You are here

Home » Content

ÜNİVERSİTE ÖĞRENCİLERİNİN NİTEL ANALİZ KONUSUNDAKİ KAVRAMLARI ANLAMALARI VE ALTERNATİF KAVRAMLARININ İKİ AŞAMALI TESTLE BELİRLENMESİ

USING TWO-TIER TEST TO IDENTIFY UNIVERSITY STUDENTS’ CONCEPTUAL UNDERSTANDING AND ALTERNATIVE CONCEPTIONS IN QUALITATIVE ANALYSIS

Journal Name:

  • Kastamonu Üniversitesi Kastamonu Eğitim Dergisi

Publication Year:

  • 2006

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
The purpose of this study was to identify university students’ conceptual understanding and alternative conceptions in qualitative analysis. For this reason, a 19 items two-tier multiple choice test administered 301 second year university students in spring semester 2004. Analysis of results showed that students find difficulty about conceptual understanding and they have some alternative conceptions related to displacement reactions, redox, dissolution, addition of acid and heating in qualitative analysis.
Bookmark/Search this post with
Abstract (Original Language): 
Bu çalışmanın amacı üniversite öğrencilerinin nitel analiz konusundaki kavramları anlama düzeylerinin ve alternatif kavramlarının belirlenmesidir. Bu nedenle iki aşamalı 19 sorudan oluşan çoktan seçmeli test 301 üniversite 2. sınıf öğrencisine 2004 yılı bahar döneminde uygulanmıştır. Sonuçların analizi ile öğrencilerin nitel analiz konusundaki kavramları nedenleri ile birlikte anlamada zorlandıkları ve nitel analiz konusu ile ilgili yer değiştirme tepkimeleri, redoks, çözünme, asit ilavesi ve ısıtmayla ilgili alternatif kavramlarının olduğu tespit edilmiştir.
FULL TEXT (PDF): 
PDF icon arastirmax-universite-ogrencilerinin-nitel-analiz-konusundaki-kavramlari-anlamalari-alternatif-kavramlarinin-iki-asamali-testle-belirlenmesi.pdf
  • 2
447-464
  • Turkish

REFERENCES

References: 

1. Vasniadou, S. (2001). Conceptual change research and the teaching and learning processes. Research in Science Education-Past, Present, and Fture. Hingham, MA, USA: Kluwer Academic Publishers, pp.177-178.
2. Fisher, K. (1983). Amino acids and tranlation: A misconceptions in biology. In H. Helm & J. Novak (Eds.), Proceedings of the International Seminar on Misconceptions in Science and Mathematics (pp.ç 407-419). Ithaca, NY: Department of Education Cornell University.
3. Hashweh, M. (1988). Descriptive studies of students’ conceptions in science, Journal of Research in Science Teaching, 25, 121-134.
4. Osborne, R. J., Bell, B. F., & Gilbert, Y. K. (1983). Science Teaching and children’s view of the world, Journal of Research in Science Teaching, 5, 1-14.
5. Elby, A. (2001). Helping physics students learn how to learn. American Journal of Physics, Physics Education Research Supplement, 69, (S1), S54-S64.
6. Griffiths, A. K., & Preston, K. R. (1992). Grade 12 students misconceptions relating to fundamental characteristics of atoms and molecules. Journal of Research in Science Teaching, 29, 611-628.
7. Wandersee, J.H., Mintzes, J.J., Novak, J.D. (1994). Research on Alternative Conceptions in Science: Chemistry. Handbook of Research on Science Teaching and Learning. Simon & Schuster Macmillan, MacMillan Library Reference, New York. pp. 177-210.
8. Cros, D., Maurin, M., Amouroux, R., Chastrette, M., Leber, J., & Fayol, M. (1986). Conceptions of first-year university students of the constituents of matter and the notions of acids and bases, Europan Journal of Science Education, 8, 303-313.
9. Kiokaew, S. (1989). Comparing college freshmen’s concepts of covalent bonding and structure in the college of Science and College of Education at Prince of Songkhla University, Thailand. Unpublished doctoral dissertation, University of Missouri, Columbia.
10. Singer, J., Tal, R.T., & Wu, H-K.
11. Watson, R., & Boo, H.K. (2001). Progression in high school students’ (aged 16-18) conceptualizations about chemical reactions in solutions. Science Education, 85, 568-585.
(2003). Using multiple representations to support urban middle school students understanding of particular nature of matter, School Science and Mathematics, 103, 28-45.
Üniversite Öğrencilerinin Nitel Analiz Konusundaki Kavramları Anlamaları ve… 457
October 2006 Vol:14 No:2 Kastamonu Education Journal
12. Krnel, D., Watson, R., & Glaser, S.A. (1988). Survey of research related to the development of the concept of matter, International Journal of Science Education, 20, 257-289.
13. De Vos, W., & Verdonk, A. (1986). A new road to reactions (part 3). Teaching the heat effect of reactions, Journal of Chemical Education, 63, 972-974.
14. Ben-Zvi, R., Eylon, B.S., & Silberstein. (1987). Students’ visualisation of a chemical reaction, Education in Chemistry, 24, 117-120.
15. Vogel, A.I. (1978). Vogel’s Textbook of Qualitative Inorganic Analysis including Elementary Instrumental Analysis. 4th Ed. London: Longmans.
16. 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, 283-301.
17. Tan, K.C.D., Goh, N.K., Chia, L.S., & Treagust, D.F. (2001). Secondary students’ perceptions about learning qualitative analysis in inorganic chemistry. Research in Science & Technological Education, 19, 223-234.
18. Gunstone, R.F. (1994). The importance of specific science content in the enhancement of metacognition. In Fensham, P.J., Gunstone, R.F. & White, R.T. (Eds.), The content of science: A constructivist approach to its teaching and learning (pp. 131-146). London: Falmer Press.
19. Herron, J.D. (1996). The chemistry classroom: Formulas for successful teaching. Washington, DC: American Chemical Society.
20. Tan, K.C.D. (2000). Development and application of a diagnostic instrument to evaluate secondary students’ conceptions of qualitative analysis. Unpublished PhD thesis, Curtin University of Technology, Western Australia
21. Treagust, D. F. (1995). Diagnostic assessment of students’ science knowledge. In S. M. Glynn & R. Duit. (Eds.), Learning science in the schools: Research reforming practice (pp. 327-346). Mahwah, New Jersey: Lawrence Erlbaum Associates.
22. Peterson, R.F., & Treagust, D.F. (1989). Grade-12 students’ misconceptions of covalent bonding and structure, Journal of Chemical Education, 66, 459-460.

Thank you for copying data from http://www.arastirmax.com