How Does Argumentation-based Instruction Affect Pre-service Science Teachers’ Conceptual Understanding of Organic Chemistry? The Case of Aromatic Compounds

Gülten ŞENDUR; Ezgi KURT; Büşra HEKİMOĞLU

Makale detayları

How Does Argumentation-based Instruction Affect Pre-service Science Teachers’ Conceptual Understanding of Organic Chemistry? The Case of Aromatic Compounds

Yazarlar:

Gülten ŞENDUR | Ezgi KURT | Büşra HEKİMOĞLU

Yayıncı:

Mehmet ALTAN KURNAZ

Ana Başlıklar:

Eğitim

Dergi:

Online Science Education Journal 2020 Vol.5 Issue 1, pp.32-51

Belge Tipi:

Makale

Yayın Tarihi:

6/2020

Belge Dili:

İngilizce

Document ID (Org No.):

2000538299

Sıklık:

İki Yıllık

eISSN:

2548-0065

Özet:

 

Aromatic compounds is one of the fundamental topics in Organic Chemistry. For this reason, creating learning environments that will contribute to pre-service teachers’ meaningful understanding of aromatic compounds  is of importance. The purpose of this study was to explore whether argumentation-based instruction has an effect on the conceptual understanding of pre-service science teachers in the topic of aromatic compounds. In pursuit of this aim, the study was conducted in quasi-experimental, pre-test/post-test and control group design during the 2016-2017 academic year at the Science Education Division of a university in Turkey. Two classes were randomly selected as an experimental (N=30) and a control group (N=35). The data collection instruments used in the study were pre- and post-tests, consisting of 10 open-ended questions. Following the application of the pre-test, the topic of aromatic compounds was taught in the control group with the basis of the traditional teaching method; the experimental group was taught using argumentation-based instruction.  The instruction in the experimental group was carried out with 6 argumentation activities under the headings of “conditions of aromaticity,” “properties of aromatic hydrocarbons,” and “naming aromatic compounds.” The independent samples t-test showed that the pre-test scores of the experimental and control groups had no significant difference between them, but that the experimental group presented a difference as opposed to the other group in the post-test. All of these findings showed that the pre-service science teachers receiving argumentation-based instruction were much more successful in their conceptual understanding of the topic of aromatic compounds.

Makale detayları

How Does Argumentation-based Instruction Affect Pre-service Science Teachers’ Conceptual Understanding of Organic Chemistry? The Case of Aromatic Compounds

Yazarlar: Gülten ŞENDUR | Ezgi KURT | Büşra HEKİMOĞLU

Yayıncı: Mehmet ALTAN KURNAZ

Ana Başlıklar: Eğitim

Dergi: Online Science Education Journal 2020 Vol.5 Issue 1, pp.32-51

Belge Tipi: Makale

Yayın Tarihi: 6/2020

Belge Dili: İngilizce

Document ID (Org No.): 2000538299

Sıklık: İki Yıllık

eISSN: 2548-0065

Sayı

Yazarlar:

Gülten ŞENDUR | Ezgi KURT | Büşra HEKİMOĞLU

Yayıncı:

Mehmet ALTAN KURNAZ

Ana Başlıklar:

Eğitim

Dergi:

Online Science Education Journal 2020 Vol.5 Issue 1, pp.32-51

Belge Tipi:

Makale

Yayın Tarihi:

6/2020

Belge Dili:

İngilizce

Document ID (Org No.):

2000538299

Sıklık:

İki Yıllık

eISSN:

2548-0065