Issue 3, 2013

Diagnosing pre-service science teachers' understanding of chemistry concepts by using computer-mediated predict–observe–explain tasks

Abstract

The purpose of this study was to investigate pre-service science teachers' understanding of surface tension, cohesion and adhesion forces by using computer-mediated predict–observe–explain tasks. 22 third-year pre-service science teachers participated in this study. Three computer-mediated predict–observe–explain tasks were developed and applied to collect data. In the first stage of each task, pre-service science teachers were required to watch video related to the aforementioned concepts. They were asked to write their predictions individually, and to justify or give a reason for their predictions. In the second stage, pre-service science teachers were required to watch the continued video carefully. They recorded their observations individually. In the last stage, the pre-service science teachers were required to reconcile any conflict between their own predictions and observations. Their written responses were analysed to investigate their understanding. Results indicated that pre-service science teachers had difficulties related to surface tension, cohesion and adhesion forces. The obtained results underlined that the computer-mediated predict–observe–explain task was an effective method to diagnose students' understanding.

Article information

Article type
Paper
Submitted
22 Oct 2012
Accepted
19 Feb 2013
First published
22 Mar 2013

Chem. Educ. Res. Pract., 2013,14, 239-246

Diagnosing pre-service science teachers' understanding of chemistry concepts by using computer-mediated predict–observe–explain tasks

B. Acar Sesen, Chem. Educ. Res. Pract., 2013, 14, 239 DOI: 10.1039/C3RP20143K

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