DETERMINATION OF SECONDARY SCHOOL STUDENTS’ ALTERNATIVE CONCEPTIONS ABOUT IONIZATION ENERGY

Yıl 2017, Cilt: 6 , 84 - 86, 01.09.2017

Canan Nakiboglu Halit Cosgun

Öz

The
topic of ionization energy is one of the important topics of the secondary
school curriculum of many countries. In this study, it was aimed that to
determine the secondary school students’ alternative conceptions about
ionization energy. For this purpose, a true/false diagnostic instrument was
used to obtain data. The instrument which contains 20 questions was translated
in Turkish firstly. After then to provide content validity, the instrument was
examined by seven chemistry teachers. To provide reliability, the instrument
was applied to 38 students twice. The final instrument was administered 956
students who are attending at 9th grade (269 students), 10th grades (253
students), 11th grade (236 students), and 12th grade (198 students) from nine
different secondary schools in Balikesir, Turkey. At the end of the study, it
was found that the students had two alternative frameworks that are the full
outer shells explanatory principle and/or the conservation of force conception.   

Anahtar Kelimeler

Secondary school, students, ionization energy

Kaynakça

• Taber, K. S. (1999). Ideas about ionisation energy: A diagnostic instrument. School Science Review, 81(295) 97-104. Taber, K.S. (2003). Understanding ionisation energy: Physical, chemical and alternative conceptions. Chemistry Education: Research and Practice, 4(2), 149-169. Tan, K.C.D., Goh, N.K., Chia, L.S. & Treagust, D.F. (2002). Development and application of a two-tier multiple choice diagnostic instrument to assess high school students’ understanding of inorganic chemistry qualitative analysis. Journal of Research in Science Teaching, 39(4), 283-301. Tan, K. C. D., Taber, K. S., Liu, X., Coll, R. K., Lorenzo, M., & Li, J., et al. (2008). Students’ conceptions of ionisation energy: A cross-cultural study. International Journal of Science Education, 30(2), 263–283.