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Promoting Pre-service Science Teachers’ Conceptual Understanding about Boiling by Dialogic Teaching
| Content Provider | Semantic Scholar |
|---|---|
| Author | Demirbag, Mehmet Kingir, Sevgi |
| Copyright Year | 2017 |
| Abstract | One of the goals of education is to move students away from rote learning to meaningful learning. Meaningful learning requires making connections between newly introduced conceptions (naïve mental structures that represent natural phenomena and processes) and prior knowledge (diSessa & Sherin, 1998; Novak, 1993). It is highly difficult or even impossible to understand conceptions without establishing meaningful relationships between concepts because (a) meaning emerges from such relationships, (b) no concept exists in isolation, and (c) concepts are organized in the conceptual ecology that controls and modifies the conceptual change process (Strike & Posner, 1992). To create semantically meaningful relationships among conceptions, each conception should first be built on a logical framework (Lemke, 1990). Failure to construct conceptions on a logical framework and to make links among relevant conceptions often result in conceptions that are not consistent with scientific ideas (Zoller, 1996), that is, misconceptions or alternative conceptions (Dykstra, Boyle, & Monorach, 1992; Nakhleh, 1992). One softer version of these conceptions is superficial understandings. In this version, there are (acceptable) limited explanations without thorough understanding (Calık, 2008). These difficulties influence observations and interpretations in class activities and hinder further learning. Chemistry is one of the scientific branches where students have difficulties in understanding basic scientific mechanisms and relationships. The scholars consider that four common sources are responsible for these difficulties: the nature of chemistry, everyday language, teachers and textbooks. Regarding first, chemistry learning requires connection among macroscopic, microscopic and symbolic levels of representation (Johnstone, cited in Garnett, Garnett, & Hackling, 1995). Macroscopic level includes phenomena that are perceived by the senses, such as changes of color of a solution. Microscopic level refers to explanations on the basis of properties, shape, movement and interaction of particles such as atoms and molecules, which are real but not perceived by the senses. The symbolic level of representations includes formulae and equations. Students’ failure to connect macroscopic Abstract. In order to reach students who can efficiently use intended scientific understandings, it is important to have science teachers without conceptual difficulties. The aim of present research is to enhance pre-service science teachers’ conceptual understanding about boiling by dialogic teaching. The sample consisted of forty-three pre-service science teachers in their first year of teacher education. Dialog-based instructional activities were conducted in a chemistry laboratory course. Audio recordings of classroom discourse and written texts were used for data collection. Pre-service science teachers’ conceptions about boiling identified before and after dialogic teaching were analyzed using content analysis. The findings showed that dialogic teaching efficiently supported pre-service science teachers’ understanding about boiling. |
| File Format | PDF HTM / HTML |
| Volume Number | 16 |
| Alternate Webpage(s) | http://www.scientiasocialis.lt/jbse/files/pdf/vol16/459-471.Demirbag_JBSE_Vol.16_No.4.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
