Pre-Service Science Teachers’ Conceptual Integration Understandings in Explaining the Subject of Metabolism with the Concepts of Physics and Chemistry
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Published
Oct 28, 2024
Abstract
This study focuses on exploring pre-service science teachers’ conceptual integration understandings in explaining the subject of metabolism with the concepts of physics and chemistry. Action research was employed in this study. Nine pre-service science teachers taking the General Biology II course participated. Participants were taught metabolism considering conceptual integration. Data were collected via paper-and-pencil questionnaire administered before and after the intervention. The results showed that the pre-service science teachers could not understand physics and chemistry concepts at a sufficient level while explaining metabolism. Although the activities and practices were executed for conceptual integration in the action plan, only three participants achieved complete conceptual understanding for better conceptual integration at the end of the course in the first question. Thus, future studies could design interventions to be effective in conceptual integration. Further research could also design experimental investigations to examine how conceptual integration is necessary for establishing the relationship between science and other fields.
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Keywords
Action Research, Conceptual Integration, Metabolism, Pre-Service Science Teacher, Science Education
Supporting Agencies
No funding sources declared.
References
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Dervisoglu, S., & Soran, H. (2003). Evaluation of interdisciplinary teaching approach in high school biology education. Hacettepe University Journal of Education, 25:48-57.
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Duit, R., & Treagust, D. F. (2003). Conceptual change: a powerful framework for improving science teaching and learning. International Journal of Science Education, 25(6):671-688. https://doi.org/10.1080/09500690305016
Ganaras, K., Dumon, A., & Larcher, C. (2008). Conceptual integration of chemical equilibrium by prospective physical sciences teachers. Chemistry Education Research and Practice, 9:240-249. https://doi.org/10.1039/B3RP90031B
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Taber, K. S. (1998). The sharing-out of nuclear attraction: Or I can’t think about physics in chemistry. International Journal of Science Education, 20(8):1001-1014. https://doi.org/10.1080/0950069980200807
Taber, K. S. (2003a). Theme issue: Teaching chemistry and physics editor’s introduction: facilitating science learning in the inter-disciplinary matrix - some perspectives on teaching chemistry and physics. Chemistry Education Research & Practice, 4:103-114. https://doi.org/10.1039/B3RP90009F
Taber, K. S. (2003b). Understanding ionization energy: Physical, chemical and alternative conceptions. Chemistry Education Research & Practice, 4:149-169. https://doi.org/10.1039/B3RP90010J
Taber, K.S. (2008). Conceptual resources for learning science: issues of transience and grain-size in cognition and cognitive structure. International Journal of Science Education, 30(8):1027-1053. https://doi.org/10.1080/09500690701485082
Taber, K. S. (2008b). Exploring conceptual integration in student thinking: Evidence from a case study. International Journal of Science Education, 30(14):1915-1943. https://doi.org/10.1080/09500690701589404
Toomey, R., & Garafalo, F. (2003). Linking physics with chemistry-opportunities in a constructivist classroom. Chemistry Education Research & Practice, 4:189-204. https://doi.org/10.1039/B2RP90044K
Xie, Y., Fang, M., & Shauman, K. (2015). STEM education. Annual review of sociology, 41:331-357. https://doi.org/10.1146/annurev-soc-071312-145659
Yip, D. Y. (1998). Identification of misconceptions in novice biology teachers and remedial strategies for improving biology learning. International Journal of Science Education, 20(4):461-477. https://doi.org/10.1080/0950069980200406
Caudill, L., Hill, A., Hoke, K., & Lipan, O. (2010). Impact of interdisciplinary undergraduate research in mathematics and biology on the development of a new course integrating five STEM disciplines. CBE-Life Sciences Education, 9(3):212-216. https://doi.org/10.1187/cbe.10-03-0020
Cone, T. P., Werner, P., Cone, S. L., & Woods, A. M. (1998). Interdisciplinary Teaching Through Physical Education. Champaign, IL: Human Kinetics.
Creswell, J. W. (2009). Research Design, Qualitative, Quantitative, and Mixed Methods Approaches (3rd ed.). SAGE Publications.
Crowther, G. (2012). Using science songs to enhance learning: an interdisciplinary approach. Life Sciences Education, 11(1):26-30. https://doi.org/10.1187/cbe.11-08-0068
Daugherty, M. K. (2013). The prospect of an ‘A’ in STEM education. The Journal of STEM Education, 14(2):10-15.
Dervisoglu, S., & Soran, H. (2003). Evaluation of interdisciplinary teaching approach in high school biology education. Hacettepe University Journal of Education, 25:48-57.
diSessa, A. A. (1993). Toward an epistemology of physics. Cognition and Instruction, 10(2&3): 105-225. https://doi.org/10.1080/07370008.1985.9649008
Duit, R., & Treagust, D. F. (2003). Conceptual change: a powerful framework for improving science teaching and learning. International Journal of Science Education, 25(6):671-688. https://doi.org/10.1080/09500690305016
Ganaras, K., Dumon, A., & Larcher, C. (2008). Conceptual integration of chemical equilibrium by prospective physical sciences teachers. Chemistry Education Research and Practice, 9:240-249. https://doi.org/10.1039/B3RP90031B
Godrick, E., & Hartman, S. (2000). Integrating introductory biology and general chemistry laboratories. Journal of College Science Teaching, 29(3):184-186.
Keeten, W. T., Gould, J. L., & Gould, C. G. (1999). Genel Biyoloji (General Biology), (Translated to Turkish by Demirsoy, A. & Türkan, İ.). Palme Publishing.
Klein, J. T. (1990). Interdisciplinarity: History, Theory, and Practice. Wayne State University Press.
Koenig, J. A. (2011). Assessing 21st Century Skills: Summary of a Workshop. DC: National Research Council.
Krippendorff, K. (2013). Content Analysis: An Introduction to Its Methodology. SAGE Publications.
Lattuca, L. R., Voigt, L. J., & Fath, K. Q. (2004). Does interdisciplinarity promote learning? Theoretical support and researchable questions. The Review of Higher Education, 28(1):23-48.
Lederman, N. G., & Niess, M. L. (1997). Integrated, interdisciplinary, or thematic instruction? Is this a question or is it questionable semantics? School Science and Mathematics, 97(2):57-58. https://doi.org/10.1111/j.1949-8594.1997.tb17342.x
Lederman, N.G., & Niess, M.L. (1998). Survival of the fittest. School Science and Mathematics, 98(4):169-172. https://doi.org/10.1111/j.1949-8594.1998.tb17412.x
Merriam, S. B. (2009). Qualitative Research (2nd ed.). San Francisco: Jossey-Bass.
Newell, W. (1998). Professionalizing Interdisciplinarity. In W. Newell (Ed.), Interdisciplinarity: Essays from the Literature. (pp. 529-563). College Board.
Newell, W. H. (2001). A theory of interdisciplinary studies. Issues in Integrative Studies, 19:1-25.
Newell, W. H., Doty, W. G., & Klein, J. T. (1990). Interdisciplinary curriculum development. Issues in Interdisciplinary Studies, 8: 69-86.
Reece, J. B, Urry, L. A., Cain, M. L., Wasserman, S. A., Minorsky, P. V., & Jackson, R. B. (2013). Campbell Biyoloji (Campbell Biology). (Translated to Turkish by Gündüz, E. & Türkan, İ.). Palme Publishing.
Repko, A. F. (2006). Disciplining interdisciplinarity: The case for textbooks. Issues in Integrative Studies, 24: 112-142.
Salah, H., & Dumon, A. (2011). Conceptual integration of hybridization by Algerian students intending to teach physical sciences. Chemistry Education Research and Practice, 12(4):443-453. https://doi.org/10.1039/C1RP90049H
Salah, H., & Dumon, A. (2014). Conceptual integration of covalent bond models by Algerian students. Chemistry Education Research and Practice, 15(4):675-688. https://doi.org/10.1039/C4RP00041B
Stinson, K., Harkness, S., Meyer, H., & Stallworth, J. (2009). Mathematics and science integration: models and characterizations. School Science and Mathematics, 109(3):153-161. https://doi.org/10.1111/j.1949-8594.2009.tb17951.x
Taber, K. S. (1998). The sharing-out of nuclear attraction: Or I can’t think about physics in chemistry. International Journal of Science Education, 20(8):1001-1014. https://doi.org/10.1080/0950069980200807
Taber, K. S. (2003a). Theme issue: Teaching chemistry and physics editor’s introduction: facilitating science learning in the inter-disciplinary matrix - some perspectives on teaching chemistry and physics. Chemistry Education Research & Practice, 4:103-114. https://doi.org/10.1039/B3RP90009F
Taber, K. S. (2003b). Understanding ionization energy: Physical, chemical and alternative conceptions. Chemistry Education Research & Practice, 4:149-169. https://doi.org/10.1039/B3RP90010J
Taber, K.S. (2008). Conceptual resources for learning science: issues of transience and grain-size in cognition and cognitive structure. International Journal of Science Education, 30(8):1027-1053. https://doi.org/10.1080/09500690701485082
Taber, K. S. (2008b). Exploring conceptual integration in student thinking: Evidence from a case study. International Journal of Science Education, 30(14):1915-1943. https://doi.org/10.1080/09500690701589404
Toomey, R., & Garafalo, F. (2003). Linking physics with chemistry-opportunities in a constructivist classroom. Chemistry Education Research & Practice, 4:189-204. https://doi.org/10.1039/B2RP90044K
Xie, Y., Fang, M., & Shauman, K. (2015). STEM education. Annual review of sociology, 41:331-357. https://doi.org/10.1146/annurev-soc-071312-145659
Yip, D. Y. (1998). Identification of misconceptions in novice biology teachers and remedial strategies for improving biology learning. International Journal of Science Education, 20(4):461-477. https://doi.org/10.1080/0950069980200406
How to Cite
Hamalosmanoğlu, M. (2024). Pre-Service Science Teachers’ Conceptual Integration Understandings in Explaining the Subject of Metabolism with the Concepts of Physics and Chemistry. Science Insights Education Frontiers, 24(2), 3927–3949. https://doi.org/10.15354/sief.24.or636
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