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Journals / IOJET / 2022 / Cilt: 9 - Sayı: 1

EVALUATION OF PRE-SERVICE SCIENCE TEACHERS' CONCEPTUAL UNDERSTANDINGS ON THE TOPIC OF “COLLIGATIVE PROPERTIES” ACCORDING TO WALTON ARGUMENT MODEL COMPONENTS

Gülseda EYCEYURT TÜRK
Hatice GÜNGÖR SEYHAN
Journal
IOJET
Pages
241–262
Publication Date
2022-10-18
DOI
—
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

After the implications, it was observed that the majority of pre-service science teachers showed the ability to present “a conclusion and at least one premise”, but the conceptual understanding of all participants did not reach the expected level.

📌 3 Key Takeaways

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Objective & Hypothesis:The purpose of this research is to determine the conceptual understanding of pre-service science teachers about “Colligative properties”, which are aimed to be taught within the scope of Chemistry-II course, within the framework of the argumentation-supported problem based learning (AS-PBL) method.
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Key Findings & Data:The study, in which 24 pre-service science teachers participated, was conducted as practice-based action research, which is one of the qualitative research methods.
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Conclusion & Impact:After the implications, it was observed that the majority of pre-service science teachers showed the ability to present “a conclusion and at least one premise”, but the conceptual understanding of all participants did not reach the expected level.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

The purpose of this research is to determine the conceptual understanding of pre-service science teachers about “Colligative properties”, which are aimed to be taught within the scope of Chemistry-II course, within the framework of the argumentation-supported problem based learning (AS-PBL) method. The study, in which 24 pre-service science teachers participated, was conducted as practice-based action research, which is one of the qualitative research methods. The arguments of pre-service science teachers about the related chemistry topic were analysed according to the Walton Argumentation Model (Conclusion-Premise) and were described through content analysis. At the end of the research, it was observed that pre-service science teachers had misconceptions of arguments, which they mostly structured as a "conclusion sentence", about the related chemistry topic before the implications. After the implications, it was observed that the majority of pre-service science teachers showed the ability to present “a conclusion and at least one premise”, but the conceptual understanding of all participants did not reach the expected level.

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Cite This Article

TÜRK, G. E., SEYHAN, H. G. (2022). EVALUATION OF PRE-SERVICE SCIENCE TEACHERS' CONCEPTUAL UNDERSTANDINGS ON THE TOPIC OF “COLLIGATIVE PROPERTIES” ACCORDING TO WALTON ARGUMENT MODEL COMPONENTS. IOJET, Cilt: 9 - Sayı: 1, 241–262. https://ajindex.com/articles/542134

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