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SINIF ÖĞRETMENİ ADAYLARININ BAZI KİMYA KAVRAMLARINI ANLAMA DÜZEYLERİ

Year 2012, Issue: 19, 112 - 135, 01.12.2012

Abstract

İlköğretime başlayan bir çocuğun ilk karşılaşacağı ve yaşama dair sistematik bilgileri edinmeye başlayacağı kişi sınıf öğretmenidir. Sınıf öğretmenlerinin fenle ilgili konu ve kavramlarda yeterli olması öğrencilerin tüm hayatı boyunca fen ve teknolojiye olan ilgilerinin, olumlu tutumlarının ve temel fen kavramlarının temellerini oluşturacaktır. Bu bağlamda sınıf öğretmenlerinin fenin bir dalı olan kimya ile ilgili kavram bilgileri de önemlidir. Bu araştırmada sınıf öğretmeni adaylarının bazı kimya kavramlarını anlama ve açıklayabilme düzeyleri incelenmiştir. Örneklem Amasya Üniversitesi Eğitim Fakültesi Sınıf Öğretmenliği Programı 2. sınıf öğrencilerinden 193 kişidir. Örnek olay yöntemiyle yürütülen araştırmada veriler geliştirilen başarı testi ve yarı yapılandırılmış mülakatla toplanmıştır. Bulgular öğretmen adaylarının fiziksel-kimyasal değişme, tepkime türleri, çözünme konularında anlama sorunları olduğunu göstermiştir.

References

  • Abraham, M.R., Williamson, V.M. and Westbrook, S.L. (1994) A croos-age study of the understanding of five chemistry concepts. Journal of Research in Science Teaching, 31(2), 147-165.
  • Abraham, M.R., Grzybowski, E.B., Renner, J. W. and Marek, E.A. (1992). Understanding and misunderstandings of eight graders of five chemistry concepts found in textbooks. Journal of Research in Science Teaching, 29 (2), 105-120.
  • Aydoğan, S., Güneş, B. ve Gülçiçek, Ç. (2003). Isı ve sıcaklık konusunda kavram yanılgıları. G.Ü. Gazi Eğitim Fakültesi Dergisi, 23 (2), 111-124.
  • Bahar, M. (2006). Fen ve Teknoloji Öğretimi. PegemA Yayıncılık, Ankara.
  • Baki, A. Çepni, S. Akdeniz, A.R. ve Ayas, A. (1996). Türkiye’de Eğitim Fakültelerinin yeniden yapılandırılması: Durum Analizi ve Öneriler.
  • Bayram, H., Sökmen, N. ve Salan, Ü., (1997). Sınıf öğretmenliği bölümü öğrencilerinin temel fen kavramlarını anlama düzeyi. 3. Ulusal Sınıf Öğretmenliği Sempozyumu, 23-24 Ekim Çukurova Üniversitesi, Adana, 312-321.
  • Ben-Zvi, R., Eylon, B., and Silberstein, J. (1987). Students’ visualization of a chemical reaction. Education in Chemistry, 24, 117-120.
  • Birinci Konur, K. ve Ayas, A. (2008). Sınıf öğretmeni adaylarının bazı kimya kavramlarını anlama seviyeleri. Kastamonu Eğitim Fakültesi Dergisi, 16(1), 83-90.
  • Bliss, J. (1995). Piaget and after: the case of learning science. Studies in Science Education, 25
  • Büyüköztürk, Ş. (2002). Veri Analizi El Kitabı, Pegem A Yayıncılık, Ankara.
  • Bybee, R. (1993). Reforming science education—Social perspectives and personal reflections. New York: Teachers College Press.
  • Carey, K. (2004). The real value of teachers: using new information about teacher effectiveness to close the achievement gap. A Publication of the Education Trust, Thinking K-16, 8(1), 1-43.
  • Chiappetta, E.L. and Koballa, T.R. (2002) Science Instruction in The Middle and Secondary Schools. Fifth Education, Pearson Education Inc. New Jersej.
  • Çalık, M. ve Ayas, A. (2005). A comparison of level of understanding of eight-grade students and science students teachers related to selected chemistry concepts. Journal of Research In Science Teaching, 42(6), 638-667.
  • Çalık, M., ve Ayas, A. (2005). 7.-10. Sınıf öğrencilerinin seçilen çözelti kavramlarıyla ilgili anlamalarının http://www.tebd.gazi.edu.tr/arsiv/2005_cilt3/sayi_3/329-349.pdf karışımlar üzerinde incelenmesi.
  • Çalık, M., Ayas, A. ve Ünal, S. (2006). Çözünme kavramıyla ilgili öğrenci kavramalarının tespiti: bir yaşlar arası karşılaştırma çalışması. http://www.tebd.gazi.edu.tr/arsiv/ 2006_cilt4/sayi_3/309-322.pdf.
  • Çepni, S. ve Çil, E. (2009). Fen ve Teknoloji Programı, İlköğretim Birinci ve İkinci Kademe Öğretmen El Kitabı. Pegema Yayıncılık, Ankara.
  • De Posada J.M. (1997). Conceptions of high school students concerning the internal structure of metals and their electric conduction: structure and evolution. Science Education, 81, 445-467.
  • Demirbaş, M., Altınışık, D., Tanrıverdi, G. ve Şahintürk, Y. (2011). Fen bilgisi öğretmen adaylarının çözeltiler konusundaki kavram yanılgılarının giderilmesinde kavramsal değişim metinlerinin etkisi. Sakarya University Journal of Education, 1(2), 52-69. www.suje.sakarya.edu.tr/index.php/suje/article/download/31/40
  • Ebenezer, J.V. (1992). Making chemistry learning more meaningful. Journal of Chemical Education, 69(6), 464-467.
  • Ebenezer, J. (2001). A hypermedia environment to explore and negotiate students’ conceptions, animation of the solution process of table salt. Journal of Science Education and Technology, 10, 73-91.
  • Fullan, Michael G. (1991). The New Meaning of Educational Change. (Sec. Ed.). New York: Teachers College Press.
  • Gabel, D. (1999). Improving teaching and learning through chemistry education research: A
  • look to the future. Journal of Chemical Education, 76(4), 548-554.
  • Gilbert, J., Osborne, R. and Fensham, P. (1982). Children’s science and its consequences for teaching. Science Education, 66(4), 623-633.
  • Goodwin, A(2002). Is salt melting when ıt dissolves in water? Journal of Chemical Education 79 (3), 393-396.
  • Griffiths, A. K. and Preston, K.R. (1992). Grade-12 students. misconceptions relating to fundamental characteristics of atoms and molecules. Journal of Research in Science Teaching, 29(6), 11- 628.
  • Gunstone, R. F. (1991). Reconstructing theory from practical experience. In B. E. Woolnough (Ed.), Practical Science (pp. 67–77). Milton Keynes: Open University Press.
  • Haidar, A.H. and Abraham, M.R. (1991). A comparison of applied and theoretical knowledge of concept based on the particulate nature of matter. Journal of Research In Science Teaching, 28, 919-938.
  • Johnson, P. (2000) Children’s understanding of substances, part 1: recognazing chemical change. International Journal of Science Education, 22 (7), 719-737.
  • Johnson, P. (2002) Children’s understanding of substances, part 2: explaining chemical change, International Journal of Science Education, 24 (10), 1037-1054.
  • Kalın, B. ve Arılık, G. (2010). Çözeltiler konusunda üniversite öğrencilerinin sahip olduğu kavram yanılgıları. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 4 (2), 177-206.
  • Karamustafaoğlu, S., Karamustafaoğlu, O. ve Yaman, S. (2005). Fen ve Teknoloji Eğitiminde Kavram Öğretimi. Aydoğdu, M. ve Kesercioğlu, T. (editör), İlköğretimde Fen ve Teknoloji Öğretimi, Anı Yayıncılık, Ankara.
  • Karasar, N.(2005).Bilimsel Araştırma Yöntemi,14. Basım, Nobel Yayın Dağıtım, Ankara.
  • Lagowski, J.J (1989). Reformatting the Laboratory, Journal of Chemical Education, 66, (1), 12- 14.
  • Kolomuç, A. ve Tekin, S. (2011). Chemistry teachers’misconceptions concerning concept of chemical reaction rate, Eurasian Journal of Physics and Chemistry Education, 3(2), 84-101.
  • Koray, Ö., Akyaz, N. ve Köksal, M.S. (2007). Lise öğrencilerinin “çözünürlük” konusunda günlük yaşamla ilgili olaylarda gözlenen kavram yanılgıları, Kastamonu Eğitim Dergisi, 15(1), 241-250. http://www.kefdergi.com/pdf/15_1/241.pdf
  • Kruger, C. and Summers, M. (1988). Primary school teachers’ understanding of science concepts.Journal of Education for Teaching, 14 (3), 259–265.
  • Kruger, C., Palacıo, D. and Summers, M. (1992). Surveys of english primary teachers’ conceptions of force, energy and materials. Science Education, 76(4), 339–351.
  • Lagowski, J.J. (1989). Reformating the laboratory. Journal Of Chemical Education. 66. 1. (12- 14).
  • Lazarowitz, R. and Tamir, P. (1994). Research on using laboratory instruction in science. (ed. D. Gabel) Handbook Of Research On Science Teaching And Learning (pp. 94-128). New York: Macmillan.
  • Levitt, K.E. (2001). An Analysis of Elementary Teachers’ Beliefs Regarding the Teaching and Learning of Science, Science Education, 86:1–22
  • Liu, X. and Lesniak, K. (2006). Progression in children’s understanding of the matter concept from elementary to high school, Journal of Research In Science Teaching, 43, 3, 320- 347.
  • Liu, X. and Ebenezer, J. (2002). Descriptive categories and structural characteristics of students’ conceptions : exploration of the relationship. Research in Science & Technological Education, 20(1), 112-132.
  • MEB (2005). İlköğretim Fen ve Teknoloji Dersi (4-5 Sınıflar) Öğretim Programı, Talim ve Terbiye Dairesi Başkanlığı, Ankara.
  • Morgil, İ., Yılmaz, A. ve Yavuz, S. (2002). Öğrencilerin asit- baz konusunda kavram yanılgıları ve farklı madde türlerinin kavram yanılgılarını saptama amacıyla kullanımı. http://www.fedu.metu.edu.tr/ufbmek-5/b_kitabi/PDF/Kimya/Bildiri/t175DD.pdf
  • Morgil, İ., Güngör S., H., ve Seçken, N. (2009). Proje destekli kimya laboratuarı uygulamalarının bazı bilişsel ve duyuşsal alan bileşenlerine etkisi. Journal of Turkısh Scıence Educatıon, 6(1), 90-107.
  • Nakhleh, M.B. (1992). Why some students don’t learn chemistry. Journal of Chemical Education, 69(3), 191-196.
  • National Research Council. (1996). National science education standards. National Academy Press, Washington,DC.
  • Odubunni,O. and Balagun,T.A. (1991). The effect of laboratory and lecture teaching methods on cognitive achievement in ıntegrated science., Journal of Research in Science Teaching, 28, 213-224
  • Palmer, D. (2001). Students’ alternative conceptions and scientifically acceptable conceptions about gravity. International Journal of Science Education, 23(7), 691-706.
  • Pardo, J.Q. and Partoles, J.J.S. (1995), Students and Teachers Misapplication of Le Chatelier’s Principle: Implications for the Teaching of Chemical Equilibrium, Journal of Research in Science Teaching, 32(9), 939-957.
  • Rivkin, S.G., Hanushek, E.A. and Kain, J.F. (2005). Teachers, schools and academıc achıevement. Econometrica, 73 (2), 417-458.
  • Schmidt, H.J. (1997). Students’ misconceptions-looking for a pattern. Science Education. 81(2)
  • Schoon, J.K. and Bone, J. W. (1998). Self-efficacy and alternative conceptions of science of preservice elementary teachers. Science Education, 82(5), 553-568.
  • Smith, C. and Gillespie, M. (2007). Research on Professional Development and Teacher Change: Implications for Adult Basic Education. 205-244. Retrieved September 16, 2011 from http://www.ncsall.net/fileadmin/resources/ann_rev/smith-gillespie-07.pdf
  • Smith, L.K. and Southerland, S.A. (2007). Reforming practice or modifying reforms?: Elementary teachers’ response to the tools of reform. Journal Of Research In Science Teaching, 44 (3), 396-423.
  • Şimşek, Ü. (2009). The effects of animation and cooperative learning on chemistry students’academic achieviement and conceptual understanding about aqueous solutions, World Applied Sciences Journal, 7(1), 24-33.
  • Tobin, K. G. (1990). Research on science laboratory activities. In pursuit of better questions and answers to improve learning. School Science and Mathematics, 90, 403–418.
  • Yılmaz, A., Erdem, E. ve Morgil, İ. (2002). Öğrencilerin elektrokimya konusundaki kavram yanılgıları. H.Ü. Eğitim Fakültesi Dergisi, 23, 234-242. http://www.efdergi. Hacettepe.edu.tr/200223AYHAN%20YILMAZ.pdf

The Levels Of Prospective Elementary School Teachers’ Understanding Of Some Chemistry Concepts

Year 2012, Issue: 19, 112 - 135, 01.12.2012

Abstract

Elementary school teachers help children aged 6 to 11 learn how to read, write, and calculate. They work with pupils and facilitate their learning some concepts within science, mathematics, language, and social studies. The fact that elementary school teachers are competent in the field of science will form the basis of students’ positive attitudes, their interests to science-tecnology and some basic science concepts. In this respect, elementary school teachers have to know necessary chemistry knowledge since it is within the field of science. In this study, the levels of prospective elementary school teachers’ understanding and explaining some chemistry concepts was examined. The sample was consisted of 193 students in the Faculty of Education, Amasya University. The case study method was used in this research, and data were collected through achievement test and semi-structered interviews. Findings showed that prospective teachers have some understanding problems with physical-chemical changes, reaction types, and dissolution

References

  • Abraham, M.R., Williamson, V.M. and Westbrook, S.L. (1994) A croos-age study of the understanding of five chemistry concepts. Journal of Research in Science Teaching, 31(2), 147-165.
  • Abraham, M.R., Grzybowski, E.B., Renner, J. W. and Marek, E.A. (1992). Understanding and misunderstandings of eight graders of five chemistry concepts found in textbooks. Journal of Research in Science Teaching, 29 (2), 105-120.
  • Aydoğan, S., Güneş, B. ve Gülçiçek, Ç. (2003). Isı ve sıcaklık konusunda kavram yanılgıları. G.Ü. Gazi Eğitim Fakültesi Dergisi, 23 (2), 111-124.
  • Bahar, M. (2006). Fen ve Teknoloji Öğretimi. PegemA Yayıncılık, Ankara.
  • Baki, A. Çepni, S. Akdeniz, A.R. ve Ayas, A. (1996). Türkiye’de Eğitim Fakültelerinin yeniden yapılandırılması: Durum Analizi ve Öneriler.
  • Bayram, H., Sökmen, N. ve Salan, Ü., (1997). Sınıf öğretmenliği bölümü öğrencilerinin temel fen kavramlarını anlama düzeyi. 3. Ulusal Sınıf Öğretmenliği Sempozyumu, 23-24 Ekim Çukurova Üniversitesi, Adana, 312-321.
  • Ben-Zvi, R., Eylon, B., and Silberstein, J. (1987). Students’ visualization of a chemical reaction. Education in Chemistry, 24, 117-120.
  • Birinci Konur, K. ve Ayas, A. (2008). Sınıf öğretmeni adaylarının bazı kimya kavramlarını anlama seviyeleri. Kastamonu Eğitim Fakültesi Dergisi, 16(1), 83-90.
  • Bliss, J. (1995). Piaget and after: the case of learning science. Studies in Science Education, 25
  • Büyüköztürk, Ş. (2002). Veri Analizi El Kitabı, Pegem A Yayıncılık, Ankara.
  • Bybee, R. (1993). Reforming science education—Social perspectives and personal reflections. New York: Teachers College Press.
  • Carey, K. (2004). The real value of teachers: using new information about teacher effectiveness to close the achievement gap. A Publication of the Education Trust, Thinking K-16, 8(1), 1-43.
  • Chiappetta, E.L. and Koballa, T.R. (2002) Science Instruction in The Middle and Secondary Schools. Fifth Education, Pearson Education Inc. New Jersej.
  • Çalık, M. ve Ayas, A. (2005). A comparison of level of understanding of eight-grade students and science students teachers related to selected chemistry concepts. Journal of Research In Science Teaching, 42(6), 638-667.
  • Çalık, M., ve Ayas, A. (2005). 7.-10. Sınıf öğrencilerinin seçilen çözelti kavramlarıyla ilgili anlamalarının http://www.tebd.gazi.edu.tr/arsiv/2005_cilt3/sayi_3/329-349.pdf karışımlar üzerinde incelenmesi.
  • Çalık, M., Ayas, A. ve Ünal, S. (2006). Çözünme kavramıyla ilgili öğrenci kavramalarının tespiti: bir yaşlar arası karşılaştırma çalışması. http://www.tebd.gazi.edu.tr/arsiv/ 2006_cilt4/sayi_3/309-322.pdf.
  • Çepni, S. ve Çil, E. (2009). Fen ve Teknoloji Programı, İlköğretim Birinci ve İkinci Kademe Öğretmen El Kitabı. Pegema Yayıncılık, Ankara.
  • De Posada J.M. (1997). Conceptions of high school students concerning the internal structure of metals and their electric conduction: structure and evolution. Science Education, 81, 445-467.
  • Demirbaş, M., Altınışık, D., Tanrıverdi, G. ve Şahintürk, Y. (2011). Fen bilgisi öğretmen adaylarının çözeltiler konusundaki kavram yanılgılarının giderilmesinde kavramsal değişim metinlerinin etkisi. Sakarya University Journal of Education, 1(2), 52-69. www.suje.sakarya.edu.tr/index.php/suje/article/download/31/40
  • Ebenezer, J.V. (1992). Making chemistry learning more meaningful. Journal of Chemical Education, 69(6), 464-467.
  • Ebenezer, J. (2001). A hypermedia environment to explore and negotiate students’ conceptions, animation of the solution process of table salt. Journal of Science Education and Technology, 10, 73-91.
  • Fullan, Michael G. (1991). The New Meaning of Educational Change. (Sec. Ed.). New York: Teachers College Press.
  • Gabel, D. (1999). Improving teaching and learning through chemistry education research: A
  • look to the future. Journal of Chemical Education, 76(4), 548-554.
  • Gilbert, J., Osborne, R. and Fensham, P. (1982). Children’s science and its consequences for teaching. Science Education, 66(4), 623-633.
  • Goodwin, A(2002). Is salt melting when ıt dissolves in water? Journal of Chemical Education 79 (3), 393-396.
  • Griffiths, A. K. and Preston, K.R. (1992). Grade-12 students. misconceptions relating to fundamental characteristics of atoms and molecules. Journal of Research in Science Teaching, 29(6), 11- 628.
  • Gunstone, R. F. (1991). Reconstructing theory from practical experience. In B. E. Woolnough (Ed.), Practical Science (pp. 67–77). Milton Keynes: Open University Press.
  • Haidar, A.H. and Abraham, M.R. (1991). A comparison of applied and theoretical knowledge of concept based on the particulate nature of matter. Journal of Research In Science Teaching, 28, 919-938.
  • Johnson, P. (2000) Children’s understanding of substances, part 1: recognazing chemical change. International Journal of Science Education, 22 (7), 719-737.
  • Johnson, P. (2002) Children’s understanding of substances, part 2: explaining chemical change, International Journal of Science Education, 24 (10), 1037-1054.
  • Kalın, B. ve Arılık, G. (2010). Çözeltiler konusunda üniversite öğrencilerinin sahip olduğu kavram yanılgıları. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 4 (2), 177-206.
  • Karamustafaoğlu, S., Karamustafaoğlu, O. ve Yaman, S. (2005). Fen ve Teknoloji Eğitiminde Kavram Öğretimi. Aydoğdu, M. ve Kesercioğlu, T. (editör), İlköğretimde Fen ve Teknoloji Öğretimi, Anı Yayıncılık, Ankara.
  • Karasar, N.(2005).Bilimsel Araştırma Yöntemi,14. Basım, Nobel Yayın Dağıtım, Ankara.
  • Lagowski, J.J (1989). Reformatting the Laboratory, Journal of Chemical Education, 66, (1), 12- 14.
  • Kolomuç, A. ve Tekin, S. (2011). Chemistry teachers’misconceptions concerning concept of chemical reaction rate, Eurasian Journal of Physics and Chemistry Education, 3(2), 84-101.
  • Koray, Ö., Akyaz, N. ve Köksal, M.S. (2007). Lise öğrencilerinin “çözünürlük” konusunda günlük yaşamla ilgili olaylarda gözlenen kavram yanılgıları, Kastamonu Eğitim Dergisi, 15(1), 241-250. http://www.kefdergi.com/pdf/15_1/241.pdf
  • Kruger, C. and Summers, M. (1988). Primary school teachers’ understanding of science concepts.Journal of Education for Teaching, 14 (3), 259–265.
  • Kruger, C., Palacıo, D. and Summers, M. (1992). Surveys of english primary teachers’ conceptions of force, energy and materials. Science Education, 76(4), 339–351.
  • Lagowski, J.J. (1989). Reformating the laboratory. Journal Of Chemical Education. 66. 1. (12- 14).
  • Lazarowitz, R. and Tamir, P. (1994). Research on using laboratory instruction in science. (ed. D. Gabel) Handbook Of Research On Science Teaching And Learning (pp. 94-128). New York: Macmillan.
  • Levitt, K.E. (2001). An Analysis of Elementary Teachers’ Beliefs Regarding the Teaching and Learning of Science, Science Education, 86:1–22
  • Liu, X. and Lesniak, K. (2006). Progression in children’s understanding of the matter concept from elementary to high school, Journal of Research In Science Teaching, 43, 3, 320- 347.
  • Liu, X. and Ebenezer, J. (2002). Descriptive categories and structural characteristics of students’ conceptions : exploration of the relationship. Research in Science & Technological Education, 20(1), 112-132.
  • MEB (2005). İlköğretim Fen ve Teknoloji Dersi (4-5 Sınıflar) Öğretim Programı, Talim ve Terbiye Dairesi Başkanlığı, Ankara.
  • Morgil, İ., Yılmaz, A. ve Yavuz, S. (2002). Öğrencilerin asit- baz konusunda kavram yanılgıları ve farklı madde türlerinin kavram yanılgılarını saptama amacıyla kullanımı. http://www.fedu.metu.edu.tr/ufbmek-5/b_kitabi/PDF/Kimya/Bildiri/t175DD.pdf
  • Morgil, İ., Güngör S., H., ve Seçken, N. (2009). Proje destekli kimya laboratuarı uygulamalarının bazı bilişsel ve duyuşsal alan bileşenlerine etkisi. Journal of Turkısh Scıence Educatıon, 6(1), 90-107.
  • Nakhleh, M.B. (1992). Why some students don’t learn chemistry. Journal of Chemical Education, 69(3), 191-196.
  • National Research Council. (1996). National science education standards. National Academy Press, Washington,DC.
  • Odubunni,O. and Balagun,T.A. (1991). The effect of laboratory and lecture teaching methods on cognitive achievement in ıntegrated science., Journal of Research in Science Teaching, 28, 213-224
  • Palmer, D. (2001). Students’ alternative conceptions and scientifically acceptable conceptions about gravity. International Journal of Science Education, 23(7), 691-706.
  • Pardo, J.Q. and Partoles, J.J.S. (1995), Students and Teachers Misapplication of Le Chatelier’s Principle: Implications for the Teaching of Chemical Equilibrium, Journal of Research in Science Teaching, 32(9), 939-957.
  • Rivkin, S.G., Hanushek, E.A. and Kain, J.F. (2005). Teachers, schools and academıc achıevement. Econometrica, 73 (2), 417-458.
  • Schmidt, H.J. (1997). Students’ misconceptions-looking for a pattern. Science Education. 81(2)
  • Schoon, J.K. and Bone, J. W. (1998). Self-efficacy and alternative conceptions of science of preservice elementary teachers. Science Education, 82(5), 553-568.
  • Smith, C. and Gillespie, M. (2007). Research on Professional Development and Teacher Change: Implications for Adult Basic Education. 205-244. Retrieved September 16, 2011 from http://www.ncsall.net/fileadmin/resources/ann_rev/smith-gillespie-07.pdf
  • Smith, L.K. and Southerland, S.A. (2007). Reforming practice or modifying reforms?: Elementary teachers’ response to the tools of reform. Journal Of Research In Science Teaching, 44 (3), 396-423.
  • Şimşek, Ü. (2009). The effects of animation and cooperative learning on chemistry students’academic achieviement and conceptual understanding about aqueous solutions, World Applied Sciences Journal, 7(1), 24-33.
  • Tobin, K. G. (1990). Research on science laboratory activities. In pursuit of better questions and answers to improve learning. School Science and Mathematics, 90, 403–418.
  • Yılmaz, A., Erdem, E. ve Morgil, İ. (2002). Öğrencilerin elektrokimya konusundaki kavram yanılgıları. H.Ü. Eğitim Fakültesi Dergisi, 23, 234-242. http://www.efdergi. Hacettepe.edu.tr/200223AYHAN%20YILMAZ.pdf
There are 60 citations in total.

Details

Primary Language Turkish
Journal Section Research Article
Authors

Şafak Uluçınar Sağır

Seher Tekin This is me

Sevilay Karamustafaoğlu

Publication Date December 1, 2012
Published in Issue Year 2012 Issue: 19

Cite

APA Sağır, Ş. U., Tekin, S., & Karamustafaoğlu, S. (2012). SINIF ÖĞRETMENİ ADAYLARININ BAZI KİMYA KAVRAMLARINI ANLAMA DÜZEYLERİ. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi(19), 112-135.