BibTex RIS Cite

-

Year 2013, Volume: 7 Issue: 2, 144 - 177, 01.12.2013

Şenol Şen Ayhan Yılmaz Ayhan Yılmaz

https://doi.org/10.12973/nefmed205

Abstract

–This study aims to reveal how students perceive and identify the concept of chemical bonding, and to identify and explain the misconceptions of students on this subject through phenomenographic research method, as well. The present study included 17 2nd grade students who enrolled to Inorganic Chemistry course in the Faculty of Education. Concept maps and lotus blossom technique were used as data collection tools in order to determine the perceptions and definitions of students about chemical bonding. Data analysis results determined the misconceptions of students about chemical bonding classified misconceptions under seven categories, which are, according to the results of the study, physical changes and bonding, ionic bond, formation of chemical bonding, the existence of chemical bonding, covalent bonds, metallic bonds and intermolecular bonding

Keywords

-

References

  • Anderson, B. (1990). Pupils’ conceptions of matter and its transformations (age 12-16). Studies in Science Education, 18, 53-85.
  • Anderson, O.R., & Demetrius, O.J. (1993) A flow-map method of representing cognitive structure based on respondents’ narrative using science content. Journal of Research in Science Teaching, 30 (8), 953-969.
  • Atasoy, B., Kadayıfçı, H., & Akkuş, H. (2003). Kimyasal bağlar konusundaki yanlış kavramlar. Türk Eğitim Bilimleri Dergisi, 1 (1), 61-79.
  • Awan, A. S., Iqbal, M. Z., Khan, T. M., Mahmood, T., & Mohsin, M.N. (2012). Pupils’ ideas in learning concept of the chemical bonding among Pakistani students. International Journal of Applied Science and Technology, 2(6), 139-146.
  • Ayar Kayalı, H., & Tarhan, L. (2005). İyonik bağlar konusundaki kavram yanılgılarının giderilmesi amacıyla yapılandırmacı-aktif öğrenmeye dayalı bir rehber materyal uygulaması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 27, 145-154.
  • Aydın, H. (2008). İngiltere’de öğrenim gören öğrencilerin ve öğretmenlerin matematiksel modelleme kullanımına yönelik fenomenografik bir çalışma. Yüksek Lisans Tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Aykutlu, I., & Şen, A. İ. (2012). Üç aşamalı test, kavram haritası ve analoji kullanılarak lise öğrencilerinin elektrik akımı konusundaki kavram yanılgılarının belirlenmesi. Eğitim ve Bilim, 37 (166), 275-288.
  • Barker, V. (1995). A longitudinal study of 16-18 year olds’ understanding of basic chemical ideas. Unpublished Doctorate Thesis, Department of Educational Studies, University of York.
  • Barker, V., & Millar, R. (2000). Students’ reasoning about basic chemical bonding: What changes occur during a context-based post-16 chemistry course? International Journal of Science Education, 22 (11), 1171-1200.
  • Ben-Zvi, R., Eylon, B., & Silberstein, J. (1986). Is an atom of copper malleable? Journal of Chemical Education, 63 (1), 64-66.
  • Bhattacharyya, G., & Bodner, G. M. (2005). “It gets me to the product”: How students propose organic mechanisms. Journal of Chemical Education, 82(9), 1402-1407.
  • Birk, J.P., & Kurtz, M.J. (1999). Effect of experience on retention and elimination of misconceptions about molecular structure and bonding. Journal of Chemical Education, 76(1), 124-128.
  • Boo, H. K. & Watson, J. R. (2001). Progression in high school students’ (aged 16–18) conceptualizations about chemical reactions in solution. Science Education 85, 568– 585.
  • Boo, H. K. (1998). Students’ understandings of chemical bonds and the energetic of chemical reactions. Journal of Research in Science Teaching, 3 (5), 569 – 581.
  • Boujaoude, S. B. (1991). A study of the nature of students’ understandings about the concept of burning. Journal of Research in Science Teaching, 28, 689-704.
  • Brook A., Briggs H., & Driver R. (1984). Aspects of secondary students’ understanding of the particulate nature of matter. Children’s Learning in Science Project, Centre for Studies in Science and Mathematics Education, University of Leeds.
  • Butts, B. & Smith, R. (1987). HSC chemistry students’ understanding of the structure and properties of molecular and ionic compounds. Research in Science Education, 17, 192- 201.
  • Can, Ş., & Harmandar, M. (2004). Fen bilgisi öğretmenliği ve sınıf öğretmenliği öğrencilerinin kimyasal bağlar konusundaki kavramsal yanılgıları. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 5(8), http://web.inonu.edu.tr/~efdergi/dergi/Can_Harmandar.htm adresinden 31 Ekim 2012 tarihinde indirilmiştir.
  • Canpolat, N., Pınarbaşı T., & Sözbilir, M. (2003). Kimya öğretmen adaylarının kovalent bağ ve molekül yapıları ile ilgili kavram yanılgıları. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 2 (25), 66-72.
  • Coll, R.K., & Taylor, N. (2001). Alternative conceptions of chemical bonding held by upper secondary and tertiary students. Research in Science and Technological Education, 19 (2), 171-191.
  • Coll, R.K., & 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.
  • Coll, R.K., & Treagust, D.F. (2003). Investigation of secondary school, undergraduate, and graduate learners’ mental models of ionic bonding. Journal of Research in Science Teaching, 40 (5), 464-486.
  • Çıldır, I., & Şen, A. İ. (2006). Lise öğrencilerinin elektrik akımı konusundaki kavram yanılgılarının kavram haritalarıyla belirlenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education), 30, 92-101.
  • Demircioğlu, G., & Baykan, F. (2011). Kimya ve Fen Bilgisi öğretmen adayları ile lise 11.sınıf öğrencilerinin kimyasal bağlanma kavramına yönelik algılamalarının karşılaştırılması. 2nd International Conference on New Trends in Education and Their Implications, 27-29 April, 2011 Antalya-Turkey.
  • Didiş, N., Özcan, Ö., & Abak, M. (2008). Öğrencilerin bakış açısıyla kuantum fiziği: Nitel çalışma. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education), 34, 86-94.
  • Durmuş, J., & Bayraktar, Ş. (2010). Effects of conceptual change texts and laboratory experiments on fourth grade students’ understanding of matter and change concepts. Journal of Science Education and Technology, 19(5), 498-504.
  • Ebenezer, J. V., & Erickson, G. L. (1996). Chemistry students’ conceptions of solubility: A phenomenography. Science Education, 80(2), 181-201.
  • Entwistle, N. (1997). Introduction: Phenomenography in higher education. Higher Education Research and Development, 16(2), 127-158.
  • Gilbert, J. K., & Osborne, R. J. (1980). ‘I understand, but I don’t get it”: Some problems of learning science. School Science Review, 61(218), 664–674.
  • Gilbert, J. K., Watts, M. D., & Osborne, R. J. (1982). Students’ conceptions of ideas in mechanics. Physics Education, 17, 62–66.
  • Goh, N.K., Khoo, L.E. & Chia, L.S. (1993) Some misconceptions in chemistry: A cross- cultural comparison, and implications for teaching. Australian Science Teachers Journal, 39, 65-68.
  • Gonzalez, F. M. (1997). Evidence of rote learning of science by Spanish university students. School Science and Mathematics, 97(8), 419-428.
  • Griffiths, A.K., & Preston, K.P. (1992). Grade-12 students’ misconceptions relating to fundamental characteristics of atom and molecules. Journal of Research in Science Teaching, 29 (6), 611-628.
  • Johnson, P. (1998). Children’s understanding of changes of state involving the gas state, Part 1: Boiling water and the particle theory. International Journal of Science Education, 20 (5), 567-583.
  • Kalaycı, N. (2008). Yükseköğretimde uygulanan toplam kalite yönetimi sürecinde gözardı edilen unsurlardan “tky merkezi” ve “eğitim programları”. Türk Eğitim Bilimleri Dergisi, 6(2), 163-188.
  • Lee, O., Eichinger, D.C., Anderson, C.W., Berkheimer, G.D., & Blakeslee, T.D. (1993). Changing middle school students’ conceptions of matter and molecules. Journal of Research in Science Teaching, 30 (3), 249-270.
  • Levy Nahum, T., Hofstein, A., Mamlok-Naaman, R. & Bar-Dov, Z. (2004). Can final examinations amplify students’ misconceptions in chemistry? Chemistry Education: Research and Practice, 5(3), 301-325.
  • Levy Nahum, T., Mamlok‐Naaman, R., Hofstein, A., & Taber, K. S. (2010). Teaching and learning the concept of chemical bonding. Studies in Science Education, 46 (2) 179-207.
  • Lincoln, Y.S., & Guba, E.G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage. Retrieved November 26, 2013 from http://www.google.com/books?hl=tr&lr=&id=2oA9aWlNeooC&oi=fnd&pg=
  • Mirzalar Kabapınar, F. (2007). Öğrencilerin kimyasal bağ konusundaki kavram yanılgılarına ilişkin literatüre bir bakış I: Molekül içi bağlar. Milli Eğitim, 176, 18-35.
  • Mirzalar Kabapınar, F., & Adik, B. (2005). Secondary students’ understanding of the relationship between physical change and chemical bonding. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 38(1), 123-147.
  • Mutch, H. E. (2009). A phenomenographical study of student learning in general college chemistry. Doctorate Thesis, Capella University, Minneapolis.
  • Naah, B. M., & Sanger, M. J. (2012). Student misconceptions in writing balanced equations for dissolving ionic compounds in water. Chemistry Education Research and Practice, 13, 186–194.
  • Nakiboğlu, C., & Poyraz, H. E. (2006). Üniversite kimya öğrencilerinin atom ve kimyasal bağlar konularını açıklamada “insana özgü dil” ve “canlılığı” kullanmalarının incelenmesi. Kastamonu Eğitim Dergisi, 14(1), 83-90.
  • Nicoll, G. (2001). A report of undergraduates bonding misconceptions. International Journal of Science Education, 23(7), 707-730.
  • Novick, S., & Nussbaum, J. (1981). Pupils’ understanding of the particulate nature of matter: A cross-age study. Science Education, 65 (2), 187-196.
  • Osborne, R. J., & Wittrock, M. C. (1983). Learning science: A generative process. Science Education, 67(4), 489–508.
  • Özgen, N. (2013). Öğretmen Adaylarının Erozyon Kavramına Yönelik Algıları: Fenomenografik Bir Araştırma. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education), 28(2), 321-334.
  • Özmen, H. (2004). Some student misconceptions in chemistry: A literature review of chemical bonding. Journal of Science Education and Technology, 13(2), 147-159.
  • Öztürk Ürek, R. & Tarhan, L. (2005). Kovalent bağlar konusundaki kavram yanılgılarının giderilmesinde yapılandırmacılığa dayalı bir aktif öğrenme uygulaması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28, 168-177.
  • Palıcıca, M., Gavrılă, C., & Boacă, V. (2010). Making classes more efficient with interactive methods and techniques, Didactica, 3 (1), Retrieved October 31, 2012 from http://usabtm.weburl.ro/downloads/Didactica%201(2010).pdf#page=25.
  • Peterson, R. T. (2003). The application of traditional creativity enlargement methods for instructing marketing students: An exploration. Retrieved October 31, 2012 from http://www.freepatentsonline.com/article/Academy-Marketing-Studies- Journal/166751757.html
  • Peterson, R., & Treagust, D. (1989). Grade-12 students’ misconceptions of covalent bonding and structure. Journal of Chemical Education, 66(6), 459-460.
  • Peterson, R.F., Treagust, D.F., & Garnett, P. (1989). Development and application of a diagnostic instrument to evaluate grade-11 and grade-12 students’ concepts of covalent bonding and structure following a course of instruction. Journal of Research in Science Teaching, 26(4), 301-314.
  • Renstrom, L., Andersson, B., & Marton, F. (1990). Students’ conceptions of matter.Journal of Educational Psychology, 82 (3), 555-569.
  • Ritter, S. K. (2007). The chemical bond-whether it’s sextuple bonds or bonds involving no shared electrons, chemists chase down new modes of bonding. Chemical & Engineering News, 85(5), 37–40.
  • Rosenthal, D. P., & Sanger, M. J. (2012). Student misinterpretations and misconceptions based on their explanations of two computer animations of varying complexity depicting the same oxidation–reduction reaction. Chemistry Education Research and Practice, 13, 471-483.
  • Ross, K. (1993). There is no energy in food and fuels- but they do have fuel value. School Science Review, 75, 39-47.
  • Ruiz-Primo, M.A., Schultz, S.E., Li, M., & Shavelson, R.J. (1998). Comparison of the reliability and validity of scores from two concept-mapping techniques. Journal of Research in Science Teaching, 38(2), 260-278.
  • Selley, N. (1978). The confusion of molecular particles with substances. Education in Chemistry, 15(5), 144-145.
  • Smith K. C. & Nakhleh M. B. (2011). University students’ conceptions of bonding and melting and dissolving phenomena. Chemistry Education Research and Practice, 12, 398–408.
  • Şen, A.İ. (2002). Concept maps as a research and evaluation tool to asses conceptual change in quantum physics. Science Education International, 13 (4) 14-24.
  • Şen, A.İ., & Aykutlu, I.(2008). Using concept maps as an alternative evaluation tool for students’ conceptions of electric current. Eurasian Journal of Educational Research, 31,75-92.
  • Şen, A.İ., & Koca, S.A.Ö. (2003). Kavram haritalarının analizinde niceliksel ve niteliksel metotların kullanımı ve karşılaştırılması. Çukurova Üniversitesi, Eğitim Fakültesi Dergisi, 2, 1-9.
  • Taber, K. S. (1993). Stability and lability in student conceptions: Some evidence from a case study. Paper presented at the British Educational Research Association Annual Conference, Liverpool. Retrieved October 31, 2012 from http://www.leeds.ac.uk/educol/documents/154054.htm
  • Taber, K. S. (1994). Misunderstanding the ionic bond. Education in Chemistry, 31(4), 100- 103.
  • Taber, K. S. (1997). Student understanding of ionic bonding: Molecular versus electrostatic framework? School Science Review, 78(285), 85-95.
  • Taber, K. S. (1998). An alternative conceptual framework from chemistry education. International Journal of Science Education, 20(5), 597-608.
  • Taber, K. S., Tsaparlis, G., & Nakiboğlu, C. (2012). Student conceptions of ionic bonding: Patterns of thinking across three European contexts. International Journal of Science Education,1-31, doi:10.1080/09500693.2012.656150 .
  • Tan, K. C. D., & Treagust, D. F. (1999). Evaluating students’ understanding of chemical bonding. School Science Review, 81(294), 75-83.
  • Tarhan, L., & Acar Sesen, B. (2012). Jigsaw cooperative learning: Acid–base theories. Chemistry Education Research and Practice, 13, 307-313.
  • Temur, Ö. D. (2011). Dördüncü ve beşinci sınıf öğretmenlerinin kesir öğretimine ilişkin görüşleri: Fenomenografik araştırma. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, 29, 203-212.
  • Trowbridge, J. E., & Wandersee, J. (1994). Identifying critical junctures in learning in a college course on evolution. Journal of Research in Science Teaching, 31(5), 459-473.
  • Tsai, C. C., Lin, S. S. J., & Yuan, S. M. (2001). Students’ use of web-based concept map testing and strategies for learning. Journal of Computer Assisted Learning, 17, 72-84.
  • Ünal, R. & Zollman, D. (1999). Students' Description of an Atom: A Phenomenographic Analysis. Retrieved October 04, 2012 from http://perg.phys.ksu.edu/papers/vqm/AtomModels.PDF
  • Ünal, S. (2003). Lise 1 ve Lise 3 Öğrencilerinin Kimyasal Bağlar Konusundaki Kavramları Anlama Seviyelerinin Karşılaştırılması. Yayınlanmamış Yüksek Lisans Tezi, K.T.Ü., Fen Bilimleri Enstitüsü, Trabzon.
  • Ünal, S. (2007). Atom ve Molekülleri Bir Arada Tutan Kuvvetler” Konularının Öğretiminde Yeni Bir Yaklaşım: BDÖ ve KDM‟nin Birlikte Kullanımının Kavramsal Değişime Etkisi. Yayınlanmamış Doktora Tezi, K.T.Ü., Fen Bilimleri Enstitüsü, Trabzon.
  • Ünal, S., Özmen, H., Demircioğlu, G. & Ayas, A. (2001). Lise öğrencilerinin kimyasal bağlarla ilgili anlama düzeylerinin ve yanılgılarının belirlenmesine yönelik bir çalışma. V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, Ankara.
  • Walsh, L. (2009). A phenomenographic study of introductory physics students: Approaches to problem solving and conceptualization of knowledge. Doctorate Thesis, Dublin Institute of Technology, Dublin.
  • Wihlborg, M. (2004). Student nurses’ conceptions of internationalism in general and as an essential part of Swedish nurses’ education. Higher Education Research and Development,23(4), 433-453.
  • Yaqoob, M. (2007). Developing creative thinking: A cognitive approach to the teaching of english literature. Doctorate Thesis, National University of Modern Languages, Islamabad.
  • Yayon, M., Mamlok-Naaman, R., & Fortus, D. (2012). Characterizing and representing student’s conceptual knowledge of chemical bonding. Chemistry Education Research and Practice, 13, 248–267.
  • Yılmaz, A. & Morgil, İ. (2001). Üniversite öğrencilerinin kimyasal bağlar konusundaki kavram yanılgılarının belirlenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi,20, 172-178.

Kimyasal Bağlarla İlgili Fenomenografik Bir Çalışma

Year 2013, Volume: 7 Issue: 2, 144 - 177, 01.12.2013

Şenol Şen Ayhan Yılmaz Ayhan Yılmaz

https://doi.org/10.12973/nefmed205

Abstract

Bu çalışmanın amacı, öğrencilerin kimyasal bağ kavramını nasıl algıladıklarını ve tanımladıklarını ortaya çıkarmak ve bu konuda sahip oldukları kavram yanılgılarını fenomenografik araştırma yöntemi ile tanımlamak ve açıklamaktır. Çalışmaya 17 öğrenci katılmıştır. Öğrencilerin kimyasal bağlarla ilgili algılarını ve tanımlamalarını belirlemek amacıyla kavram haritaları ve nilüfer çiçeği tekniği veri toplama aracı olarak kullanılmıştır. Toplanan verilerin incelenmesi sonucu öğrencilerin kimyasal bağlarla ilgili kavram yanılgıları tespit edilmiş ve kavram yanılgıları ile ilgili yedi kategori belirlenmiştir. Buna göre öğrBu çalışmanın amacı, öğrencilerin kimyasal bağ kavramını nasıl algıladıklarını ve tanımladıklarını ortaya çıkarmak ve bu konuda sahip oldukları kavram yanılgılarını fenomenografik araştırma yöntemi ile tanımlamak ve açıklamaktır. Çalışmaya üniversitede okuyan ve Anorganik Kimya dersi alan 17 ikinci sınıf öğrencisi katılmıştır. Öğrencilerin kimyasal bağlarla ilgili algılarını ve tanımlamalarını belirlemek amacıyla kavram haritaları ve nilüfer çiçeği tekniği veri toplama aracı olarak kullanılmıştır. Toplanan verilerin incelenmesi sonucu öğrencilerin kimyasal bağlarla ilgili kavram yanılgıları tespit edilmiş ve kavram yanılgıları ile ilgili yedi kategori belirlenmiştir. Buna göre öğrencilerin kimyasal bağlarla ilgili algıları incelenirken belirlenen kavram yanılgıları; fiziksel değişimler ve bağlar, iyonik bağlar, kimyasal bağın oluşumu, kimyasal bağların varlığı, kovalent bağlar, metalik bağlar ve moleküller arası bağlar kategorilerinde yer almaktadır.

Keywords

Kimyasal Bağlar Fenomenografi Nilüfer Çiçeği Kavram haritası Kavram Yanılgısı

References

  • Anderson, B. (1990). Pupils’ conceptions of matter and its transformations (age 12-16). Studies in Science Education, 18, 53-85.
  • Anderson, O.R., & Demetrius, O.J. (1993) A flow-map method of representing cognitive structure based on respondents’ narrative using science content. Journal of Research in Science Teaching, 30 (8), 953-969.
  • Atasoy, B., Kadayıfçı, H., & Akkuş, H. (2003). Kimyasal bağlar konusundaki yanlış kavramlar. Türk Eğitim Bilimleri Dergisi, 1 (1), 61-79.
  • Awan, A. S., Iqbal, M. Z., Khan, T. M., Mahmood, T., & Mohsin, M.N. (2012). Pupils’ ideas in learning concept of the chemical bonding among Pakistani students. International Journal of Applied Science and Technology, 2(6), 139-146.
  • Ayar Kayalı, H., & Tarhan, L. (2005). İyonik bağlar konusundaki kavram yanılgılarının giderilmesi amacıyla yapılandırmacı-aktif öğrenmeye dayalı bir rehber materyal uygulaması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 27, 145-154.
  • Aydın, H. (2008). İngiltere’de öğrenim gören öğrencilerin ve öğretmenlerin matematiksel modelleme kullanımına yönelik fenomenografik bir çalışma. Yüksek Lisans Tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Aykutlu, I., & Şen, A. İ. (2012). Üç aşamalı test, kavram haritası ve analoji kullanılarak lise öğrencilerinin elektrik akımı konusundaki kavram yanılgılarının belirlenmesi. Eğitim ve Bilim, 37 (166), 275-288.
  • Barker, V. (1995). A longitudinal study of 16-18 year olds’ understanding of basic chemical ideas. Unpublished Doctorate Thesis, Department of Educational Studies, University of York.
  • Barker, V., & Millar, R. (2000). Students’ reasoning about basic chemical bonding: What changes occur during a context-based post-16 chemistry course? International Journal of Science Education, 22 (11), 1171-1200.
  • Ben-Zvi, R., Eylon, B., & Silberstein, J. (1986). Is an atom of copper malleable? Journal of Chemical Education, 63 (1), 64-66.
  • Bhattacharyya, G., & Bodner, G. M. (2005). “It gets me to the product”: How students propose organic mechanisms. Journal of Chemical Education, 82(9), 1402-1407.
  • Birk, J.P., & Kurtz, M.J. (1999). Effect of experience on retention and elimination of misconceptions about molecular structure and bonding. Journal of Chemical Education, 76(1), 124-128.
  • Boo, H. K. & Watson, J. R. (2001). Progression in high school students’ (aged 16–18) conceptualizations about chemical reactions in solution. Science Education 85, 568– 585.
  • Boo, H. K. (1998). Students’ understandings of chemical bonds and the energetic of chemical reactions. Journal of Research in Science Teaching, 3 (5), 569 – 581.
  • Boujaoude, S. B. (1991). A study of the nature of students’ understandings about the concept of burning. Journal of Research in Science Teaching, 28, 689-704.
  • Brook A., Briggs H., & Driver R. (1984). Aspects of secondary students’ understanding of the particulate nature of matter. Children’s Learning in Science Project, Centre for Studies in Science and Mathematics Education, University of Leeds.
  • Butts, B. & Smith, R. (1987). HSC chemistry students’ understanding of the structure and properties of molecular and ionic compounds. Research in Science Education, 17, 192- 201.
  • Can, Ş., & Harmandar, M. (2004). Fen bilgisi öğretmenliği ve sınıf öğretmenliği öğrencilerinin kimyasal bağlar konusundaki kavramsal yanılgıları. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 5(8), http://web.inonu.edu.tr/~efdergi/dergi/Can_Harmandar.htm adresinden 31 Ekim 2012 tarihinde indirilmiştir.
  • Canpolat, N., Pınarbaşı T., & Sözbilir, M. (2003). Kimya öğretmen adaylarının kovalent bağ ve molekül yapıları ile ilgili kavram yanılgıları. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 2 (25), 66-72.
  • Coll, R.K., & Taylor, N. (2001). Alternative conceptions of chemical bonding held by upper secondary and tertiary students. Research in Science and Technological Education, 19 (2), 171-191.
  • Coll, R.K., & 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.
  • Coll, R.K., & Treagust, D.F. (2003). Investigation of secondary school, undergraduate, and graduate learners’ mental models of ionic bonding. Journal of Research in Science Teaching, 40 (5), 464-486.
  • Çıldır, I., & Şen, A. İ. (2006). Lise öğrencilerinin elektrik akımı konusundaki kavram yanılgılarının kavram haritalarıyla belirlenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education), 30, 92-101.
  • Demircioğlu, G., & Baykan, F. (2011). Kimya ve Fen Bilgisi öğretmen adayları ile lise 11.sınıf öğrencilerinin kimyasal bağlanma kavramına yönelik algılamalarının karşılaştırılması. 2nd International Conference on New Trends in Education and Their Implications, 27-29 April, 2011 Antalya-Turkey.
  • Didiş, N., Özcan, Ö., & Abak, M. (2008). Öğrencilerin bakış açısıyla kuantum fiziği: Nitel çalışma. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education), 34, 86-94.
  • Durmuş, J., & Bayraktar, Ş. (2010). Effects of conceptual change texts and laboratory experiments on fourth grade students’ understanding of matter and change concepts. Journal of Science Education and Technology, 19(5), 498-504.
  • Ebenezer, J. V., & Erickson, G. L. (1996). Chemistry students’ conceptions of solubility: A phenomenography. Science Education, 80(2), 181-201.
  • Entwistle, N. (1997). Introduction: Phenomenography in higher education. Higher Education Research and Development, 16(2), 127-158.
  • Gilbert, J. K., & Osborne, R. J. (1980). ‘I understand, but I don’t get it”: Some problems of learning science. School Science Review, 61(218), 664–674.
  • Gilbert, J. K., Watts, M. D., & Osborne, R. J. (1982). Students’ conceptions of ideas in mechanics. Physics Education, 17, 62–66.
  • Goh, N.K., Khoo, L.E. & Chia, L.S. (1993) Some misconceptions in chemistry: A cross- cultural comparison, and implications for teaching. Australian Science Teachers Journal, 39, 65-68.
  • Gonzalez, F. M. (1997). Evidence of rote learning of science by Spanish university students. School Science and Mathematics, 97(8), 419-428.
  • Griffiths, A.K., & Preston, K.P. (1992). Grade-12 students’ misconceptions relating to fundamental characteristics of atom and molecules. Journal of Research in Science Teaching, 29 (6), 611-628.
  • Johnson, P. (1998). Children’s understanding of changes of state involving the gas state, Part 1: Boiling water and the particle theory. International Journal of Science Education, 20 (5), 567-583.
  • Kalaycı, N. (2008). Yükseköğretimde uygulanan toplam kalite yönetimi sürecinde gözardı edilen unsurlardan “tky merkezi” ve “eğitim programları”. Türk Eğitim Bilimleri Dergisi, 6(2), 163-188.
  • Lee, O., Eichinger, D.C., Anderson, C.W., Berkheimer, G.D., & Blakeslee, T.D. (1993). Changing middle school students’ conceptions of matter and molecules. Journal of Research in Science Teaching, 30 (3), 249-270.
  • Levy Nahum, T., Hofstein, A., Mamlok-Naaman, R. & Bar-Dov, Z. (2004). Can final examinations amplify students’ misconceptions in chemistry? Chemistry Education: Research and Practice, 5(3), 301-325.
  • Levy Nahum, T., Mamlok‐Naaman, R., Hofstein, A., & Taber, K. S. (2010). Teaching and learning the concept of chemical bonding. Studies in Science Education, 46 (2) 179-207.
  • Lincoln, Y.S., & Guba, E.G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage. Retrieved November 26, 2013 from http://www.google.com/books?hl=tr&lr=&id=2oA9aWlNeooC&oi=fnd&pg=
  • Mirzalar Kabapınar, F. (2007). Öğrencilerin kimyasal bağ konusundaki kavram yanılgılarına ilişkin literatüre bir bakış I: Molekül içi bağlar. Milli Eğitim, 176, 18-35.
  • Mirzalar Kabapınar, F., & Adik, B. (2005). Secondary students’ understanding of the relationship between physical change and chemical bonding. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 38(1), 123-147.
  • Mutch, H. E. (2009). A phenomenographical study of student learning in general college chemistry. Doctorate Thesis, Capella University, Minneapolis.
  • Naah, B. M., & Sanger, M. J. (2012). Student misconceptions in writing balanced equations for dissolving ionic compounds in water. Chemistry Education Research and Practice, 13, 186–194.
  • Nakiboğlu, C., & Poyraz, H. E. (2006). Üniversite kimya öğrencilerinin atom ve kimyasal bağlar konularını açıklamada “insana özgü dil” ve “canlılığı” kullanmalarının incelenmesi. Kastamonu Eğitim Dergisi, 14(1), 83-90.
  • Nicoll, G. (2001). A report of undergraduates bonding misconceptions. International Journal of Science Education, 23(7), 707-730.
  • Novick, S., & Nussbaum, J. (1981). Pupils’ understanding of the particulate nature of matter: A cross-age study. Science Education, 65 (2), 187-196.
  • Osborne, R. J., & Wittrock, M. C. (1983). Learning science: A generative process. Science Education, 67(4), 489–508.
  • Özgen, N. (2013). Öğretmen Adaylarının Erozyon Kavramına Yönelik Algıları: Fenomenografik Bir Araştırma. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education), 28(2), 321-334.
  • Özmen, H. (2004). Some student misconceptions in chemistry: A literature review of chemical bonding. Journal of Science Education and Technology, 13(2), 147-159.
  • Öztürk Ürek, R. & Tarhan, L. (2005). Kovalent bağlar konusundaki kavram yanılgılarının giderilmesinde yapılandırmacılığa dayalı bir aktif öğrenme uygulaması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28, 168-177.
  • Palıcıca, M., Gavrılă, C., & Boacă, V. (2010). Making classes more efficient with interactive methods and techniques, Didactica, 3 (1), Retrieved October 31, 2012 from http://usabtm.weburl.ro/downloads/Didactica%201(2010).pdf#page=25.
  • Peterson, R. T. (2003). The application of traditional creativity enlargement methods for instructing marketing students: An exploration. Retrieved October 31, 2012 from http://www.freepatentsonline.com/article/Academy-Marketing-Studies- Journal/166751757.html
  • Peterson, R., & Treagust, D. (1989). Grade-12 students’ misconceptions of covalent bonding and structure. Journal of Chemical Education, 66(6), 459-460.
  • Peterson, R.F., Treagust, D.F., & Garnett, P. (1989). Development and application of a diagnostic instrument to evaluate grade-11 and grade-12 students’ concepts of covalent bonding and structure following a course of instruction. Journal of Research in Science Teaching, 26(4), 301-314.
  • Renstrom, L., Andersson, B., & Marton, F. (1990). Students’ conceptions of matter.Journal of Educational Psychology, 82 (3), 555-569.
  • Ritter, S. K. (2007). The chemical bond-whether it’s sextuple bonds or bonds involving no shared electrons, chemists chase down new modes of bonding. Chemical & Engineering News, 85(5), 37–40.
  • Rosenthal, D. P., & Sanger, M. J. (2012). Student misinterpretations and misconceptions based on their explanations of two computer animations of varying complexity depicting the same oxidation–reduction reaction. Chemistry Education Research and Practice, 13, 471-483.
  • Ross, K. (1993). There is no energy in food and fuels- but they do have fuel value. School Science Review, 75, 39-47.
  • Ruiz-Primo, M.A., Schultz, S.E., Li, M., & Shavelson, R.J. (1998). Comparison of the reliability and validity of scores from two concept-mapping techniques. Journal of Research in Science Teaching, 38(2), 260-278.
  • Selley, N. (1978). The confusion of molecular particles with substances. Education in Chemistry, 15(5), 144-145.
  • Smith K. C. & Nakhleh M. B. (2011). University students’ conceptions of bonding and melting and dissolving phenomena. Chemistry Education Research and Practice, 12, 398–408.
  • Şen, A.İ. (2002). Concept maps as a research and evaluation tool to asses conceptual change in quantum physics. Science Education International, 13 (4) 14-24.
  • Şen, A.İ., & Aykutlu, I.(2008). Using concept maps as an alternative evaluation tool for students’ conceptions of electric current. Eurasian Journal of Educational Research, 31,75-92.
  • Şen, A.İ., & Koca, S.A.Ö. (2003). Kavram haritalarının analizinde niceliksel ve niteliksel metotların kullanımı ve karşılaştırılması. Çukurova Üniversitesi, Eğitim Fakültesi Dergisi, 2, 1-9.
  • Taber, K. S. (1993). Stability and lability in student conceptions: Some evidence from a case study. Paper presented at the British Educational Research Association Annual Conference, Liverpool. Retrieved October 31, 2012 from http://www.leeds.ac.uk/educol/documents/154054.htm
  • Taber, K. S. (1994). Misunderstanding the ionic bond. Education in Chemistry, 31(4), 100- 103.
  • Taber, K. S. (1997). Student understanding of ionic bonding: Molecular versus electrostatic framework? School Science Review, 78(285), 85-95.
  • Taber, K. S. (1998). An alternative conceptual framework from chemistry education. International Journal of Science Education, 20(5), 597-608.
  • Taber, K. S., Tsaparlis, G., & Nakiboğlu, C. (2012). Student conceptions of ionic bonding: Patterns of thinking across three European contexts. International Journal of Science Education,1-31, doi:10.1080/09500693.2012.656150 .
  • Tan, K. C. D., & Treagust, D. F. (1999). Evaluating students’ understanding of chemical bonding. School Science Review, 81(294), 75-83.
  • Tarhan, L., & Acar Sesen, B. (2012). Jigsaw cooperative learning: Acid–base theories. Chemistry Education Research and Practice, 13, 307-313.
  • Temur, Ö. D. (2011). Dördüncü ve beşinci sınıf öğretmenlerinin kesir öğretimine ilişkin görüşleri: Fenomenografik araştırma. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, 29, 203-212.
  • Trowbridge, J. E., & Wandersee, J. (1994). Identifying critical junctures in learning in a college course on evolution. Journal of Research in Science Teaching, 31(5), 459-473.
  • Tsai, C. C., Lin, S. S. J., & Yuan, S. M. (2001). Students’ use of web-based concept map testing and strategies for learning. Journal of Computer Assisted Learning, 17, 72-84.
  • Ünal, R. & Zollman, D. (1999). Students' Description of an Atom: A Phenomenographic Analysis. Retrieved October 04, 2012 from http://perg.phys.ksu.edu/papers/vqm/AtomModels.PDF
  • Ünal, S. (2003). Lise 1 ve Lise 3 Öğrencilerinin Kimyasal Bağlar Konusundaki Kavramları Anlama Seviyelerinin Karşılaştırılması. Yayınlanmamış Yüksek Lisans Tezi, K.T.Ü., Fen Bilimleri Enstitüsü, Trabzon.
  • Ünal, S. (2007). Atom ve Molekülleri Bir Arada Tutan Kuvvetler” Konularının Öğretiminde Yeni Bir Yaklaşım: BDÖ ve KDM‟nin Birlikte Kullanımının Kavramsal Değişime Etkisi. Yayınlanmamış Doktora Tezi, K.T.Ü., Fen Bilimleri Enstitüsü, Trabzon.
  • Ünal, S., Özmen, H., Demircioğlu, G. & Ayas, A. (2001). Lise öğrencilerinin kimyasal bağlarla ilgili anlama düzeylerinin ve yanılgılarının belirlenmesine yönelik bir çalışma. V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, Ankara.
  • Walsh, L. (2009). A phenomenographic study of introductory physics students: Approaches to problem solving and conceptualization of knowledge. Doctorate Thesis, Dublin Institute of Technology, Dublin.
  • Wihlborg, M. (2004). Student nurses’ conceptions of internationalism in general and as an essential part of Swedish nurses’ education. Higher Education Research and Development,23(4), 433-453.
  • Yaqoob, M. (2007). Developing creative thinking: A cognitive approach to the teaching of english literature. Doctorate Thesis, National University of Modern Languages, Islamabad.
  • Yayon, M., Mamlok-Naaman, R., & Fortus, D. (2012). Characterizing and representing student’s conceptual knowledge of chemical bonding. Chemistry Education Research and Practice, 13, 248–267.
  • Yılmaz, A. & Morgil, İ. (2001). Üniversite öğrencilerinin kimyasal bağlar konusundaki kavram yanılgılarının belirlenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi,20, 172-178.
There are 83 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Şenol Şen This is me

Ayhan Yılmaz This is me

Ayhan Yılmaz This is me

Publication Date December 1, 2013
Submission Date January 2, 2015
Published in Issue Year 2013 Volume: 7 Issue: 2

Cite

APA Şen, Ş., Yılmaz, A., & Yılmaz, A. (2013). Kimyasal Bağlarla İlgili Fenomenografik Bir Çalışma. Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi, 7(2), 144-177. https://doi.org/10.12973/nefmed205