Determining the Concept Definitions, Concept Images and Misconceptions of University Students Related to Acid-Base Concepts: With Comparative Examples of Türkiye and Spain

Year 2022, Volume: 1 Issue: 2, 98 - 107, 19.10.2022

Gülseda Eyceyurt Türk Hatice Güngör Seyhan

Abstract

In this research, it was aimed to determine the definitions of acid-base concept according to which acid-base definition and misconceptions Spanish and Turkish undergraduate students who had taken chemistry course had through their definitions and images. Case study, one of the qualitative research designs, was used in the research. The participants of the study were 63 undergraduate students. Worksheets were used as data collection tools in the research. Content analysis method was used for the analysis of the data. According to the results of the research, Turkish students used the Arrhenius definition for defining acid- base; whereas Spanish students preferred the definitions of Bronsted-Lowry and Lewis. In addition, in acid-base definitions; 37% of Turkish students and 24% of Spanish students had misconceptions. On the other hand, 46% of the participants could not draw any drawings for the concepts of strong and weak acids. Also, 37% of them made unscientific, that is, incorrect drawings.

Keywords

Acid-base, Türkiye-Spain, acid-base image, acid-base definitions.

Asit-Baz Kavramları ile İlgili Üniversite Öğrencilerinin Kavram Önermelerinin, Kavram İmajlarının ve Kavram Yanılgılarının Belirlenmesi: Türkiye ve İspanya Karşılaştırmalı Örnekleri ile

Abstract

Bu araştırmada, kimya dersini almış, İspanya- Türkiye lisans öğrencilerinin asit- baz kavramı hakkındaki tanımlamalarının hangi asit baz tanımına göre yapıldığı ve sahip oldukları kavram yanılgılarının hem ifadeler hem de imajlar yoluyla belirlenmesi amaçlanmıştır. Katılımcılarının 63 lisans öğrencisi olduğu araştırmada nitel araştırma desenlerinden durum çalışması kullanılmıştır ve çalışma yaprakları veri toplama aracı olarak kullanılmıştır. Verilerin analizinde içerik analizi yöntemi kullanılmıştır. Araştırma sonuçlarına göre Türk öğrenciler asit baz tanımını yapmada Arrhenius tanımını kullanırken; İspanyol öğrencileriler ise Bronsted-Lowry ve Lewis tanımlarını tercih etmektedir. Ayrıca asit-baz tanımlarında; Türk öğrencilerin %37’si, İspanyol öğrencilerin ise %24’ü kavram yanılgısına sahiptir. Katılımcıların %46’sı kuvvetli ve zayıf asit kavramlarına yönelik hiçbir çizim yapamamıştır. %37’si ise bilimsel olmayan yani yanlış çizim yapmışlardır.

Keywords

Asit-baz, Türkiye-İspanya, asit-baz imajı, asit-baz önermeleri

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