Matematik ve Fen Bilimleri Eğitimi

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Browsing Matematik ve Fen Bilimleri Eğitimi by Subject "Chemistry -- Study and teaching."

Now showing 1 - 4 of 4
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    Development and implementation of a training program designed to enhance prospective chemistry teachers' content knowledge, pedagogical content knowledge related to misconceptions and teaching efficacy beliefs
    (Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2012., 2012.) Yiğit, Sibel.; Güzel, Buket Yakmacı.
    This study was conducted to develop a training program in order to enhance prospective chemistry teachers' content knowledge in subjects of particulate nature of matter, chemical equilibrium and acid strength, pedagogical content knowledge related to misconceptions and teaching efficacy beliefs and evaluate the effects of this program on participants. The participants were 22 prospective chemistry teachers from a public university. The training program was designed according to student misconceptions in mentioned subjects and implemented several instructional strategies. The participants attended the training program which took five sessions. The findings of this study revealed that prospective chemistry teachers had several misconceptions before attending the training program. After attending the training program, the content knowledge of prospective chemistry teachers were increased in particulate nature of matter, chemical equilibrium and acid strength subjects. The results also indicated that prospective teachers had a high level of pedagogical content knowledge in terms of understanding the nature of misconceptions before attending the training program. Attending the training program increased prospective chemistry teachers' pedagogical content knowledge related to misconceptions in both of understanding the nature of misconceptions and strategies to identify and change student misconceptions aspects. Moreover, the results also showed that the teaching efficacy beliefs of prospective chemistry teachers in terms of efficacy in using particular teaching methods were increased after the training program. Finally, the results showed that teaching efficacy beliefs of prospective chemistry teachers in terms of efficacy in teaching certain chemistry subjects were enhanced in the subject of 'chemical equilibrium', but not affected for the subject of 'particulate nature of matter' and 'acid strength'.
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    Exploring the progression in students' understanding of chemical reactions across different grade levels
    (Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2019., 2019.) Yavuzkaya, Merve Nur.; Adadan, Emine.
    This study aimed to map students’ conceptual progression of how and why chem ical reactions happen across different grade levels. This study also investigated how students’ patterns of understanding change with respect to the type of chemical re action under analysis. A total of 77 students participated in the study from different grade levels: Grade 12 students in high school level (n=20), Undergraduate 1 chem istry students (n=20), Undergraduate 4 chemistry students (n=20), and Graduate chemistry students (n=17). Grounded theory was utilized as the research method ology and semistructured individual interviews were conducted with the participants. Semistructured interview protocol included four types of chemical reactions (i.e., single displacement, double displacement, decomposition, and combination) based on parti cle arrangements. Through constant comparative analysis of the data, dimensions and conceptual modes were identified and conceptual modes were sequenced based on in creasing sophistication. Data analysis showed that students’ understanding of how and why chemical reactions happen depended on the grade level and the reaction type un der analysis. The findings showed that the participants’ understanding demonstrated progression regarding how chemical reactions proceed and chemical causality as the grade level increased. The participants mostly struggled while explaining the agents, processes, energetic, and entropic factors affecting chemical reactions. Therefore, the expression of the conceptual modes regarding the dimensions of what causes chemi cal reactions and what drives chemical reactions was lower when compared with the other dimensions. The findings of the study seemed to provide insights into designing curriculum, developing assessment tools and instructional practices.
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    Pre-service chemistry teachers' conceptual understandings of solution chemistry in the context of multi-representational instruction
    (Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2013., 2013.) Tanrıverdi, Fethiye Tuğba.; Adadan, Emine.
    This study aimed to explore the effectiveness of Multi-Representational Instruction in pre-service chemistry teachers’ conceptual understandings of solution chemistry and to identify the characteristics of individual participants’ conceptual understandings of the types of solutions from before beginning the instruction to immediately after completing the instruction to five-months after completing the instruction. This study was conducted with third-year pre-service chemistry teachers at a state university in Istanbul in the fall of 2010. There were a total of 14 participants, including 10 female and four male. It was a mixed method study combined with quantitative and qualitative research methods. Quantitative part of the study included a one-group quasi-experimental design with pre, post, and delayed post-interview. Qualitative part of the study involved verbal data (e.g., interviews, collection of student artifacts, field notes) and descriptive data analysis procedures, but the main data source was interviews. During the interviews, the questions were asked according to an interview protocol which was modified from a two-tailed diagnostic instrument developed by Adadan and Savasci (2012). In the quantitative analysis, the numeric points were given to each participant's responses about the different aspects of solution chemistry. Their total scores were calculated for the pre, post, and delayed post-interview. In the qualitative analysis, each participant's kinds of conceptual understandings about the types of solutions were identified for the pre, post and delayed post-interview, and the changes in each participant’s kinds of conceptual understandings from pre to post and then to delayed post-interview were examined. According to data analysis results, it was concluded that the Multi-Representational instruction were effective for developing the participants’ conceptual understandings of solution chemistry from pre to post-instruction and maintaining such conceptual understandings over a five-month period.
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    Teaching module that integrates visualization tools and inquiry to adress the concepts of reversibility, incomplete conversion and dynamic equilibrium
    (Thesis (M.S.)-Bogazici University. Institute for Graduate Studies in Science and Engineering, 2009., 2009.) Özdemir, İlkay Buket Ataç.; Ardaç, Dilek.; Adadan, Emine.
    This study aimed to develop and measure the effectiveness of an instructional module ChemEq to help students conceptualize incomplete conversion, reversibility and dynamic equilibrium concepts of chemical equilibrium. In ChemEq instructional module inquiry based lab activity, animated display and lecture were integrated to relate macroscopic, submicroscopic and symbolic levels. In order to analyze the effectiveness of ChemEq instructional module, a pre-experimental design (pre-test post test design) was implemented in an Anatolian high school in Istanbul with the participation of 39 (Grade 11) students. Learning gains were determined by comparing students who differed in terms of their performance during the activities (lab activity and animated display activity) and chemistry achievement. Data obtained from the sample were analyzed to examine the impact of ChemEq instructional module on students’ conceptual understanding of the basic concepts as reversibility, incomplete conversion and dynamic nature of chemical equilibrium. Independent samples t-test and repeated measures ANCOVA was used for analysis of data. Results indicated that students’ molecular representation of the equilibrium state were not significantly different for groups who differed in terms of their performance during the lab activity and chemistry grades. Post animation measures also indicated that molecular representation of equilibrium state was not significantly different for groups who differed in terms of performance during the animated display activity. Repeated measures of ANCOVA showed significant difference between performance during the animated display and students’ understanding of the dynamic nature of the equilibrium state. Independent samples t-test and ANCOVA measures indicated no significant difference in retention scores (midterm grades) of student groups who differ in terms of their activity scores (lab activity and animated display activity). When the contribution of the both activities on the performance of a transfer measure about different but a related topic (weak acid and base equilibrium) was examined, results indicated a significant difference between activity total scores and transfer scores. Results implied that the animated display helped students to visualize the reactions taking place at submicroscopic level. Also transfer results implied that the difference in transfer scores of high and low performing groups of both activities were due to activity involvement rather than their chemistry achievements.