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Autor/inn/en | Eyceyurt Türk, Gülseda; Güngör Seyhan, Hatice |
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Titel | Evaluation of Pre-Service Science Teachers' Conceptual Understandings on the Topic of "Colligative Properties" According to Walton Argument Model Components |
Quelle | In: International Online Journal of Education and Teaching, 9 (2022) 1, S.241-262 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Eyceyurt Türk, Gülseda) ORCID (Güngör Seyhan, Hatice) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2148-225X |
Schlagwörter | Preservice Teachers; Science Teachers; Knowledge Level; Scientific Concepts; Chemistry; Problem Based Learning; Persuasive Discourse; Science Education; Misconceptions; Foreign Countries; Turkey |
Abstract | The purpose of this research is to determine the conceptual understanding of pre-service science teachers about "Colligative properties", which are aimed to be taught within the scope of Chemistry-II course, within the framework of the argumentation-supported problem based learning (AS-PBL) method. The study, in which 24 pre-service science teachers participated, was conducted as practice-based action research, which is one of the qualitative research methods. The arguments of pre-service science teachers about the related chemistry topic were analysed according to the Walton Argumentation Model (Conclusion-Premise) and were described through content analysis. At the end of the research, it was observed that pre-service science teachers had misconceptions of arguments, which they mostly structured as a "conclusion sentence", about the related chemistry topic before the implications. After the implications, it was observed that the majority of pre-service science teachers showed the ability to present "a conclusion and at least one premise", but the conceptual understanding of all participants did not reach the expected level. (As Provided). |
Anmerkungen | Informascope. 3251 Cadde Kozlu Evler 2/49 Yasamkent, 06800, Turkey. e-mail: iojetmail@gmail.com; Web site: https://iojet.org/index.php/IOJET |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |