The Analysis of Prospective Chemistry Teachers' Cognitive Structure: The Subject of Covalent and Ionic Bonding

Autor/inn/en	Temel, Senar; Özcan, Özgür
Titel	The Analysis of Prospective Chemistry Teachers' Cognitive Structure: The Subject of Covalent and Ionic Bonding
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 12 (2016) 8, S.1953-1969 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
DOI	10.12973/eurasia.2016.1273a
Schlagwörter	Chemistry; Science Instruction; Science Education; Science Teachers; Misconceptions; Semi Structured Interviews; Concept Mapping; Preservice Teachers; Teaching Methods; Scientific Concepts; Case Studies; Research Methodology; College Entrance Examinations; Higher Education; Undergraduate Students; Questioning Techniques; College Science; Foreign Countries; Qualitative Research; Turkey + Suchen Sie Ihr Suchwort? Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Missverständnis; Concept Map; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Research method; Forschungsmethode; Aufnahmeprüfung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Befragungstechnik; Fragetechnik; Ausland; Qualitative Forschung; Türkei
Abstract	This study aims to analyse prospective chemistry teachers' cognitive structure related to the subject of covalent and ionic bonding. Semi-structured interviews were conducted with the participants in order to determine their cognitive structure, and the interviews were audio recorded to prevent the loss of data. The data were transcribed and transferred into the computer medium. Furthermore, a flow map was prepared for each prospective chemistry teacher and then was analysed firstly in terms of quantitative variables used in presenting cognitive structure in quantitative statements. Secondly, the statements in the flow maps were analysed in terms of comprehension level. In consequence, it was found through flow maps that prospective chemistry teachers were not very different from each other in terms of cognitive structure and that their cognitive structures were full of inadequacies and misconceptions. Having analysed the statements in the flow maps in terms of the levels of comprehension, the scope and richness of prospective chemistry teachers' cognitive structures were exhibited in more details. (As Provided).
Anmerkungen	EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01