Research Article
BibTex RIS Cite

Mental Models of the Students From Different Levels of Education About The Structure Of Atom

Year 2019, Volume: 10 Issue: 1, 14 - 27, 28.06.2019

Abstract

The current study it was attempted to determine the ability of middle school students, pre-service science teachers and physics and chemistry graduates enrolled in a pedagogical formation program for questioning well-established scientific facts related to the structure of atom by investigating the models they have constructed in their minds about the structure of atom. The participating students were asked to draw the atom models in their minds, to illustrate their knowledge about the attraction and repulsion of electric forces and to indicate what would happen if the reverse of what they know where the truth through drawings. The study employed the phenomenological design. The qualitative data collected from the students were first grouped through coding. Then, categories and themes were created from the codes and frequency and percentage values related to the categories and themes were calculated. The results of the study have revealed that adequate success for these research group has not been accomplished in teaching of abstract concepts in each level of education.

References

  • Aycan, Ş. & Arslan, Z. (2013). A study on how to have access to Correct information: the place and importance of inquiry-based instruction. 3rd National Chemistry Education Congress, Trabzon-Turkey.
  • Aycan, Ş. & Aycan, N. (2011). Is the inculcation of desired behaviors education? Hasan Ali Yücel's conception of education. In his 50th Death Anniversary, Education, Science, Culture Policies from Hasan Ali Yücel up to Present Symposium, İzmir-Turkey.
  • Aycan, Ş. & Güç, E. (2017). The use of the traditional Turkish art of marbling in science education. Western Anatolia Educational Sciences Journal, 8(1), 1-9.
  • Ayvacı, H. Ş. & Türkdoğan, A. (2010). Investigation of science and technology course exam questions according to the renewed Bloom’s taxonomy. Turkish Science Education Journal, 7(1), 13-25.
  • Balım, A. G. & Ormancı, Ü. (2012). Determination of the elementary school students’ level of understanding of the unit “The Granular Structure of the Matter” through the drawing technique and analysis of it depending on different variables. Educational and Instructional Research Journal, 1(4), 255-265.
  • Baybars, M.G .& Küçüközer, H. (2014). The pre-service science teachers’ level of conceptual understanding related to the concept of “Atom”. Educational and Instructional Research Journal, 3(4), 405-417.
  • Canpolat, N., Pınarbaşı, T. & Sözbilir, M. (2003). The pre-service chemistry teachers’ misconceptions related to covalent bond and molecule structures. Çukurova University Education Faculty Journal, 2(25), 66-72.
  • Cheng, M. M. W. (2018). Students' visualization of chemical reactions-insights into the particle model and the atomic model. Chemistry Education Research and Practice, 19, 227-239.
  • Chevallard, Y. (1985). La transposition didactique. Du savoir savant au savoir enseigné. Grenoble: La Pensée Sauvage Ed.
  • Coll, K. R. & Taylor, N. (2002). Mental models in chemistry: Senior chemistry students' mental models of chemical bonding. Chemistry Education: Research and Practice in Europe, 3(2), 175-184.
  • Çepni, S., Bayrakçeken, S., Yılmaz, A. Yücel, C., Semerci, Ç. Köse, E., Sezgin, F., Demircioğlu, G. & Gündoğdu, G. (2007). Measurement and Evaluation (1st edition) Pegem A Yayıncılık: Ankara.
  • Çökelez, A. (2009). Opinions of the elementary education second level students’ about the concept of particle: Information transformation. Hacettepe University Education Faculty Journal, 36, 64-75.
  • Çökelez, A., Dumon, A. & Taber, S. K. (2008). Upper secondary French students, chemical transformations and the "Register of Models": A cross-sectional study. International Journal of Science Education, 30(6), 807- 836.
  • Çökelez, A., & Yalçın, S. (2012). Determination of the elementary school 7th grade students’ mental models of the concept of atom. Elementary Education Online, 11(2), 452-471.
  • Demirci, S., Yılmaz, A., & Şahin, E. (2016). A general overview of high school and university students’ mental models of the structure of atom. Turkish Chemistry Association Journal, Part C: Chemistry Education, 1(1), 87-106.
  • Gobert, J. & Buckley, B.C. (2000). Introduction to model-base teaching and learning in science education. International Journal of Science Education, 22(9), 891-894.
  • Harman, G. (2012). Investigation of the pre-service science teachers’ information about model and modeling, 10th National Natural Sciences and Mathematics Education Congress, Niğde-Turkey.
  • Harrison, A.G. & Treagust, D.F. (1996). Secondary students' mental models of atoms and molecules: Implications for teaching chemistry. Science Education, 80(5), 509-534.
  • Holstein, J.A. & Gubrium, J.F.(1996). Phenomenology, Ethnomethodology And Interpretive Practice. Strategies Of Qualitative Inquiry. Ed. Norman K. Denzin And Yvonna S. Lincoln. London: Sage Publication, 137-158.
  • Ireson, G. (1999). The quantum understanding of pre-university physics students. Physics Education. 35(1),15– 21.Johnstone, A. H. (2000). Teaching of chemistry-logical or psychological? Chemistry Education: Research and Practice in Europe The Practice of Chemistry Education, 1(1), 9-15.
  • Kahraman, S. & Demir, Y. (2011). The effect of computer-assisted 3D teaching materials on misconceptions: The structure of atom and orbitals. Erzincan Education Faculty Journal, 13(1), 1-16.
  • Karagöz, Ö. & Sağlam-Arslan, A. (2012). Analysis of the elementary school students’ mental models of the structure of atom. Turkish Science Education Journal, 9(1), 132-142.
  • Kaya, A. (2010). Determination of the pre-service science teachers’ level of understanding the concepts of light and atom. Erzincan Education Faculty Journal, 12(1), 15-37.
  • Kurt, H., Ekici, G & Aksu, Ö. (2013). Salt: The pre-service biology teachers’ mental models. Educational and Instructional Research Journal, 2(4), 244-255.
  • Kurnaz, M. A. & Emen, A. Y. (2013). Mental models of the high school students related to the contraction of matter. International Journal of Educational Research and Technology, 4(1), 1-5.(
  • Liu, X., & Lesniak, K. M. (2005). Students' progression of understanding the matter concept from elementary to high school. Science Education, 89(3), 433-450.
  • MEB, (2018a). Natural Sciences Course (3rd, 4th, 5th, 6th, 7th and 8th grades) Curriculum Board of Education and Discipline (TTKB), (http://mufredat.meb.gov.tr, Retrieval data 21 January 2018)
  • Nakiboğlu, C., Karakoç, Ö. & Benlikaya, R. (2002). Pre-service teachers’ mental models of the structure of atom. Abant İzzet Baysal University Education Faculty Journal, 2(4) 88-98.
  • Ormancı, Ü. & Balım, A.G. (2014). Middle school students’ opinions about the topic of matter: Drawing technique. Elementary Education Online, 13(3), 827-846.Öztuna-Kaplan, A. & Boyacıoğlu, N. (2013). The granular structure of the matter in children’s caricatures. Turkish Science Education Journal, 10(1), 156-175.
  • Sezen, N. & Çıldır, S. (2012). Investigation of the pre-service physics teachers’ mental models about the topic of integral. Hacettepe Education Faculty Journal, Special volume 2, 154-161.
  • Yaseen, Z., & Akaygun, S. (2016). Comparison of the high school students’ mental models of atom with the illustrations in their textbooks. Mehmet Akif Ersoy University Education Faculty Journal, 1(40), 469-490.
  • Yıldırım, A. & Şimşek, H. (2013). Qualitative Research Methods in Social Sciences (Extended 9th Ed.). Seçkin Yayıncılık: Ankara.

Mental Models of the Students From Different Levels of Education About The Structure Of Atom

Year 2019, Volume: 10 Issue: 1, 14 - 27, 28.06.2019

Abstract

The current study it was attempted to determine the ability of middle school students, pre-service science teachers and physics and chemistry graduates enrolled in a pedagogical formation program for questioning well-established scientific facts related to the structure of atom by investigating the models they have constructed in their minds about the structure of atom. The participating students were asked to draw the atom models in their minds, to illustrate their knowledge about the attraction and repulsion of electric forces and to indicate what would happen if the reverse of what they know where the truth through drawings. The study employed the phenomenological design. The qualitative data collected from the students were first grouped through coding. Then, categories and themes were created from the codes and frequency and percentage values related to the categories and themes were calculated. The results of the study have revealed that adequate success for these research group has not been accomplished in teaching of abstract concepts in each level of education.

References

  • Aycan, Ş. & Arslan, Z. (2013). A study on how to have access to Correct information: the place and importance of inquiry-based instruction. 3rd National Chemistry Education Congress, Trabzon-Turkey.
  • Aycan, Ş. & Aycan, N. (2011). Is the inculcation of desired behaviors education? Hasan Ali Yücel's conception of education. In his 50th Death Anniversary, Education, Science, Culture Policies from Hasan Ali Yücel up to Present Symposium, İzmir-Turkey.
  • Aycan, Ş. & Güç, E. (2017). The use of the traditional Turkish art of marbling in science education. Western Anatolia Educational Sciences Journal, 8(1), 1-9.
  • Ayvacı, H. Ş. & Türkdoğan, A. (2010). Investigation of science and technology course exam questions according to the renewed Bloom’s taxonomy. Turkish Science Education Journal, 7(1), 13-25.
  • Balım, A. G. & Ormancı, Ü. (2012). Determination of the elementary school students’ level of understanding of the unit “The Granular Structure of the Matter” through the drawing technique and analysis of it depending on different variables. Educational and Instructional Research Journal, 1(4), 255-265.
  • Baybars, M.G .& Küçüközer, H. (2014). The pre-service science teachers’ level of conceptual understanding related to the concept of “Atom”. Educational and Instructional Research Journal, 3(4), 405-417.
  • Canpolat, N., Pınarbaşı, T. & Sözbilir, M. (2003). The pre-service chemistry teachers’ misconceptions related to covalent bond and molecule structures. Çukurova University Education Faculty Journal, 2(25), 66-72.
  • Cheng, M. M. W. (2018). Students' visualization of chemical reactions-insights into the particle model and the atomic model. Chemistry Education Research and Practice, 19, 227-239.
  • Chevallard, Y. (1985). La transposition didactique. Du savoir savant au savoir enseigné. Grenoble: La Pensée Sauvage Ed.
  • Coll, K. R. & Taylor, N. (2002). Mental models in chemistry: Senior chemistry students' mental models of chemical bonding. Chemistry Education: Research and Practice in Europe, 3(2), 175-184.
  • Çepni, S., Bayrakçeken, S., Yılmaz, A. Yücel, C., Semerci, Ç. Köse, E., Sezgin, F., Demircioğlu, G. & Gündoğdu, G. (2007). Measurement and Evaluation (1st edition) Pegem A Yayıncılık: Ankara.
  • Çökelez, A. (2009). Opinions of the elementary education second level students’ about the concept of particle: Information transformation. Hacettepe University Education Faculty Journal, 36, 64-75.
  • Çökelez, A., Dumon, A. & Taber, S. K. (2008). Upper secondary French students, chemical transformations and the "Register of Models": A cross-sectional study. International Journal of Science Education, 30(6), 807- 836.
  • Çökelez, A., & Yalçın, S. (2012). Determination of the elementary school 7th grade students’ mental models of the concept of atom. Elementary Education Online, 11(2), 452-471.
  • Demirci, S., Yılmaz, A., & Şahin, E. (2016). A general overview of high school and university students’ mental models of the structure of atom. Turkish Chemistry Association Journal, Part C: Chemistry Education, 1(1), 87-106.
  • Gobert, J. & Buckley, B.C. (2000). Introduction to model-base teaching and learning in science education. International Journal of Science Education, 22(9), 891-894.
  • Harman, G. (2012). Investigation of the pre-service science teachers’ information about model and modeling, 10th National Natural Sciences and Mathematics Education Congress, Niğde-Turkey.
  • Harrison, A.G. & Treagust, D.F. (1996). Secondary students' mental models of atoms and molecules: Implications for teaching chemistry. Science Education, 80(5), 509-534.
  • Holstein, J.A. & Gubrium, J.F.(1996). Phenomenology, Ethnomethodology And Interpretive Practice. Strategies Of Qualitative Inquiry. Ed. Norman K. Denzin And Yvonna S. Lincoln. London: Sage Publication, 137-158.
  • Ireson, G. (1999). The quantum understanding of pre-university physics students. Physics Education. 35(1),15– 21.Johnstone, A. H. (2000). Teaching of chemistry-logical or psychological? Chemistry Education: Research and Practice in Europe The Practice of Chemistry Education, 1(1), 9-15.
  • Kahraman, S. & Demir, Y. (2011). The effect of computer-assisted 3D teaching materials on misconceptions: The structure of atom and orbitals. Erzincan Education Faculty Journal, 13(1), 1-16.
  • Karagöz, Ö. & Sağlam-Arslan, A. (2012). Analysis of the elementary school students’ mental models of the structure of atom. Turkish Science Education Journal, 9(1), 132-142.
  • Kaya, A. (2010). Determination of the pre-service science teachers’ level of understanding the concepts of light and atom. Erzincan Education Faculty Journal, 12(1), 15-37.
  • Kurt, H., Ekici, G & Aksu, Ö. (2013). Salt: The pre-service biology teachers’ mental models. Educational and Instructional Research Journal, 2(4), 244-255.
  • Kurnaz, M. A. & Emen, A. Y. (2013). Mental models of the high school students related to the contraction of matter. International Journal of Educational Research and Technology, 4(1), 1-5.(
  • Liu, X., & Lesniak, K. M. (2005). Students' progression of understanding the matter concept from elementary to high school. Science Education, 89(3), 433-450.
  • MEB, (2018a). Natural Sciences Course (3rd, 4th, 5th, 6th, 7th and 8th grades) Curriculum Board of Education and Discipline (TTKB), (http://mufredat.meb.gov.tr, Retrieval data 21 January 2018)
  • Nakiboğlu, C., Karakoç, Ö. & Benlikaya, R. (2002). Pre-service teachers’ mental models of the structure of atom. Abant İzzet Baysal University Education Faculty Journal, 2(4) 88-98.
  • Ormancı, Ü. & Balım, A.G. (2014). Middle school students’ opinions about the topic of matter: Drawing technique. Elementary Education Online, 13(3), 827-846.Öztuna-Kaplan, A. & Boyacıoğlu, N. (2013). The granular structure of the matter in children’s caricatures. Turkish Science Education Journal, 10(1), 156-175.
  • Sezen, N. & Çıldır, S. (2012). Investigation of the pre-service physics teachers’ mental models about the topic of integral. Hacettepe Education Faculty Journal, Special volume 2, 154-161.
  • Yaseen, Z., & Akaygun, S. (2016). Comparison of the high school students’ mental models of atom with the illustrations in their textbooks. Mehmet Akif Ersoy University Education Faculty Journal, 1(40), 469-490.
  • Yıldırım, A. & Şimşek, H. (2013). Qualitative Research Methods in Social Sciences (Extended 9th Ed.). Seçkin Yayıncılık: Ankara.
There are 32 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Hediye Sule Aycan 0000-0001-8844-0438

Güliz Kaymakcı 0000-0002-3428-5214

Yağmur Tuğçe Orhan This is me 0000-0003-4588-4754

Publication Date June 28, 2019
Submission Date September 6, 2018
Published in Issue Year 2019 Volume: 10 Issue: 1

Cite

APA Aycan, H. S., Kaymakcı, G., & Orhan, Y. T. (2019). Mental Models of the Students From Different Levels of Education About The Structure Of Atom. Batı Anadolu Eğitim Bilimleri Dergisi, 10(1), 14-27.