A PHENOMENOGRAPHICAL STUDY ON PRE-SERVICE SCIENCE TEACHERS’ LEARNING OF CHEMICAL EQUATIONS AND CALCULATIONS

The objective of the present thesis is to investigate pre-service science teachers’ learning approach on chemical equations and calculations in detail. The study also aims to clarify the students’ misconceptions about chemical equations and calculations. Thus, educators would be able to better compr...

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Autores principales:	Başak Yaşar ÇETİN, Erol ASİLTÜRK
Formato:	article
Lenguaje:	DE EN FR TR
Publicado:	Fırat University 2019
Materias:	chemical calculations chemical equations phenomenographic research Social Sciences H Social sciences (General) H1-99
Acceso en línea:	https://doaj.org/article/08ad543b6d0d4561ad7a543d926ce9e6
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spelling	oai:doaj.org-article:08ad543b6d0d4561ad7a543d926ce9e62021-11-24T09:20:48ZA PHENOMENOGRAPHICAL STUDY ON PRE-SERVICE SCIENCE TEACHERS’ LEARNING OF CHEMICAL EQUATIONS AND CALCULATIONS2148-416310.9761/JASSS6887https://doaj.org/article/08ad543b6d0d4561ad7a543d926ce9e62019-08-01T00:00:00Zhttps://jasstudies.com/index.jsp?mod=tammetin&makaleadi=65969ce1-57e9-4d6b-a292-c3c9ebba0f30.pdf&key=28169https://doaj.org/toc/2148-4163The objective of the present thesis is to investigate pre-service science teachers’ learning approach on chemical equations and calculations in detail. The study also aims to clarify the students’ misconceptions about chemical equations and calculations. Thus, educators would be able to better comprehend students’ learning processes in a chemical subject that is considered to be difficult. The main research question of the present thesis is “Which categories could be defined about pre-service science and technology teachers’ learning processes of chemical equations and calculations?” For this purpose, phenomenographical method is utilized. In the context of the study, we aimed to interview students who experienced difficulties in chemistry course and received lower grades in chemistry tests. In this direction, interviews were conducted with 15 pre-service teachers attending Fırat University, Faculty of Education Science Teaching Department who received lower than 50 / 100 in General Chemistry I course midterms. Interviews were conducted in two stages. In the first step, participants were asked a series of questions on chemistry and certain chemical concepts. The second stage of the interviews included a chemistry problem related to chemical equations and calculations, containing limiting reactant. Interview audio recordings, interview transcripts and students’ notes taken during the interviews were analyzed. After the analyses were concluded, descriptive categories were created. What the participants understood about the “Limiting component” concept and their methods to determine the limiting component were separately evaluated. Analysis of the participants’ responses resulted in determination of 5 different desctiptive categories about the “Limiting component” concept, 6 different descriptive categories on their approaches to determine the limiting component, 3 different descriptive categories on their approaches to determine the amount of matter created, and 6 different descriptive categories on “Surplus component” concept. Study results demonstrated that physics and mathematics courses were the courses which the pre-service teachers attending Science Teaching Department did not like the most. Study results also determined that pre-service science teachers had different misconceptions on chemical reactions and calculations.Başak Yaşar ÇETİNErol ASİLTÜRKFırat Universityarticlechemical calculationschemical equationsphenomenographic researchSocial SciencesHSocial sciences (General)H1-99DEENFRTRJournal of Academic Social Science Studies , Vol 9, Iss 53, Pp 317-333 (2019)
institution	DOAJ
collection	DOAJ
language	DE EN FR TR
topic	chemical calculations chemical equations phenomenographic research Social Sciences H Social sciences (General) H1-99
spellingShingle	chemical calculations chemical equations phenomenographic research Social Sciences H Social sciences (General) H1-99 Başak Yaşar ÇETİN Erol ASİLTÜRK A PHENOMENOGRAPHICAL STUDY ON PRE-SERVICE SCIENCE TEACHERS’ LEARNING OF CHEMICAL EQUATIONS AND CALCULATIONS
description	The objective of the present thesis is to investigate pre-service science teachers’ learning approach on chemical equations and calculations in detail. The study also aims to clarify the students’ misconceptions about chemical equations and calculations. Thus, educators would be able to better comprehend students’ learning processes in a chemical subject that is considered to be difficult. The main research question of the present thesis is “Which categories could be defined about pre-service science and technology teachers’ learning processes of chemical equations and calculations?” For this purpose, phenomenographical method is utilized. In the context of the study, we aimed to interview students who experienced difficulties in chemistry course and received lower grades in chemistry tests. In this direction, interviews were conducted with 15 pre-service teachers attending Fırat University, Faculty of Education Science Teaching Department who received lower than 50 / 100 in General Chemistry I course midterms. Interviews were conducted in two stages. In the first step, participants were asked a series of questions on chemistry and certain chemical concepts. The second stage of the interviews included a chemistry problem related to chemical equations and calculations, containing limiting reactant. Interview audio recordings, interview transcripts and students’ notes taken during the interviews were analyzed. After the analyses were concluded, descriptive categories were created. What the participants understood about the “Limiting component” concept and their methods to determine the limiting component were separately evaluated. Analysis of the participants’ responses resulted in determination of 5 different desctiptive categories about the “Limiting component” concept, 6 different descriptive categories on their approaches to determine the limiting component, 3 different descriptive categories on their approaches to determine the amount of matter created, and 6 different descriptive categories on “Surplus component” concept. Study results demonstrated that physics and mathematics courses were the courses which the pre-service teachers attending Science Teaching Department did not like the most. Study results also determined that pre-service science teachers had different misconceptions on chemical reactions and calculations.
format	article
author	Başak Yaşar ÇETİN Erol ASİLTÜRK
author_facet	Başak Yaşar ÇETİN Erol ASİLTÜRK
author_sort	Başak Yaşar ÇETİN
title	A PHENOMENOGRAPHICAL STUDY ON PRE-SERVICE SCIENCE TEACHERS’ LEARNING OF CHEMICAL EQUATIONS AND CALCULATIONS
title_short	A PHENOMENOGRAPHICAL STUDY ON PRE-SERVICE SCIENCE TEACHERS’ LEARNING OF CHEMICAL EQUATIONS AND CALCULATIONS
title_full	A PHENOMENOGRAPHICAL STUDY ON PRE-SERVICE SCIENCE TEACHERS’ LEARNING OF CHEMICAL EQUATIONS AND CALCULATIONS
title_fullStr	A PHENOMENOGRAPHICAL STUDY ON PRE-SERVICE SCIENCE TEACHERS’ LEARNING OF CHEMICAL EQUATIONS AND CALCULATIONS
title_full_unstemmed	A PHENOMENOGRAPHICAL STUDY ON PRE-SERVICE SCIENCE TEACHERS’ LEARNING OF CHEMICAL EQUATIONS AND CALCULATIONS
title_sort	phenomenographical study on pre-service science teachers’ learning of chemical equations and calculations
publisher	Fırat University
publishDate	2019
url	https://doaj.org/article/08ad543b6d0d4561ad7a543d926ce9e6
work_keys_str_mv	AT basakyasarcetin aphenomenographicalstudyonpreservicescienceteacherslearningofchemicalequationsandcalculations AT erolasilturk aphenomenographicalstudyonpreservicescienceteacherslearningofchemicalequationsandcalculations AT basakyasarcetin phenomenographicalstudyonpreservicescienceteacherslearningofchemicalequationsandcalculations AT erolasilturk phenomenographicalstudyonpreservicescienceteacherslearningofchemicalequationsandcalculations
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A PHENOMENOGRAPHICAL STUDY ON PRE-SERVICE SCIENCE TEACHERS’ LEARNING OF CHEMICAL EQUATIONS AND CALCULATIONS

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