An Investigation into the Mental Structure of Science Teacher Candidates towards the Concept of “Atom”
##plugins.themes.bootstrap3.article.main##
##plugins.themes.bootstrap3.article.sidebar##
Published
Nov 28, 2024
Abstract
This study aimed to identify science teacher candidates’ mental structures about the concept of the atom. This study included 120 science teacher candidates who were chosen using the convenience sampling method. This research is a pheno-menological study. The data on students’ mental models of the atom was collected using a metaphor form and an open-ended question form. Forms were utilized to collect written feedback from teaching candidates. The research data were subjected to content analysis. In addition, the MAXQDA application was utilized to assess and generate categorization. As a result of the research, science teacher candidates’ mental structures about the concept of the atom were divided into six major categories. It has been discovered that atom models are most vividly represented in the mental structures of science teacher candidates while addressing the concept of the atom. Then, mental structures relating to the atom’s structural properties, definition or conceptual explanation, historical process, subatomic particles, and functional function arose in that order. When the codes in these categories were reviewed in detail, it was discovered that the explanations provided were extremely cursory.
Downloads
Download data is not yet available.
##plugins.themes.bootstrap3.article.details##
Keywords
Atom, Chemistry Education, Mental Structure, Science Education, Science Teacher Candidates
Supporting Agencies
No funding sources declared.
References
Allred, Z. D. R. & Bretz, S. L. (2019). University chemistry students’ interpretations of multiple representations of the heliom atom. Chemistry Education Research and Practice, 20: 358-368. DOI: https://doi.org/10.1039/C8RP00296G
Adbo, K. & Taber, S. T. (2009). Learners’ mental models of the particle natüre of mater: a study of 16-years-old swedish science students. International Journal of Science Education, 31(6): 757-786. DOI: https://doi.org/10.1080/09500690701799383
Atasoy, B. (2018). Genel kimya [General chemistry]. Palme Yayıncılık. ISBN: 9786052820100
Coll, R. K. & Treagust, D. F. (2003). Investigation of secondary school, undergraduate and graduate learners’ mental models of ionic bonding. Journal of Research in Science Teaching, 40(5): 464-486. DOI: https://doi.org/10.1002/tea.10085
Çökelez, A. (2012). Junior high school students’ ideas about the shape and size of the atom. Research in Scence Education, 42: 673-686. DOI: https://doi.org/10.1007/s11165-011-9223-8
Demirci, S., Yılmaz, A. & Şahin, E. (2016). Lise ve üniversite öğrencilerinin atomun yapısı ile ilgili zihinsel modellerine genel bir bakış [An Overview on the Mental Models About the Structure of Atom for High School and University Students]. Türkiye Kimya Derneği Dergisi
Kısım C: Kimya Eğitimi, [Journal of the Turkish Chemical Society Section C: Chemical Education], 1(1): 87-106. https://dergipark.org.tr/tr/download/article-file/327600
Derman, A., Koçak, N. & Eilks, I. (2019). Insights into components of prospective science teachers’ mental models and their preferred visual representations of atoms. Education Sciences, 9(154): 1-19. DOI: https://doi.org/10.3390/educsci9020154
Didiş-Körhasan, N. & Wang, L. (2016). Students’ mental models of atomic spectra. Chemistry Education Research and Practice, 17: 743-755. DOI: https://doi.org/10.1039/C6RP00051G
Ekinci, S. & Şen, A. İ. (2020). Investigating grade-12 students’ cognitive structures about the atomic structure: a content analysis of student concept maps. International Journal of Science Education, 42(6): 977-996. DOI: https://doi.org/10.1080/09500693.2020.1744045
Erdik, E. & Sarıkaya, Y. (2016). Temel üniversite kimyası [Basic university chemistry] (22.Edition).Gazi Kitapevi. ISBN: 9786257727051
Harrison, A. G. & Treagust, D. F. (1996). Secondary students’ mental models of atoms and molecules: implications for teaching chemistry. Science Education, 80(5): 509-534. DOI: https://doi.org/10.1002/(SICI)1098-237X(199609)80:5<509::AID-SCE2>3.0.CO;2-F
Harrison, A. G. & Treagust, D. F. (2000). Learning about atoms, molecules, and chemical bonds: a case study of multiple-model use in grade 11 chemistry. Science Education, 84(3): 352-381. DOI: https://doi.org/10.1002/(SICI)1098-237X(200005)84:3<352::AID-SCE3>3.0.CO;2-J
Hubber, P. (2006). Year 12 students’ mental models of the nature of light. Research in Science Education, 36: 419-439. DOI: https://doi.org/10.1007/s11165-006-9013-x
İnce, E. (2019). Atom. C. Laçin-Şimşek (Edit.) Fen öğretiminde kavram yanılgıları tespiti ve giderilmesi [Identifying and eliminating misconceptions in science teaching] (pp.121-146).Pegem Akademi. ISBN: 978-605-037-016-4
Laçin-Şimşek, C. (2019). Kavram, kavram yanılgıları, tespiti ve giderilmesi [Concept, misconceptions, detection and elimination.]. Laçin-Şimşek (Edit.). In Fen öğretiminde kavram yanılgıları tespiti ve giderilmesi [Identifying and eliminating misconceptions in science teaching] (pp.1-21). Pegem Akademi. ISBN: 978-605-037-016-4
McClary, L. & Talanquer, V. (2011). College chemistry teachers’ mental models of acids and acid strength. Journal Research Science Teaching, 4: 396-413. DOI: https://doi.org/10.1002/tea.20407
McKagan, S. B., Perkins, K. K. & Wieman, C. E. (2008). Why we should teach the Bohr model and how to teach it effectively. Physical Review Special Topiıcs-Physics Education Research, 4: 1-10. DOI: https://doi.org/10.1103/PhysRevSTPER.4.010103
McMillan, J. H. & Schumacher, S. (2010). Research in education: evidence-based inquiry (7th edition). Pearson. ISBN: 978-0137152391
Merriam, S. B. (2015). Qualitative research: a guide to design and implementation. S. Turan (Trans. Eds). Nobel Yayıncılık. ISBN: 978-605-133-250-5
Nakiboğlu, C., Karakoç, Ö. & Benlikaya, R. (2002). Öğretmen adaylarının atomun yapısı ile ilgili zihinsel modelleri [Pre-service teachers’ mental models regarding the structure of the atom]. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 2(2): 88-98. https://dergipark.org.tr/tr/download/article-file/16549
Özcan, Ö. (2013). Investigation of mental models of Turkish pre-service physics students for the concept of “spin”. Egitim Arastirmalari-Eurasian Journal of Educational Research, 52: 21-36. https://ejer.com.tr/wp-content/uploads/2021/01/ejer.2013.52.2.pdf
Özgür, S. & Bostan, A. (2007). Atom kavramının epistemolojik analizi ve öğrencilerin konu ile ilgili kavram yanılgılarının karşılaştırılması [The comparision between epitomological analyze of atom concept and students’ misconceptions on the topic]. E-Journal of New World Sciences Academy, 2(3): 214-231. https://dergipark.org.tr/tr/download/article-file/187013
Papageorgiou, G. & Sakka, D. (2000). Primary school teachers’ views on mundamental chemical concepts. Chemistry Education Research and Practice in Europe, 1(29): 237-247. DOI: https://doi.org/10.1039/A9RP90025J
Park, M. & Liu, X. (2016). Assessing understanding of the energy concept in different science disciplines. Science Education, 100(3): 483-616. DOI: https://doi.org/10.1002/sce.21211
Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri [Qualitative research & evaluation methods]. M. Bütün & B. Demir (Trans. Eds. 3.Edition).Pegem akademi (Original publication date 2001). ISBN: 9786053649335
Samon, S. & Levy, S. T. (2020). Interactions between reasoning about complexy systems and conceptual understanding in learning chemistry. Journal of Research in Science Teaching, 57(1): 58-86. DOI: https://doi.org/10.1002/tea.21585
Seçen, H. (2013). Hayatımızda kimya: kimyanın bugünü ve yarını [Chemistry in our lives: today and tomorrow of chemistry]. M. Sözbilir (Eds). In Türkiye’de kimya eğitimi [Chemistry education in Turkey] (pp.11-20). Türkiye’de kimya eğitimi.Türkiye Kimya Derneği Yayınları. ISBN: 978-975-00999-3-9
Shepardson, D. P., Wee, B., Priddy, M. & Harbor, J. (2007). Students’ mental models of the environment. Journal of Research in Science Teaching, 44(2):327-348. DOI: https://doi.org/10.1002/tea.20161
Sözbilir, M., Kutu, H. & Yaşar, M. D. (2013). Türkiye’de kimya eğitimi araştırmalarının durumu ve eğilimler [Status and trends of chemistry education research in Turkey]. Sözbilir (Editör). In Türkiye’de kimya eğitimi [Chemistry education in Turkey] (pp.175-204). Türkiye Kimya Derneği Yayınları. ISBN: 978-975-00999-3-9
Stains, M. & Sevian, H. (2015). Uncovering implicit assumptions: a large-scale study on students’ mental models of diffusion. Research in Science Education, 45:807-840. DOI: https://doi.org/10.1007/s11165-014-9450-x
Tuvi, I. & Nachmias, R. (2001). Current state of web sites in science education-focus on atomic structure. Journal of Science Education and Technology, 10(4):293-303. DOI https://doi.org/10.1023/A:1012239001340
Yıldırım, A. & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Seçkin Yayıncılık. ISBN: 9789750269820
Wheldon, R. (2012). Examining pre-service teachers’ use of atomic models in explaining subsequent ionisation energy values. Journal of Science Education and Technology, 21:403-422. DOI: https://doi.org/10.1007/s10956-011-9333-0
Adbo, K. & Taber, S. T. (2009). Learners’ mental models of the particle natüre of mater: a study of 16-years-old swedish science students. International Journal of Science Education, 31(6): 757-786. DOI: https://doi.org/10.1080/09500690701799383
Atasoy, B. (2018). Genel kimya [General chemistry]. Palme Yayıncılık. ISBN: 9786052820100
Coll, R. K. & Treagust, D. F. (2003). Investigation of secondary school, undergraduate and graduate learners’ mental models of ionic bonding. Journal of Research in Science Teaching, 40(5): 464-486. DOI: https://doi.org/10.1002/tea.10085
Çökelez, A. (2012). Junior high school students’ ideas about the shape and size of the atom. Research in Scence Education, 42: 673-686. DOI: https://doi.org/10.1007/s11165-011-9223-8
Demirci, S., Yılmaz, A. & Şahin, E. (2016). Lise ve üniversite öğrencilerinin atomun yapısı ile ilgili zihinsel modellerine genel bir bakış [An Overview on the Mental Models About the Structure of Atom for High School and University Students]. Türkiye Kimya Derneği Dergisi
Kısım C: Kimya Eğitimi, [Journal of the Turkish Chemical Society Section C: Chemical Education], 1(1): 87-106. https://dergipark.org.tr/tr/download/article-file/327600
Derman, A., Koçak, N. & Eilks, I. (2019). Insights into components of prospective science teachers’ mental models and their preferred visual representations of atoms. Education Sciences, 9(154): 1-19. DOI: https://doi.org/10.3390/educsci9020154
Didiş-Körhasan, N. & Wang, L. (2016). Students’ mental models of atomic spectra. Chemistry Education Research and Practice, 17: 743-755. DOI: https://doi.org/10.1039/C6RP00051G
Ekinci, S. & Şen, A. İ. (2020). Investigating grade-12 students’ cognitive structures about the atomic structure: a content analysis of student concept maps. International Journal of Science Education, 42(6): 977-996. DOI: https://doi.org/10.1080/09500693.2020.1744045
Erdik, E. & Sarıkaya, Y. (2016). Temel üniversite kimyası [Basic university chemistry] (22.Edition).Gazi Kitapevi. ISBN: 9786257727051
Harrison, A. G. & Treagust, D. F. (1996). Secondary students’ mental models of atoms and molecules: implications for teaching chemistry. Science Education, 80(5): 509-534. DOI: https://doi.org/10.1002/(SICI)1098-237X(199609)80:5<509::AID-SCE2>3.0.CO;2-F
Harrison, A. G. & Treagust, D. F. (2000). Learning about atoms, molecules, and chemical bonds: a case study of multiple-model use in grade 11 chemistry. Science Education, 84(3): 352-381. DOI: https://doi.org/10.1002/(SICI)1098-237X(200005)84:3<352::AID-SCE3>3.0.CO;2-J
Hubber, P. (2006). Year 12 students’ mental models of the nature of light. Research in Science Education, 36: 419-439. DOI: https://doi.org/10.1007/s11165-006-9013-x
İnce, E. (2019). Atom. C. Laçin-Şimşek (Edit.) Fen öğretiminde kavram yanılgıları tespiti ve giderilmesi [Identifying and eliminating misconceptions in science teaching] (pp.121-146).Pegem Akademi. ISBN: 978-605-037-016-4
Laçin-Şimşek, C. (2019). Kavram, kavram yanılgıları, tespiti ve giderilmesi [Concept, misconceptions, detection and elimination.]. Laçin-Şimşek (Edit.). In Fen öğretiminde kavram yanılgıları tespiti ve giderilmesi [Identifying and eliminating misconceptions in science teaching] (pp.1-21). Pegem Akademi. ISBN: 978-605-037-016-4
McClary, L. & Talanquer, V. (2011). College chemistry teachers’ mental models of acids and acid strength. Journal Research Science Teaching, 4: 396-413. DOI: https://doi.org/10.1002/tea.20407
McKagan, S. B., Perkins, K. K. & Wieman, C. E. (2008). Why we should teach the Bohr model and how to teach it effectively. Physical Review Special Topiıcs-Physics Education Research, 4: 1-10. DOI: https://doi.org/10.1103/PhysRevSTPER.4.010103
McMillan, J. H. & Schumacher, S. (2010). Research in education: evidence-based inquiry (7th edition). Pearson. ISBN: 978-0137152391
Merriam, S. B. (2015). Qualitative research: a guide to design and implementation. S. Turan (Trans. Eds). Nobel Yayıncılık. ISBN: 978-605-133-250-5
Nakiboğlu, C., Karakoç, Ö. & Benlikaya, R. (2002). Öğretmen adaylarının atomun yapısı ile ilgili zihinsel modelleri [Pre-service teachers’ mental models regarding the structure of the atom]. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 2(2): 88-98. https://dergipark.org.tr/tr/download/article-file/16549
Özcan, Ö. (2013). Investigation of mental models of Turkish pre-service physics students for the concept of “spin”. Egitim Arastirmalari-Eurasian Journal of Educational Research, 52: 21-36. https://ejer.com.tr/wp-content/uploads/2021/01/ejer.2013.52.2.pdf
Özgür, S. & Bostan, A. (2007). Atom kavramının epistemolojik analizi ve öğrencilerin konu ile ilgili kavram yanılgılarının karşılaştırılması [The comparision between epitomological analyze of atom concept and students’ misconceptions on the topic]. E-Journal of New World Sciences Academy, 2(3): 214-231. https://dergipark.org.tr/tr/download/article-file/187013
Papageorgiou, G. & Sakka, D. (2000). Primary school teachers’ views on mundamental chemical concepts. Chemistry Education Research and Practice in Europe, 1(29): 237-247. DOI: https://doi.org/10.1039/A9RP90025J
Park, M. & Liu, X. (2016). Assessing understanding of the energy concept in different science disciplines. Science Education, 100(3): 483-616. DOI: https://doi.org/10.1002/sce.21211
Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri [Qualitative research & evaluation methods]. M. Bütün & B. Demir (Trans. Eds. 3.Edition).Pegem akademi (Original publication date 2001). ISBN: 9786053649335
Samon, S. & Levy, S. T. (2020). Interactions between reasoning about complexy systems and conceptual understanding in learning chemistry. Journal of Research in Science Teaching, 57(1): 58-86. DOI: https://doi.org/10.1002/tea.21585
Seçen, H. (2013). Hayatımızda kimya: kimyanın bugünü ve yarını [Chemistry in our lives: today and tomorrow of chemistry]. M. Sözbilir (Eds). In Türkiye’de kimya eğitimi [Chemistry education in Turkey] (pp.11-20). Türkiye’de kimya eğitimi.Türkiye Kimya Derneği Yayınları. ISBN: 978-975-00999-3-9
Shepardson, D. P., Wee, B., Priddy, M. & Harbor, J. (2007). Students’ mental models of the environment. Journal of Research in Science Teaching, 44(2):327-348. DOI: https://doi.org/10.1002/tea.20161
Sözbilir, M., Kutu, H. & Yaşar, M. D. (2013). Türkiye’de kimya eğitimi araştırmalarının durumu ve eğilimler [Status and trends of chemistry education research in Turkey]. Sözbilir (Editör). In Türkiye’de kimya eğitimi [Chemistry education in Turkey] (pp.175-204). Türkiye Kimya Derneği Yayınları. ISBN: 978-975-00999-3-9
Stains, M. & Sevian, H. (2015). Uncovering implicit assumptions: a large-scale study on students’ mental models of diffusion. Research in Science Education, 45:807-840. DOI: https://doi.org/10.1007/s11165-014-9450-x
Tuvi, I. & Nachmias, R. (2001). Current state of web sites in science education-focus on atomic structure. Journal of Science Education and Technology, 10(4):293-303. DOI https://doi.org/10.1023/A:1012239001340
Yıldırım, A. & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Seçkin Yayıncılık. ISBN: 9789750269820
Wheldon, R. (2012). Examining pre-service teachers’ use of atomic models in explaining subsequent ionisation energy values. Journal of Science Education and Technology, 21:403-422. DOI: https://doi.org/10.1007/s10956-011-9333-0
How to Cite
Yaşar, M. D. (2024). An Investigation into the Mental Structure of Science Teacher Candidates towards the Concept of “Atom”. Science Insights Education Frontiers, 25(1), 4013–4032. https://doi.org/10.15354/sief.24.or645
Issue
Section
Original Article
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.