Assessment of Awareness of Chemistry Concepts with Thesaurus Task: 9th Grade Vocational High School Students Sample

Autor/inn/en	Zan, Nuray; Zan, Burcu Umut
Titel	Assessment of Awareness of Chemistry Concepts with Thesaurus Task: 9th Grade Vocational High School Students Sample
Quelle	In: Education Quarterly Reviews, 4 (2021), S.323-338 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Zan, Nuray) ORCID (Zan, Burcu Umut)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2657-215X
Schlagwörter	Vocational High Schools; High School Students; Grade 9; Foreign Countries; Chemistry; Scientific Concepts; Reference Materials; Glossaries; Dictionaries; Knowledge Level; Definitions; Accuracy; Concept Formation; Recognition (Psychology); Familiarity; Identification; Turkey (Ankara) + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 09; 9. Schuljahr; Schuljahr 09; Ausland; Chemie; Literaturnachweis; Glossary; Glossar; Dictionary; Wörterbuch; Wissensbasis; Begriffsbestimmung; Concept learning; Begriffsbildung; Recognition; Wiedererkennen; Identifikation; Identifizierung
Abstract	The study was conducted at a vocational high school in Ankara during the academic year of 2018-2019 based on the key concepts regarding the units in the chemistry curriculum for 9th grade. The purpose of the study was to investigate whether 9th grade students recognized the key concepts in chemistry units of first and second semester, and how correct their relevant definitions were. In the first unit, 9 students could determine a sufficient number of key concepts; however, in the proceeding units, the number decreased, and none of the students were able to recognize the correct concepts in the last unit. Another important finding of the study was that students included high-level concepts in their dictionaries even though they had difficulty in identifying the basic key concepts offered in the curriculum. It revealed that students attempted to explain unrecognized concepts through an unfamiliar terminology. Accordingly, it was inferred from the data obtained that students entered into chemistry with fundamental conceptual deficiencies. When concept-related definitions in student thesauruses were examined, it was revealed that the majority could make scientific explanations and choose their resources correctly; nonetheless, a small number of students could not make sufficient descriptions or used expressions far from scientific explanations. One of the important aspects of this study is that, teachers need to give the key concepts to students in detail first, and demonstrate in practice how to look up their explanations in the right resources. This constitutes the main scientific background of our study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01