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MISCONCEPTIONS ABOUT BOILING AND THEIR POSSIBLE REASONS

Year 2007, Volume: 15 Issue: 1, 123 - 136, 01.03.2007

Abstract

The aim of this study is to determine students’ misconceptions about boiling concept and possible reasons of them. In order to achieve this aim, firstly it was examined national and international studies about boiling concept by which students’ misconceptions were determined. Afterwards, it was prepared a document in which these misconceptions were included. By this document, semi-structured interviews were conducted with 7 chemistry teachers who responsible for teaching boiling concept. From the collected data, students’ misconceptions and their possible reasons were elicited. From the results of the study, it was put forward to suggestions about boiling concept teaching.

References

  • Ayas, A. ve Coştu, B. (2001). Lise I Öğrencilerinin “Buharlaşma, Yoğunlaşma ve Kaynama” Kavramlarını Anlama Seviyeleri, Yeni Binyılın Başında Türkiye’de Fen Bilimleri Eğitimi Sempozyumu, Maltepe Üniversitesi, İstanbul, Bildiriler Kitabı, 273-280.
  • Coştu, B. (2002). Ortaöğretimin Farklı Seviyelerindeki Öğrencilerin Buharlaşma, Yoğunlaşma ve Kaynama Kavramlarını Anlama Düzeylerine İlişkin Bir Çalışma, Yüksek Lisans Tezi, K.T.Ü., Fen Bilimleri Enstitüsü, Trabzon.
  • Case, M.J. & Fraser, D.M. (1999). An investigation into chemical engineering students’ understanding of the mole and the use of concrete activities to promote conceptual change, International Journal of Science Education, 21(12), 1237-1249.
  • Tsai, C-C. (1999). Overcoming junior high school students’ misconceptions about microscopic views of phase change: A study of an anology activity, Journal of Science Education and Technology, 8(1), 83-91.
  • Hwang, B.T. & Hwang, H.W.(1990). A Study of Cognitive Development of the Concepts of Solution. Research Report Sponsored by the National Science Council, ROC Taipei: NSC. In Chang, J.Y. (1999). Teacher college students’ conceptions about evaporation, condensation and boiling, Science Education, 83, 511-526.
  • Valanides, N. (2000). Primary students teachers’ understanding of the particulate nature of matter and its transformations during dissolving, Chemistry Education: Research and Practice in Europe, 1(2), 249-262.
  • Arizona State University (2001). Student Preconceptions and Misconceptions in Chemistry, Integrated Physics and Chemistry Modeling Workshop.
  • Coştu, B., Karataş, F.Ö. ve Ayas, A. (2002). Kavram Yanılgılarının Giderilmesinde Çalışma Yapraklarının Kullanılması, XVI. Ulusal Kimya Kongresi, Selçuk Üniversitesi, Konya.
  • Azizoğlu, N. ve Alkan, M., 2002. Kimya Öğretmenliği Lisans Öğrencilerinin Faz Dengeleri Konusundaki Kavram Yanılgıları, V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, O.D.T.Ü Eğitim Fakültesi, Ankara.
  • Pınarbaşı, T & Canpolat, N. (2003). Students’ understanding of solutions chemistry concepts, Journal of Chemical Education, 80,(11), 1328-1332.
  • Paik S-H., Kim H-N., Cho B-K & Park J-W. (2004). K-8th grade Korean students’ “conceptions of changes of state” and “conditions for changes of state”, International Journal of Science Education, 26(2), 207-224.
  • Coştu, B (2006). Kavramsal Değişimin Gerçekleşme Düzeylerinin Belirlenmesi: Buharlaşma, Yoğunlaşma ve Kaynama. Doktora Tezi, K.T.Ü., Fen Bilimleri Enstitüsü, Trabzon.
  • Henriques, L. (2000). Children’s Misconceptions About Weather: A Review of The Literature, Paper presented at the annual meeting of the National Association of Research in Science Teaching, New Orleands, L.A.
  • Osborne, R.J. & Cosgrove, M.M.(1983). Children’s conceptions of the changes of state of water, Journal of Research in Science Teaching, 20(9), 825-838.
  • Bar, V. & Travis, A.S. (1991). Children’s views concerning phase changes, Journal of Research in Science Teaching, 28, 363-382.
  • Bodner, G. M. (1991). I have found you an argument, Journal of Chemical Education, 68, 385-388.
  • Brody, M.J. (1993). Student Understanding of Water and Water Sources: A Review of the Literature, Paper Presented at Annual Meeting of The American Educational Research Associations, Atlanta, GA (Eric Document Reproduction Service No. ED 361 230).
  • Hatzinikita, V. & Koulaidis, V. (1997). Pupils’ ideas on conservation during changes in the state of water, Research in Science and Technological Education,15(1), 53-71.
  • Chang, J.Y. (1999). Teacher college students’ conceptions about evaporation, condensation, and boiling, Science Education, 83, 511-526.
  • Goodwin, A. (2000). The teaching of chemistry: Who is the learner? Chemistry Education: Research and Practice in Europe, 1(19, 51-60.
  • Coştu, B. ve Ayas, A. (2002). Öğrencilerin Kaynama Olayı İle İlgili Düşüncelerinin ve Anlamalarının Belirlenmesi, V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, O.D.T.Ü, Eğitim Fakültesi Ankara.
  • Ayas, A.. & Coştu, B. (2002). Levels of Understanding of the Evaporation Concept at Secondary Stage, The First International Education Conference, Changing Times Changing Needs, Eastern Mediterranean University, Gazimagusa-Northern Cyprus.
  • Ewings, M.S. & Mills, T.J. (1994). Water literacy in college freshman: Could a cognitive imagery strategy improve understanding? Journal of Environmental Education, 25, 4 36-40.
  • Andersson, B. (1980). Some Aspects of Children’s Understanding of Boiling Point, In Driver, R., Squires, A., Rushworth, P., Wood-Robinson, V., Making Sense of Secondary Science, Roultledge Press, London and Newyork.
  • Köseoğlu, F., Tümay, H. ve Kavak, N. (2002). Yapılandırıcı Öğrenme Teorisine Dayanan Etkili Bir Öğretim Yöntemi-Tahmin Et-Gözle-Açıkla- “Buz ile su kaynatılabilir mi?”, V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, O.D.T.Ü Eğitim Fakültesi, Ankara.
  • Coştu, B., Karataş, F.Ö. ve Ayas, A. (2003). Kavram öğretiminde çalışma yapraklarının kullanılması, Pamukkale Eğitim Fakültesi Dergisi, 2(14), 33-48.
  • Johnson, P. (1998-a). Progression in children’s understanding of a ‘basic’ particle theory: A longitudinal study, International Journal of Science Education, 20(4), 393-412.
  • Johnson, P. (1998-b). 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.
  • Johnson, P. (1998-c). Children’s understanding of changes of state involving the gas state, part 2: Evaporation and condensation below boiling point, International Journal of Science Education , 20(6), 695-709.
  • Azizoğlu, N., Alkan, M. & Geban, Ö. (2003). An Analysis of Undergraduate Students’ Misconceptions related to Phase Equilibrium in Chemistry, Paper presented at the Annual Meeting ESERA. . http://www1.phys.uu.nl/esera2003/programme/authors.htm
  • Summers, M. (1992). Improving primary school teachers’ understanding of science concepts theory into practice, International Journal of Science Education,14, 25-40.
  • Summers M. & Kruger, C. (1994). A longitudinal study of a constructivist approach to improving primary school teachers. Subject matter knowledge of science, Teaching and Teacher Education, 10, 499-519.
  • Parker, J. & Heywood, D. (2000). Exploring the relationship between subject knowledge and pedagogic content knowledge in primary teachers’ learning about forces, International Journal of Science Education, 22, 89-111.
  • Kikas, E. (2004). Teachers’ conceptions and misconceptions concerning three natural phenomena, Journal of Research in Science Teaching, 41(5), 432-448.
  • Barrass, R. (1984). Some misconceptions and misunderstandings perpetuated by teachers and textbooks of biology, Journal of Biological Education, 18, 201-206.
  • Storey, D.R. (1989). Textbook errors & misconceptions in biology: Photosynthesis, The American Biology Teacher, 51(5), 271-274.
  • Albanese, A. & Vicentini, M. (1997). Why do we believe that an atom is colourless? Reflections about the teaching of the particle model, Science and Education, 6, 251-261.
  • Osborne R.J. & Wittrock, M. C. (1983). Learning science: A generative process, Science Education, 67(4), 489-508.

KAVRAM YANILGILARI VE OLASI NEDENLERİ: KAYNAMA KAVRAMI

Year 2007, Volume: 15 Issue: 1, 123 - 136, 01.03.2007

Abstract

Bu çalışma, kaynama kavramı ile ilgili yanılgıları ve bunların olası nedenlerini belirlemek amacıyla yapılmıştır. Bu amaca ulaşmak için ilk olarak kaynama kavramıyla ilgili ulusal ve uluslar arası literatürde yapılan çalışmalar incelenerek, kavram yanılgıları belirlenmiştir. Sonrasında belirlenen kavram yanılgılarını bulunduran bir doküman hazırlanmış ve hazırlanan doküman yardımıyla 7 kimya öğretmeniyle yarı yapılandırılmış mülakatlar yürütülmüştür. Elde edilen bulgular kullanılarak, kaynama kavramı ile ilgili yanılgılar ve bunların olası nedenleri tespit edilmiştir. Elde edilen sonuçlardan yararlanarak bu kavramın öğretimine yönelik önerilerde bulunulmuştur.

References

  • Ayas, A. ve Coştu, B. (2001). Lise I Öğrencilerinin “Buharlaşma, Yoğunlaşma ve Kaynama” Kavramlarını Anlama Seviyeleri, Yeni Binyılın Başında Türkiye’de Fen Bilimleri Eğitimi Sempozyumu, Maltepe Üniversitesi, İstanbul, Bildiriler Kitabı, 273-280.
  • Coştu, B. (2002). Ortaöğretimin Farklı Seviyelerindeki Öğrencilerin Buharlaşma, Yoğunlaşma ve Kaynama Kavramlarını Anlama Düzeylerine İlişkin Bir Çalışma, Yüksek Lisans Tezi, K.T.Ü., Fen Bilimleri Enstitüsü, Trabzon.
  • Case, M.J. & Fraser, D.M. (1999). An investigation into chemical engineering students’ understanding of the mole and the use of concrete activities to promote conceptual change, International Journal of Science Education, 21(12), 1237-1249.
  • Tsai, C-C. (1999). Overcoming junior high school students’ misconceptions about microscopic views of phase change: A study of an anology activity, Journal of Science Education and Technology, 8(1), 83-91.
  • Hwang, B.T. & Hwang, H.W.(1990). A Study of Cognitive Development of the Concepts of Solution. Research Report Sponsored by the National Science Council, ROC Taipei: NSC. In Chang, J.Y. (1999). Teacher college students’ conceptions about evaporation, condensation and boiling, Science Education, 83, 511-526.
  • Valanides, N. (2000). Primary students teachers’ understanding of the particulate nature of matter and its transformations during dissolving, Chemistry Education: Research and Practice in Europe, 1(2), 249-262.
  • Arizona State University (2001). Student Preconceptions and Misconceptions in Chemistry, Integrated Physics and Chemistry Modeling Workshop.
  • Coştu, B., Karataş, F.Ö. ve Ayas, A. (2002). Kavram Yanılgılarının Giderilmesinde Çalışma Yapraklarının Kullanılması, XVI. Ulusal Kimya Kongresi, Selçuk Üniversitesi, Konya.
  • Azizoğlu, N. ve Alkan, M., 2002. Kimya Öğretmenliği Lisans Öğrencilerinin Faz Dengeleri Konusundaki Kavram Yanılgıları, V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, O.D.T.Ü Eğitim Fakültesi, Ankara.
  • Pınarbaşı, T & Canpolat, N. (2003). Students’ understanding of solutions chemistry concepts, Journal of Chemical Education, 80,(11), 1328-1332.
  • Paik S-H., Kim H-N., Cho B-K & Park J-W. (2004). K-8th grade Korean students’ “conceptions of changes of state” and “conditions for changes of state”, International Journal of Science Education, 26(2), 207-224.
  • Coştu, B (2006). Kavramsal Değişimin Gerçekleşme Düzeylerinin Belirlenmesi: Buharlaşma, Yoğunlaşma ve Kaynama. Doktora Tezi, K.T.Ü., Fen Bilimleri Enstitüsü, Trabzon.
  • Henriques, L. (2000). Children’s Misconceptions About Weather: A Review of The Literature, Paper presented at the annual meeting of the National Association of Research in Science Teaching, New Orleands, L.A.
  • Osborne, R.J. & Cosgrove, M.M.(1983). Children’s conceptions of the changes of state of water, Journal of Research in Science Teaching, 20(9), 825-838.
  • Bar, V. & Travis, A.S. (1991). Children’s views concerning phase changes, Journal of Research in Science Teaching, 28, 363-382.
  • Bodner, G. M. (1991). I have found you an argument, Journal of Chemical Education, 68, 385-388.
  • Brody, M.J. (1993). Student Understanding of Water and Water Sources: A Review of the Literature, Paper Presented at Annual Meeting of The American Educational Research Associations, Atlanta, GA (Eric Document Reproduction Service No. ED 361 230).
  • Hatzinikita, V. & Koulaidis, V. (1997). Pupils’ ideas on conservation during changes in the state of water, Research in Science and Technological Education,15(1), 53-71.
  • Chang, J.Y. (1999). Teacher college students’ conceptions about evaporation, condensation, and boiling, Science Education, 83, 511-526.
  • Goodwin, A. (2000). The teaching of chemistry: Who is the learner? Chemistry Education: Research and Practice in Europe, 1(19, 51-60.
  • Coştu, B. ve Ayas, A. (2002). Öğrencilerin Kaynama Olayı İle İlgili Düşüncelerinin ve Anlamalarının Belirlenmesi, V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, O.D.T.Ü, Eğitim Fakültesi Ankara.
  • Ayas, A.. & Coştu, B. (2002). Levels of Understanding of the Evaporation Concept at Secondary Stage, The First International Education Conference, Changing Times Changing Needs, Eastern Mediterranean University, Gazimagusa-Northern Cyprus.
  • Ewings, M.S. & Mills, T.J. (1994). Water literacy in college freshman: Could a cognitive imagery strategy improve understanding? Journal of Environmental Education, 25, 4 36-40.
  • Andersson, B. (1980). Some Aspects of Children’s Understanding of Boiling Point, In Driver, R., Squires, A., Rushworth, P., Wood-Robinson, V., Making Sense of Secondary Science, Roultledge Press, London and Newyork.
  • Köseoğlu, F., Tümay, H. ve Kavak, N. (2002). Yapılandırıcı Öğrenme Teorisine Dayanan Etkili Bir Öğretim Yöntemi-Tahmin Et-Gözle-Açıkla- “Buz ile su kaynatılabilir mi?”, V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, O.D.T.Ü Eğitim Fakültesi, Ankara.
  • Coştu, B., Karataş, F.Ö. ve Ayas, A. (2003). Kavram öğretiminde çalışma yapraklarının kullanılması, Pamukkale Eğitim Fakültesi Dergisi, 2(14), 33-48.
  • Johnson, P. (1998-a). Progression in children’s understanding of a ‘basic’ particle theory: A longitudinal study, International Journal of Science Education, 20(4), 393-412.
  • Johnson, P. (1998-b). 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.
  • Johnson, P. (1998-c). Children’s understanding of changes of state involving the gas state, part 2: Evaporation and condensation below boiling point, International Journal of Science Education , 20(6), 695-709.
  • Azizoğlu, N., Alkan, M. & Geban, Ö. (2003). An Analysis of Undergraduate Students’ Misconceptions related to Phase Equilibrium in Chemistry, Paper presented at the Annual Meeting ESERA. . http://www1.phys.uu.nl/esera2003/programme/authors.htm
  • Summers, M. (1992). Improving primary school teachers’ understanding of science concepts theory into practice, International Journal of Science Education,14, 25-40.
  • Summers M. & Kruger, C. (1994). A longitudinal study of a constructivist approach to improving primary school teachers. Subject matter knowledge of science, Teaching and Teacher Education, 10, 499-519.
  • Parker, J. & Heywood, D. (2000). Exploring the relationship between subject knowledge and pedagogic content knowledge in primary teachers’ learning about forces, International Journal of Science Education, 22, 89-111.
  • Kikas, E. (2004). Teachers’ conceptions and misconceptions concerning three natural phenomena, Journal of Research in Science Teaching, 41(5), 432-448.
  • Barrass, R. (1984). Some misconceptions and misunderstandings perpetuated by teachers and textbooks of biology, Journal of Biological Education, 18, 201-206.
  • Storey, D.R. (1989). Textbook errors & misconceptions in biology: Photosynthesis, The American Biology Teacher, 51(5), 271-274.
  • Albanese, A. & Vicentini, M. (1997). Why do we believe that an atom is colourless? Reflections about the teaching of the particle model, Science and Education, 6, 251-261.
  • Osborne R.J. & Wittrock, M. C. (1983). Learning science: A generative process, Science Education, 67(4), 489-508.
There are 38 citations in total.

Details

Primary Language Turkish
Journal Section Research Article
Authors

Bayram Coştu This is me

Alipaşa Ayas This is me

Suat Ünal

Publication Date March 1, 2007
Published in Issue Year 2007 Volume: 15 Issue: 1

Cite

APA Coştu, B., Ayas, A., & Ünal, S. (2007). KAVRAM YANILGILARI VE OLASI NEDENLERİ: KAYNAMA KAVRAMI. Kastamonu Education Journal, 15(1), 123-136.

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