Assessing prospective chemistry teachers' understanding of gases through qualitative and quantitative analyses of their concept maps

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dc.citation.epage554en_US
dc.citation.issueNumber4en_US
dc.citation.spage542en_US
dc.citation.volumeNumber14en_US
dc.contributor.authorKibar, Z. B.en_US
dc.contributor.authorYaman, F.en_US
dc.contributor.authorAyas, A.en_US
dc.date.accessioned2015-07-28T12:02:27Z
dc.date.available2015-07-28T12:02:27Z
dc.date.issued2013-04en_US
dc.departmentGraduate School of Educationen_US
dc.description.abstractThe use of concept mapping as a tool to measure the meaningful learning of students is the focus of this study. The study was carried out with 24 last year students (22 years old) from the Department of Chemistry Teaching at Fatih Faculty of Education, Karadeniz Technical University (KTU). Prospective Chemistry Teachers (PCT) were asked to create concept maps using a list of given concepts related to gases. An examination of the PCTs' maps revealed that the students could not form hierarchical maps even after being shown examples of the basic elements and meaningful propositions between the concepts. After being provided with feedback about their concept maps and trained to form non-hierarchical concept maps, the students were asked to create new maps. This time they were allowed to use either hierarchical or non-hierarchical maps. When their new maps were examined, we found that most of the PCTs formed non-hierarchical maps. However, they still could not form meaningful relationships between the given concepts. We also found that the PCTs had some misconceptions about gases and kinetic molecular theory that explains gas behavior. The study ended up with some suggestions and implications for educators and researchers related to pre-service teachers' training.en_US
dc.identifier.doi10.1039/C3RP00052Den_US
dc.identifier.issn1756-1108
dc.identifier.urihttp://hdl.handle.net/11693/12663
dc.language.isoEnglishen_US
dc.publisherR S C Publicationsen_US
dc.relation.isversionofhttp://dx.doi.org/10.1039/C3RP00052Den_US
dc.source.titleChemistry Education Research and Practiceen_US
dc.subjectGeneral-chemistryen_US
dc.subjectIdeal-gasen_US
dc.subjectToolen_US
dc.subjectStudentsen_US
dc.subjectLawen_US
dc.subjectValidityen_US
dc.titleAssessing prospective chemistry teachers' understanding of gases through qualitative and quantitative analyses of their concept mapsen_US
dc.typeArticleen_US

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