildung; Classification system; Klassifikation; Klassifikationssystem; Missverständnis; Pädagogische Kompetenz; Anschauungsmaterial; Lernumgebung
Abstract	The purpose of this study was to examine the changes in 19 preservice chemistry teachers' understandings of the structure of matter, including the aspects of the physical states of matter, the physical composition of matter, and the chemical composition of matter, before, immediately after, and months after they received a specific instruction. The one-group pre, post, and delayed posttest design was used, and participants' understandings before, immediately after, and months after the instruction were assessed using the same "three part particulate drawing" classification question constructed by Sanger (2000). Collected data were analyzed according to both the number of scientifically appropriate classifications, and the types and nature of scientifically inappropriate classifications made by preservice teachers. The results of these two analyses were quite parallel to each other and showed that this specific instruction promoted the development of participants' scientific understandings of the structure of matter. It should be noticed that while the effect of the instruction appeared extremely positive based on the results of the statistical analyses which solely compared the number of scientifically appropriate classifications, it was reflected more accurately after the participants' scientifically inappropriate classifications of the structure of matter were analyzed more thoroughly. It was also found that although some scientifically inappropriate classifications were changed to scientifically appropriate ones following the instruction, some of them reverted back to their initial status months after the instruction. (Contains 8 tables.) (As Provided).
Anmerkungen	International Consortium for the Advancement of Academic Publication. Abant Izzet Baysal University, Faculty of Education, 14280 Golkoy-Bolu, Turkey. e-mail: editorijese@gmail.com; Web site: http://www.ijese.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10