Views on Teaching of Particulate Nature of Matter at Macroscopic, Symbolic, and Microscopic Levels
Yazarlar (6)
Van Yüzüncü Yıl Üniversitesi, Türkiye
Van Yüzüncü Yıl Üniversitesi, Türkiye
Van Yüzüncü Yıl Üniversitesi, Türkiye
Erciyes Üniversitesi, Türkiye
Orta Doğu Teknik Üniversitesi, Türkiye
| Bildiri Türü | Tebliğ/Bildiri |
| Bildiri Alt Türü | Tam Metin Olarak Yayınlanan Tebliğ (Uluslararası Kongre/Sempozyum) |
| Bildiri Niteliği | Alanında Hakemli Uluslararası Kongre/Sempozyum |
| Bildiri Dili | İngilizce |
| Kongre Adı | ESERA 2011 |
| Kongre Tarihi | 05-09-2011 / 09-09-2011 |
| Basıldığı Ülke | Fransa |
| Basıldığı Şehir | Lyon |
| Bildiri Linki | https://www.esera.org/publications/esera-conference-proceedings/esera-2011 |
| Özet |
| Establishing conceptual relationships among macroscopic, symbolic, and microscopic levels is important in chemistry teaching and learning. The aim of this study was to investigate how pre-service chemistry teachers use macroscopic, symbolic, and microscopic levels and how they integrate teaching strategies with these three levels while teaching particulate nature of matter. Also, their opinions on the importance of using these levels in their instructions were examined. Eight pre-service chemistry teachers participated in this study. Three open-ended questions were administered to all participants at the beginning of practice teaching course. Then, three participants were interviewed to deeply analyze their responses. Written responses of question-2 were analyzed by researchers independently, then they came together to reach a consensus. Results indicated that pre-service chemistry teachers mostly preferred to use lecturing method at each level of chemistry in their instructions. Moreover, most of them had difficulties in using all levels and integrating these levels into teaching methods/strategies while teaching particulate nature of matter. However, they thought that using these three levels while teaching chemistry concepts is important in order to enhance student meaningful learning. Thus, teacher education programs should emphasize macroscopic, symbolic and microscopic levels, interactions among them, and how to use these levels in chemistry teaching. |
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