Effects of Self-regulatory Strategy on Prospective Science Teachers' Chemistry Self Efficacy According to Class Level and Gender

This study aimed at determining the self-regulatory strategies and the chemistry self-efficacies of a total of one hundred and eighty-nine prospective science teachers in a state university in Turkey while studying the chemistry lesson according to the class level and gender factors. An additional goal was to examine the relationship level between the self-regulatory strategies and their chemistry self-efficacies of prospective science teachers. In the study, “Self-Regulatory Strategies Scale” and “Chemistry Self-Efficacy Scale” were used. As a result of the study, it was observed that these strategies used by prospective science teachers while studying for chemistry lesson and their chemistry self-efficacies changed according to the class level and gender factors. It was observed also at the end of the study that the significant of the relationship between self-regulatory strategies and chemistry self-efficacy levels differed depending on the class level

The Effect of Argumentation-Supported Problem-Based Learning Method in Teaching Chemical Equilibrium and Le-Chatelier’s Principle

This study aims to examine the effects of argumentation-supported problem-based learning (AS-PBL) carried out in the Chemistry-II laboratory course on the conceptual understanding of prospective science teachers about "Chemical equilibrium and Le-Chatelier's principle". The prospective teachers' answers were analyzed using content analysis and the existing misconceptions about the relevant chemistry topics were determined and the effectiveness of the relevant method in eliminating the misconceptions was also examined. The prospective science teachers had fewer scientific arguments in writing grounds for their claims before the treatment using AS-PBL. They were able to use their rebuttal skills more in addition to their claims and grounds after the treatment. Suggestions about problem-based learning supported by argumentation in science laboratory environments were presented to prospective teachers, educators and, readers

The Effect of the 5E Learning Model Supported with Material Ensuring Conceptual Change on Science Achievement: The Example of “Heat and Temperature”

This study seeks to examine the effect of the 5E learning model, as one of the constructivist learning approach models, supported by conceptual change texts and enriched with relevant guidance materials on eliminating the fifth-grade students' (n=42) misconceptions about "Heat and Temperature". A quantitative research approach was employed by conducting the pre-test and post-test quasi-experimental design of the non-equivalent groups, namely the experimental and control groups. Before the implications, the Heat and Temperature Achievement Test (HTAT) was used to determine the academic achievement levels of the students in the experimental and control groups in the topic of heat and temperature. The pre-test results between both group students did not find a significant difference. There was a significant difference in favor of the experimental group between the HTAT post-test results. From the results obtained within the scope of the study, it was concluded that this learning model was effective in eliminating the fifth-grade students' misconceptions about the topic of heat and temperature

Sosyobilimsel Konulara Dayalı Fen, Teknoloji ve Toplum Eğitiminin Öğretmen Adaylarının Fen Okuryazarlık Seviyelerine Etkisinin İncelenmesi

anemonBu çalışmada, Fen, Teknoloji ve Toplum dersinde sosyobilimsel konularda gerçekleştirilmiş Fen, Teknoloji ve Toplum (FTT) eğitiminin, 83 fen bilgisi öğretmen adayının fen okuryazarlık düzeylerine ve sosyobilimsel konulara yönelik tutumlarına etkisi incelenmiştir. Araştırmanın deseni nicel araştırma yöntemlerinden zayıf deneysel desen türüne giren tek gruplu ön test –son test desendir. Veri toplama araçları olarak “Fen Okuryazarlık Testi” ve “Sosyobilimsel Konulara Yönelik Tutum Ölçeği” kullanılmıştır. Araştırmadaki veriler, 2018-2019 eğitim-öğretim yılı bahar döneminde toplanmıştır. Çalışmada 14 ayrı sosyobilimsel konuya yönelik problem durumları ve olası çözüm önerileri tasarlanmış ve 15 hafta süren uygulamalar sonuca ulaştırılmıştır. Verilerin analizinde, bağımlı örneklem t-testi kullanılmış ve iki değişken arasındaki ilişkinin yüksek düzeyde, doğrusal ve pozitif yönde anlamlı olduğu gözlenmiştir. Araştırma sonucunda gerçekleştirilen tüm uygulamaların öğretmen adaylarının fen okuryazarlıkları ve sosyobilimsel konulara yönelik tutumlarında olumlu yönde değişikliklere neden olduğu gözlenmiştir.In the present study, the effect of Science, Technology and Society (STS) education conducted on socioscientific issues in “Science, Technology and Society” lesson on 83 pre-service science teachers’ science literacy levels and attitudes towards socioscientific issues was examined. The design of the research is a single-group pre-test-post-test design, which is one of the quantitative research methods, which is a weak experimental design. Problem situations and possible solution suggestions for fourteen different socioscientific issues were designed and this implication that lasted 15 weeks were concluded. “Science Literacy Test” and “Attitude Scale towards Socioscientific Issues” was used as a data collection tool in the study. The data in the research were collected in the spring semester of the 2018-2019 academic year. The dependent sample t-test was used and it was observed that the relationship between the two variables was high level linear and positive in the analysis of the research. As a result of the research, it has been observed that all the implications carried out have caused positive changes in the science literacy and attitudes of the pre-service teachers towards socioscientific issues.94606

Fen bilgisi öğretmen adaylarının "kolligatif özellikler" konusundaki kavramsal anlayışlarının Walton Argüman Modeli Bileşenlerine göre değerlendirilmesi

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 analyzed 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.Bu araştırmanın amacı, fen bilgisi öğretmen adaylarının Argümantasyon destekli probleme dayalı öğrenme (AS-PBL) yöntemi çerçevesinde Kimya-II dersi kapsamında öğretilmesi hedeflenen “Kolligatif özellikler” ile ilgili kavramsal anlayışlarını belirlemektir.  24 fen bilgisi öğretmen adayının katıldığı araştırma, nitel araştırma yöntemlerinden uygulama temelli eylem araştırması olarak gerçekleştirilmiştir. Fen bilgisi öğretmen adaylarının ilgili kimya konusuna ilişkin argümanları Walton Argümantasyon Modeline (Sonuç-Dayanak Noktası) göre analiz edilmiş ve içerik analizi ile betimlenmiştir. Araştırmanın sonunda, öğretmen adaylarının uygulamalardan önce ilgili kimya konusuyla ilgili çoğunlukla "sonuç cümlesi" olarak yapılandırdıkları argümanlarında kavram yanılgılarına sahip oldukları görülmüştür. Uygulamalardan sonra, fen bilgisi öğretmen adaylarının çoğunluğunun “sonuç ve en az bir dayanak noktası” sunma becerisi gösterdikleri, ancak tüm katılımcıların kavramsal anlayışının beklenen düzeye ulaşmadığı görülmüştür

An Analysis of High School Students' Academic Achievement and Anxiety Over Graphical Chemistry Problems About The Rate of Reaction: The Case of Sivas Province

The study deals with the evaluation of the achievement of high school students concerning such topics as "reaction rate, reaction order, factors affecting reaction" which are included in the unit of "Reaction Rate and Chemical Equilibrium", a part of chemistry program. To this, three measurement tools used as data collection tools; the "Achievement Test on Reaction Rate" (RRAT), the "Graphical Test on Reaction Rate (RRGT) and the "Anxiety Scale on the Use of Graphics" (ASUG) in chemistry problems. The participants of the study were 129 eleventh graders attending four Anatolian high schools in the province of Sivas. The study was carried out on one group. The findings obtained showed that the participants had higher mean scores in RRAT in contrast to those in RRGT. It was further found that the anxiety of the participants in regarding to the problems with graphics is higher. It was also determined that there is a statistically significant, negative and weal correlation between the student achievement in RRGT and the anxiety levels in regarding to the problems with graphics. (C) 2015 The Authors. Published by Elsevier Ltd.Wo