Papers
Çalık, M., Ayas, A. & Coll, R.K., “Investigating the Effectiveness of An Analogy Activity in Improving Students’ Conceptual Change for Solution Chemistry Concepts”, International Journal of Science & Mathematics Education http://www.springerlink.com/content/dp3w53077258k670/?p=f2e82455c2d44968b7b2be38b8205535&pi=0
This paper reports on an investigation on the use of an analogy activity and seeks to provide evidence of whether the activity enables students to change alternative conceptions towards views more in accord with scientific views for aspects of solution chemistry. We were also interested in how robust any change was and whether these changes in conceptual thinking became embedded in the students’ long-term memory. The study has its theoretical basis in an interpretive paradigm, and used multiple methods to probe the issues in depth. Data collection consisted of two concept test items, one-on-one interviews, and student self-assessment. The sample consisted of 44 Grade 9 students selected from two intact classes (22 each), from Trabzon, Turkey. The interviews were conducted with six students selected because of evidence as to their significant conceptual change in solution chemistry. The research findings revealed statistically significant differences in pre-test and post-test scores, and pre-test and delayed post-test scores (p< 0.05), but no
differences between post-test and delayed test scores (p <0.05). This suggests that the analogy activity is helpful in enhancing students’ conceptual understanding of solution
chemistry, and that these changes may be stored in the students’ long-term memory.
Like (2)Coştu, B., Ayas, A., Niaz, M., Ünal, S. & Çalık, M., “Facilitating Conceptual Change in Students’ Understanding of Boiling Concept”, Journal of Science Education and Technology, 16(6), 524-536 (2007).
The objective of this study was to construct a
teaching strategy for facilitating students’ conceptual
understanding of the boiling concept. The study is based on
52 freshman students in the primary science education
department. Students’ ideas were elicited by a test consisting
of nine questions. Conceptual change strategy was
designed based on students’ alternative conceptions. Conceptual
change in students’ understanding of boiling was
evaluated by administering a pre-, post- and delayed posttest.
The test scores were analysed both by qualitative and
quantitative methods. Statistical analysis using one-way
ANOVA of student test scores pointed to statistically significant
differences in the tests and total scores (p\0.05).
Quantitative analysis of students’ responses on each test
revealed different schema about changing their knowledge
system. Both qualitative and quantitative analyses suggest
that the teaching activities facilitated students’ conceptual
understanding. No statistically significant differences were
found between post-test and delayed post-test scores, suggesting
that the teaching strategy enabled students to retain
their new conceptions in the long-term memory.
Keywords Conceptual change Teaching strategy
Alternative conception Boiling
Çalık, M., Ayas, A. & Coll, R.K., “Enhancing Pre-Service Primary Teachers’ Conceptual Understanding of Solution Chemistry with Conceptual Change Text”, International Journal of Science and Mathematics Education, 5(1), 1-28 (2007).
This paper reports on the use of a constructivist-based pedagogy to enhance
understanding of some features of solution chemistry. Pre-service science teacher
trainees’ prior knowledge about the dissolution of salts and sugar in water were elicited
by the use of a simple diagnostic tool. The test revealed widespread alternative conceptions.
These evaluation data were used to produce two segments of Fconceptual change
text_: concise summaries that present alternative and scientific conceptualizations for the
concepts under study. The texts were administered to 21 pre-service elementary trainee
teachers whose understandings of number of conceptions were subsequently re-evaluated
employing a pre-test post-test approach in which their answers and reasons for their answers
were solicited. The findings suggest that these pre-service elementary trainees’
alternative conceptions are changed to become more in accord with the scientific view,
with more participants providing correct answers along with correct reasons than before
the intervention. This work suggests that the use of conceptual change text may provide a
simple and cost- and resource-effective way to aid conceptual understanding for the dissolution
of ionic solids in water including the effect of solute surface on the dissolution process
Ünal, S., Çalık, M., Ayas, A. & Coll, R.K., “A Review of Chemical Bonding Studies: Needs, Aims, Methods of Exploring Students’ Conceptions, General Knowledge Claims, and Students’ Alternative Conceptions”, Research in Science & Technological Education, 24(2), 141-172 (2006).
The present paper presents a detailed thematic review of chemical bonding studies. To achieve
this, a matrix is developed to summarize and present the findings by focusing on insights derived
from the related studies. The matrix incorporates the following themes: needs, aims, methods of
exploring students’ conceptions, general knowledge claims, students’ alternative conceptions,
implications and recommendations for teaching and learning, implications for curriculum development
and suggestions for future research. The general knowledge claims investigated in this paper
are: (a) student alternative conceptions and level of education; (b) studies of student understanding
of covalent bonding; (c) studies of student understanding of ionic bonding; (d) studies of student
understanding of metallic bonding; (e) studies of student understanding of intermolecular forces;
(f) studies of student understanding of chemical bonds, energetics and other underlying theories;
(g) student use of anthropomorphic language and analogies; (h) students’ mental models for chemical
bonding; and (i) enhancing students’ conceptual understanding.
Çalık, M., “Facilitating Students’ Conceptual Understanding of Boiling Using A Four-Step Constructivist Teaching Method”, Research in Science & Technological Education, 26(1), 59-74 (2008).
The aim of the work presented here was to devise an activity associated with factors affecting boiling points. The intervention used a four-step constructivist-based teaching
strategy, which was subsequently evaluated by a cohort of students. Data collection consisted of application of a purpose designed questionnaire consisting of four open-ended
questions administered to 48 pre-service science teachers enrolled in the science education department in the faculty of education at Giresun University, Turkey. The research findings
suggest that this four-step constructivist teaching helps pre-service science teachers shift from alternative conceptions towards ideas more in accord with scientific ones, suggesting
the activity and teaching is an effective way in refuting and overcoming their alternative conceptions. The use of a delayed test to evaluate student understanding suggests that the
teaching approach used helped students to retain the scientific conception in their long-term memory.
Keywords: boiling point; conceptual change; constructivism; chemistry education
Çalık, M., Ayas, A. & Coll, R.K., “A Constructivist-Based Model for the Teaching of Dissolution of Gas in a Liquid”, Asia-Pacific Forum on Science Learning and Teaching, Article 4, 7(1), (2006)
The present paper presents a detailed thematic review of chemical bonding studies. To achieve
this, a matrix is developed to summarize and present the findings by focusing on insights derived
from the related studies. The matrix incorporates the following themes: needs, aims, methods of
exploring students’ conceptions, general knowledge claims, students’ alternative conceptions,
implications and recommendations for teaching and learning, implications for curriculum development
and suggestions for future research. The general knowledge claims investigated in this paper
are: (a) student alternative conceptions and level of education; (b) studies of student understanding
of covalent bonding; (c) studies of student understanding of ionic bonding; (d) studies of student
understanding of metallic bonding; (e) studies of student understanding of intermolecular forces;
(f) studies of student understanding of chemical bonds, energetics and other underlying theories;
(g) student use of anthropomorphic language and analogies; (h) students’ mental models for chemical
bonding; and (i) enhancing students’ conceptual understanding.
Çalık, M., Ayas, A., Coll, R., Ünal, S. & Coştu, B., “Investigating the Effectiveness of a Constructivist-Based Teaching Model on Student Understanding of the Dissolution of Gases in Liquids”, Journal of Science Education and Technology, 16(3), 257-270 (2007)
The research presented in this paper consisted of an investigation of the effectiveness of a fourstep
constructivist-based teaching activity on student understanding of how pressure and
temperature influence the dissolution of a gas in a liquid. Some 44 Grade 9 students (18 boys
and 26 girls) selected purposively from two school classes in the city of Trabzon, Turkey
participated in the study. Students’ understanding were evaluated from examination of two
items from a purpose-designed solution concept test, face-to-face semi-structured interviews
and examination of students’ self-assessment exercises. Statistical analysis using two-way
ANOVA of student test scores point to statistically-significant differences in test and total
scores (p<0.05) suggesting that the teaching activities employed help students achieve better
conceptual understanding. Further, no statistically significant differences were seen between
post-test and delayed test scores, suggesting that teaching the activities enable students to
retain their new conceptions in their long-term memory. However, in a few instances the
activities resulted in the development of new alternative conceptions, suggesting teachers need
to be conscious of the positive and negative effects of any teaching intervention.
Çalık, M. & Ayas, A., “A Comparison of Level of Understanding of Grade 8 Students and Science Student Teachers Related to Selected Chemistry Concepts”, Journal of Research in Science Teaching, 42(6), 638-667 (2005).
The aim of this study is to investigate and compare level of understanding of eighth-grade
students and student teachers in their final year in the science education department related to concepts of
solution, gas, and chemical change. A qualitative and quantitative methodology was used for this
investigation. Open-ended questions and group discussion methods were used for data collection.
Moreover, to examine how students visualize these concepts, students were asked to make drawings. The
questions were administered to 50 students in Grade 8 and 50 student teachers in the science education
department. Group discussions were conducted with 6 students and 6 student teachers. There were
surprisingly similar alternative conceptions by both the students and the student teachers despite more
instruction on these topics in the education of the student teachers. Based on the results, some suggestions
are presented.
Çalık, M., Ayas, A. & Ebenezer, J.V., “A Review of Solution Chemistry Studies: Insights into Students’ Conceptions”, Journal of Science Education and Technology, 14(1), 29-50 (2005).
This study has reviewed the last two decades of student conception research in solution
chemistry pertaining to aims, methods of exploring students’ conception, general knowledge
claims, students’ conceptions and difficulties, and conceptual change studies. The aims of solution
chemistry studies have been to assess students’ understanding level of solution chemistry
and in some studies compare understanding based on age and year at school or college.
The methods of exploring students’ conceptions consisted of interviews, paper and pencil surveys
(open-ended questions and multiple-choice questions), free writing and drawings and
the validity of these methods have been highlighted. The general knowledge claims synthesized
in this study are students’ (a) attending to mechanical events, (b) preference for everyday
language usage over chemical language, (c) confusing solution chemistry with non-related
concepts, (d) lack of sub-microscopic explanation for macroscopic observation, (e) difficulty
with visualizing and representing sub-microscopic ideas, (f) difficulty with symbolic representations,
(g) inconsistent explanations, (h) development of student understanding with age,
and (i) development of conservation reasoning with age. To incorporate students’ conceptions,
conceptual change studies have used strategies such as worksheet, analogy, collaboratively
working with a teacher, hypermedia, and group exploration. The results of conceptual
change studies generally have had a positive impact enabling students to consider their ideas
and develop plausible models of solution chemistry. For improvement of student learning
in chemistry, this review of solution chemistry studies sheds light on teacher thinking and
capacity building with respect to explicitly incorporating students’ conceptions into chemistry
curriculum; practicing research-based strategies; forging links among types of chemical
knowledge; collaborating for experimental teaching; and conducting further research.
Çalık, M. & Ayas, A., “A Cross-Age Study on The Understanding of Chemical Solution and their Components”, International Education Journal, 6(1), 30-41 (2005)
The aims of this study were considered under three headings. The first was to elicit
misconceptions that students had about the terms ’solute’, ‘solvent’ and ‘solution.’
The second was to understand how students’ prior learning affected their
misconceptions. The third was to determine if students were able to make a connection
between their own knowledge and chemistry in everyday life. To achieve these aims, a
paper and-pencil test composed of 18 open-ended questions was designed, but only
four questions related to chemical solutions and their components. The test was
administered to 441 students from different grades that ranged from Grade 7 with
students aged 13-14 years to Grade 10 with students aged 16-17 years. As a result of
the analyses undertaken, it was found that students’ misunderstanding about the
concepts of dissolution and conservation of mass influenced their knowledge about the
these terms. Moreover, it was found that students had difficulties making connections
between their knowledge and life experiences. Furthermore, it was elicited that the
examples given by most of students under investigation were limited to particular
solid-liquid and liquid-liquid solutions; however, some students in the upper grades
referred to solid-solid and gas-gas solutions such as air, nitrogen and oxygen (N2-O2),
and alloy composition. Therefore, it was concluded that although students’
conceptions and misconceptions were acquired and stored, they occurred without
ostensible links between everyday life and school experiences. Furthermore,
depending on the instruction students received and over time, it was deduced that their
conceptual understanding showed a steady increase from Grade 7 to Grade 10, except
in the case of Item 1. In light of results of this study, some suggestions for future
instruction were made.
Çalık, M., “A Cross-Age Study of Different Perspectives in Solution Chemistry from Junior to Senior High School”, International Journal of Science and Mathematics Education, 3, 671–696 (2005)
This study reports on research examining what students think about aspects
of solution chemistry and seeks to establish what alternative conceptions they hold
in this area. To achieve this aim the researchers developed a test comprising of openended
questions that evaluated students understanding of solution chemistry. The test was
administered to 441 students selected randomly from different grades, grade 7 through
grade 10. The research findings suggest that students have difficulty at comprehending the
investigated concepts in solution chemistry. Alternative conceptions about the concepts
of dissolution, chemical bonding, evaporation and condensation influence latter learning.
Interestingly, the grade 9 students have the least percentages, except for Item 3, amongst
grades in terms of alternative conception. Also, students’ alternative conceptions are also
stored in long-term memory and interact with each another. In the light of the findings,
it can be suggested that the future research may need to focus on classifying of students’
responses in terms of categories in understanding such as propositions, strings, images,
episode, intellectual skills and cognitive strategies.
Çalık, M. & Ayas, A., “An Analogy Activity For Incorporating Students’ Conceptions of Types of Solutions”, Asia-Pacific Forum on Science Learning and Teaching, Article 6, 6(2), (2005)
This study reports on research examining what students think about aspects
of solution chemistry and seeks to establish what alternative conceptions they hold
in this area. To achieve this aim the researchers developed a test comprising of openended
questions that evaluated students understanding of solution chemistry. The test was
administered to 441 students selected randomly from different grades, grade 7 through
grade 10. The research findings suggest that students have difficulty at comprehending the
investigated concepts in solution chemistry. Alternative conceptions about the concepts
of dissolution, chemical bonding, evaporation and condensation influence latter learning.
Interestingly, the grade 9 students have the least percentages, except for Item 3, amongst
grades in terms of alternative conception. Also, students’ alternative conceptions are also
stored in long-term memory and interact with each another. In the light of the findings,
it can be suggested that the future research may need to focus on classifying of students’
responses in terms of categories in understanding such as propositions, strings, images,
episode, intellectual skills and cognitive strategies.
Hırça, N., Çalık, M. & Akdeniz, F. (2008). Investigating Grade 8 Students’ Conceptions of ‘Energy’ and Related Concepts. Journal of Turkish Science Education, 5(1), 76-89
This study intends to elicit grade 8 students’ understanding of ‘energy’ concept and explore the
extent to which students can link their theoretical knowledge with the novel situations. The sample
consists of totally 171 grade 8 students drawn randomly from nine cohort primary schools in
Erzurum. To collect data, researchers developed a concept test comprising of 18 multiple-choice
questions. The results revealed that because of the numerous related conceptions with regard to
‘energy’ concept, students had difficulty in comprehending the ‘energy’ concept and tended to
exploit these related concepts in place of ‘energy’ concept. Moreover, taking into consideration the
students’ alternative conceptions drawn out by the current study, a sample conceptual change text is
proposed to remedy them.
Keywords: Science Education; Alternative Conception; Energy.
İpek, H. & Çalık, M. (2008). Combining Different Conceptual Change Methods within four-step constructivist teaching model: A sample teaching of series and parallel circuits. International Journal of Environmental and Science Education, 3(3), 143-153
Based on students‟ alternative conceptions of the topics „electric circuits‟, „electric charge flows within an electric circuit‟, „how the brightness of bulbs and the resistance changes in series and parallel circuits‟, the current study aims to present a combination of different conceptual change methods within four-step constructivist teaching model. Therefore, the author assumes that such a design may give a chance to eliminate stu-dents‟ alternative conceptions fully. Also, some suggestions were made for further research. Key Words: conceptual change, constructivism, series and parallel circuits
Kurnaz, M.A. & Çalık, M. (2008). Using Different Conceptual Change Methods Embedded within 5E Model: A Sample Teaching for Heat and Temperature. Journal of Physics Teacher Education Online, 5(1), 3-10
Because a teaching activity can be seen as a phase of conceptual elaboration, we assume that using different
conceptual change techniques embedded within a 5E model might completely diminish students’ alternative
conceptions. By presenting a sample activity for teacher usage, we are planning to fill in a gap between teachers’
theoretical knowledge and their classroom behavior in the practice of constructivism. Based on the tenets of
constructivism, the purpose of this paper is to suggest a 5E model for containing students’ alternative conceptions
by means of conceptual change text, analogy and worksheet together. It is suggested that using these methods
as a group will be more effective than using them individually so that they overcome their disadvantages and
reinforce their advantages.
Türk, F. & Çalık, M. (2008). Using Different Conceptual Change Methods Embedded within 5E Model: A Sample Teaching of Endothermic – Exothermic Reactions. Asia-Pacific Forum on Science Learning and Teaching, 9(1), Article 5
Because a teaching activity can be seen as a phase of conceptual elaboration, we assume that using different
conceptual change techniques embedded within a 5E model might completely diminish students’ alternative
conceptions. By presenting a sample activity for teacher usage, we are planning to fill in a gap between teachers’
theoretical knowledge and their classroom behavior in the practice of constructivism. Based on the tenets of
constructivism, the purpose of this paper is to suggest a 5E model for containing students’ alternative conceptions
by means of conceptual change text, analogy and worksheet together. It is suggested that using these methods
as a group will be more effective than using them individually so that they overcome their disadvantages and
reinforce their advantages.
Ayas, A., Özmen, H. & Çalık, M. (accepted paper for publication). Students' conceptions of the particulate nature of matter at secondary and tertiary level. International Journal of Science and Mathematics Education
The aim of the present study is to elicit students’ understanding of the particulate nature of matter via a cross-age study ranging from secondary to tertiary educational levels. A questionnaire with five item open-ended questions was administered to 166 students from the secondary to tertiary levels of education. In light of the findings, it can be deduced that the number of students’ responses categorized under ‘sound understanding’ category for each item increased with educational level, except for U1. Also, it can be concluded that students’ specific misconceptions decreased steadily from SHS1 to SHS3, except for Item 4, but there is surprisingly a clear increase at U1.
Çalık, M., Ünal, S., Coştu, B., Dede, N. & Ayas, A. (2009). “Investigating effectiveness of analogies embedded within four-step constructivist teaching model: A case of 'atom' concept” Journal of Science Education, 10(1), 36-40
The current study aims to compare analogies embedded within worksheets--designed in regard to four-step constructivist teaching model-- with traditional instruction. A quasi-experimental research methodology was conducted here. Within this context, while one class was assigned to an experimental group (N=20), the other was devoted to a control one (N=16). A test comprising of 12 multiple choice questions was administered as a pre-test two weeks before intervention. The same test was re-administered immediately after the intervention that had lasted one month. Since there is a meaningful difference between pre-test and post-test scores of both control and experimental groups, it can be deduced that both four-step constructivist teaching strategy and conventional instruction enabled students to reduce their misconceptions. However, the four-step constructivist teaching strategy resulted in a better student understanding. Also, both four-step constructivist teaching strategy and traditional instruction lead to enhance some of misconceptions. Some suggestions were made for future research and practice.
Keywords: Analogical Reasoning, Atom, Science Education, Conceptual Change
Demircioğlu, H., Demircioğlu, G. & Çalık, M. (Accepted paper for publication). Investigating effectiveness of the storylines embedded within context based learning. Chemistry Education: Research and Practice
The aim of this study is to investigate the effect of the context-based approach on grade 9 students’ conceptions of the periodic table. Within a nonequivalent pretest-posttest control group design the study was conducted with 80 grade 9 students (whose ages are 15-16 years old) drawn from two intact classes (39 and 41 students) in a high school on the north coast of Black Sea Region in Turkey. The experimental group was exposed to the context-based material whilst the control one was taught with the traditional approach (teacher’s explanation, question and answer, writing, etc.). In light of the results, it can be deduced that the storylines embedded within the context based learning not only influenced students’ conceptions of the periodic table concepts in their long-term memory, but also affected their attitudes towards chemistry. Furthermore, the students in the experimental group performed better with respect to understanding and to attitudes towards chemistry than did those in the control group. Some suggestions were made for implications for practice and learning.
Sahin, C., Calik, M. & Çepni, S. (2009). Using different conceptual change methods embedded within 5E model: A sample teaching of liquid pressure. Energy Education Science and Technology Part B: Social and Educational Studies, 1(3): 115-125
Since teachers have a busy schedule, several studies show that teachers have difficulty in incorporating students’ pre-existing knowledge in their courses. For this reason, to get teachers to comprehend how to incorporate students’ pre-existing knowledge in their courses, sample teaching design should be illustrated. The aim of this study is to illustrate a 5E model on incorporating in students’ pre-existing knowledge using computer simulations, analogy and worksheet based on the assumption that using different learning methods together may be more effective in eliminating students’ misconceptions completely. Because the study is a hypothetical paper, to investigate applicability of presented teaching design, further research should be undertaken.
Keywords: Constructivism; 5E model; Worksheet; Computer simulation; Analogy; Liquid pressure; Misconception
Çalık, M., Ayas, A. & Coll, R.K. (2009). “Investigating the Effectiveness of Usage of Different Methods Embedded with Four-Step Constructivist Teaching Strategy”, Journal of Science Education and Technology (accepted paper for publication)
This paper reports on an investigation of the effectiveness an intervention using several different methods for teaching solution chemistry. The teaching strategy comprised a four-step approach derived from a constructivist view of learning. A sample consisting of 44 students (18 boys & 26 girls) was selected purposively from two different Grade 9 classes in the city of Trabzon, Turkey. Data collection employed a purpose-designed ‘solution chemistry concept test’, consisting of 17 items, with the quantitative data from the survey supported by qualitative interview data. The findings suggest that using different methods embedded within the four-step constructivist-based teaching strategy enables students to refute some alternative conceptions, but does not completely eliminate student alternative conceptions for solution chemistry.
Kurnaz, M.A. & Çalık, M. (2009). A thematic review of ‘energy’ teaching studies: focuses, needs, methods, general knowledge claims and implications. Energy Education Science and Technology, 1(1), 1-26
A review and synthesis of the studies of teaching the ‘energy’ concept are worthy for science education researchers, teachers, curriculum developers, and policy makers. Since teachers may have a busy schedule, they may lack of tracking related studies. Therefore, this thematic review will highlight them on the studies’ perspectives-focuses, needs, methods, general knowledge claims and implications- of ‘energy’ teaching studies. Finally, this paper intends to evaluate the ‘energy’ teaching studies to notice where we are. Using a thematic matrix, each study was described. General trends were also apparent. Further, the similarities and differences were obvious since the unique features of each study were clear. Briefly, an interpretive account of the ‘energy’ teaching studies was followed. In light of the general knowledge claims, it can be deduced that most of the studies has pointed out that their used alternative approaches are more effective in student’s conceptual learning or made a significant contribution to student’s learning experience/motivation/skills. However, the only two studies also pointed out some disadvantages of their used approaches. Most of the studies under investigation recommended audience to carry out their used alternative approaches in their teaching-learning processes.
Köğce, D., Çalık, M., Aydın, M. & Baki, A. (2008). A Reflective Report from Senior Mathematics Student Teachers' Views of ‘Feedback’ Concept. World Applied Science Journal (WASJ), 5(1) http://www.idosi.org/wasj/wasj5(1)/18.pdf
The present study intends to seek senior mathematics student teachers’ views of ‘feedback’ concept
and to determine how they give feedback when one examination paper is presented. A four-item survey was
administered to 56 senior mathematics student teachers randomly drawn from Department of Elementary
Mathematics Teacher Education, Fatih Faculty of Education in the city of Trabzon, TURKEY. Under the light
of the results, it can be concluded that senior mathematics student teachers are able to effectively integrate the
feedback routines in their future teaching to some extent.
Çalık, M., Ünal, S., Coştu, B. & Karataş, F.Ö. (2008). Trends in Turkish Science Education. Essays in Education, Special Edition, 23-46
The aim of the study is to determine the trends in Turkish Science Education on the basis of
both master and doctoral theses involved. The researchers reviewed the online databases of
the Higher Education Council and Proquest as well as the web page of graduate school of
each university in Turkey which presents thesis archieve and investigated 444 graduate theses
abstracts/fulltexts in regard to their created matrix (Year, Research Interest, Research
Methodology and Sample). The document analysis has pointed out that in terms of research
interest two general trends are apparent in Turkish science education research: (1) introducing
science education between 1990 and 2000 (2) keeping up with new perspectives in the line of
international trends. Also, in view of research methodology although interpretive research
methodology has also been preffered since 1997, descriptive research design has still
dominated in this context. Some suggestions were made for future research.
Ürey, M. & Çalık, M. (2008). Combining different conceptual change methods within 5E model: A sample teaching design of ‘cell’ concept and its organelles. Asia-Pacific Forum on Science Learning and Teaching, 9(2), Article 12
Since students’ misconceptions are not completely remedied by means of only one conceptual change method, the authors assume that using different conceptual methods embedded within the 5E model will not only be more effective in enhancing students’ conceptual understanding, but also may eliminate all students’ misconceptions. The aim of this study is to display a sample teaching of the cell and its organelles by combining different conceptual change methods (analogy, conceptual change text and worksheet) within the 5E model. But, the study has a shortcoming in seeking the degree to which conceptual change is achieved. For this reason, further research should focus on applicability of the presented teaching design in a comparative manner
Coştu, B., Ayas, A., Çalık, M., Ünal, S., Karataş, F.Ö. (2005). Determining student teachers’ competences in preparing solution and their abilities in use of laboratory tools. Hacettepe Eğitim Fakültesi Dergisi--Hacettepe University, Journal of Faculty of Education, 28, 65-72 (in Turkish)
Teachers conducting laboratory activities should acquire some knowledge and skills during their university
education. The aim of this study is to determine competences of preservice teachers about preparation of solutions and use of
laboratory tools. The sample of this study consists of preservice teachers in the departments of chemistry education,
elementary science and elementary mathematics education. These students have to take “General Chemistry Course” and
“Chemistry Laboratory ” as part of their schooling. In order to collect data, a pencil-paper test was developed. The test was
given to a total of 135 preservice teachers (45 in each department). The collected data showed that although preservice
teachers took laboratory courses in their schooling, they made mistakes in tasks such as calculation, preparation of solution
with proper laboratory tools, taking into account states of matter in solution preparations and so forth. Based on the results,
some suggestions are made.
Keywords: preparation of solution, laboratory, teacher training.
Çalık, M. & Ayas, A. (2003). Devising and implementing solution concept test. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi--Pamukkale University, Journal of Faculty of Education, 2 (14), 1-17 (in Turkish)
The aim of this study is to develop a concept achievement test and implement to
students at different grades. To collect data, the designed test consisting of 20 multiple
choice questions was used. It was administered to 443 students (from Grade-7, Grade-8,
Grade-9 and Grade 10). In addition, the test was examined by a group consists at chemistry
educators, chemists and science teachers to check validity. At the end of the examination,
they ensured that it was appropriate in terms of its content validity. Moreover, reliability of
the test was found as 0, 95 by using Sperman Brown Formula. Although the test informed
us about students’ understandings of level and their misconceptions, it has difficulties in
explaining their reasons. Moreover, it is suggested that several kind of methods should be
used to collect data as well as concept achievement test comprises multiple choice
questions.
Key word: Concept achievement test, solutions, misconceptions, understanding
level
Çalık, M. & Ayas, A., Exploring and analyzing conceptions of students at different grades on dissolution concept by means of phenomenographic approach. Hasan Ali Yücel Eğitim Fakültesi Dergisi--Journal of the Hasan Ali Yücel Faculty of Education, 1, 61-81 (in Turkish)
The aim of the study is to explore and analyze conceptions of students at different grades on dissolution concept by means of phenomenographic approach. To collect data, individual and group interviews methods were used. The interviews were conducted with 20 students who were selected randomly from each of grade. At the end of data analysis, 8 categories were identified. These are: (1) distribution of particles (2) space amongst solvent particles (3) interaction between solute and solvent (4) disappearing of solute (5) density of solute (6) properties of solvent (8) pressure differences of matter. It is found out that types of students’ responses rely on the selected or given tasks. Moreover, it is concluded that there is a poor progress in terms of conceptual understanding in spite of instructional exposure. Taking into consideration the results, it is suggested that to overcome or diminish misconceptions appropriate strategies should be improved.
Keywords: Dissolution Concept, Misconception, Phenomenography Approach
Çalık, M., Ayas, A. & Ünal, S. (2006). A cross-age study on students’ conceptions of dissolution. Türk Eğitim Bilimleri Dergisi--Turkish Educational Sciences, 4(3), 390-320 (in Turkish)
The aim of this study is to elicit the level of understanding of students at different grades on
“dissolution” as a concept and to identify how they visualize the dissolution process at microscopic level. To
reach these aims, a test, which comprises of drawings and open-ended questions, was devised and administered
to 441 students at different grades (from Grade-7 to Grade-10). The data obtained shows that students have
misconceptions on dissolution. Specifically, students used terms such as melting, disappearing and
decomposition instead of dissolution. Moreover, it was found out that students have difficulties in visualizing
dissolution process at microscopic level and tend to attribute macroscopic properties to events at microscopic
level. As a consequence, it is concluded that although there is no clear certain results that show a direct
relationship between grade and understanding level, in most cases, understanding level of students at Grade-9
and students at Grade-10 are better than those at lower grades. In the light of the results, it can be suggested
that HyperCard, hypermedia environment or simulations should be developed to help students to visualize
dissolution process at microscopic level.
Çalık, M. & Ayas, A. (2005). Exploring grade 7-10 students’ comprehension related to the selected solution concepts on various mixtures. Türk Eğitim Bilimleri Dergisi--Turkish Educational Sciences, 3(3), 329-349 (in Turkish)
The aim of this study is to explore grade 7-10 students’ comprehension related to the selected solution
concepts on various mixtures. In this study, clinical interviews, as either group or one to one basis, were
conducted with 20 students, who were selected randomly amongst 441 students who took part in the first step.
During clinical interview procedure, firstly students were asked to prepare oralet/water and sugar/water mixtures,
and then their conceptual understandings were elicited in depth. As a result, it was found out that some of
students’ responses revealed inconsistency on their own contents and relied on the tasks which were used here.
Thereby, it can be concluded that alternative conceptions, which are in harmony with one another, may be
resistant to modify. On the other hand, alternative conceptions, which are incompatible with each other, may be
more amenable to change or be replaced by a scientific one. Moreover, it was deduced that the alternative
conceptions students retain related to dissolution concept influenced their understanding associated with the
investigated concepts. Under the light of this study, for further research, some suggestions were also made for
researchers and teacher.
Key words: Chemistry education, science education, alternative conceptions, solutions
Çalık, M. (2004). Investigating the applicability of the worksheet developed in relation with dissolution and physical change. Çukurova Üniversitesi Eğitim Fakültesi Dergisi--Çukurova University, Journal of Faculty of Education, 27 (2), 63-72 (in Turkish)
The aim of this study is to investigate applicability of worksheet associated with relationship between dissolution process and physical change. To reach this aim, based on misconceptions stated by the related literature, a worksheet was developed. The worksheet was administered to 36 student teachers who were in the second class of Elementary Teacher Education Department in Fatih Faculty of Education. As a result of this study, it was found out that the devised worksheet helped the student teachers to improve appropriate understandings about topic under investigation. Moreover, it is suggested that after the worksheet is revised by taking into consideration the results obtained by this study, further research should be done to explore how this worksheet affects both overcoming of misconceptions and conceptual change relevant with relationship between dissolution process and physical change.
Key words: Chemistry Education, Worksheet, Dissolution, Physical Change
Ünal, S., Ayas, A. & Çalık, M. (2006). Secondary school students’ misconceptions of ionic bonding: A case study. Eğitim ve Bilim Dergisi--Journal of Education and Science, 31(141), 3-12 (in Turkish)
The aim of this study is to investigate level of understanding of students at Lyceé-1 and Lyceé-3 related to concepts about ionic bonds. In this study, a case study research methodology was used. Within this methodology, a multiple choice test was used for collecting data. The test used in the study comprises of 24 multiple-choice items, eight of which were particularly related to ionic bonds, designed from misconceptions on chemical bonds reported in the related literature. The test was administered to 250 students (128 students at Lyceé-1 and 122 students at Lyceé-3). Rest of the choices in each item includes misconceptions relevant with the concept under investigation as well as the correct answer. As a result of data analysis, it was found out that students had some misconceptions about ionic bonds, the atoms forming ionic bonds, ionic compounds and ionic lattices. This article, firstly, identifies misconceptions related to ionic bonds and than, tries to find out their possible reasons why students have those conceptions. Moreover, it presents some suggestions for teachers and teacher educators to overcome these misconceptions.
Keywords: Chemistry Education, Ionic Bonds, Misconceptions, Understanding Level
Çalık, M. & Ayas, A.(2007). Exploring conceptions of students at different grade about conservation of mass in dissolution process. Milli Eğitim Dergisi--Journal of National Education, 173, 219-230 (in Turkish)
The aim of this study is to investigate conceptions of students at different
grade about conservation of mass in dissolution process and to explore the
relationship between the age and understanding level. To collect data a test was
designed with 18 open-ended questions. Three questions in the test covered conservation
of mass on dissolution process directly. The devised test was administered
to 443 students who were selected randomly from different grades (Grade-
7, Grade-8, Grade-9 and Grade-10). It is found out that students hold some misconceptions
about conservation of mass such as filling of spaces intermolecular,
effects of pressure, increase at volume. Moreover, it is concluded that students’
understanding of conservation of mass on dissolution process indicated a Ushaped
developmental curve. Under the light of this study, it is suggested that
to overcome or reduce misconceptions some strategies such as worksheet, group
discussions should be improved and implemented to science classroom during
teaching processes.
Key Words: Misconception, conservation of mass, dissolution concept,
understanding level
Coştu, B., Ayas, A., Açıkkar, E. & Çalık, M. (2003). At which level are concepts about solubility topic understood. Boğaziçi Eğitim Fakültesi Dergisi--Boğaziçi University Journal of Education, 20(2), 1-16 (in Turkish)
Learning concepts effectively is so important to form new knowledge in students’ mind. Learning of fundamental concepts by the students is an important factor to improve their knowledge in field of chemistry. Topic of solubility one of the important topic in field of chemistry contains some of these fundamental concepts. This study was made to determine students’ misconceptions and their success in this topic. To achieve the aim; a test, included 15 multiple-choices and 5 open-ended choices items, were developed. After the pilot studies were conducted with 30 students, the test administered to 300 students from 32 secondary schools in different region of Turkey. From the collected data, it was founded out that the students had several mistakes and misconceptions about solutions, solutes, the factors affecting solubility, low freezing point, density of solutions, common ion influence, and solubility problems so on.
Key Words: Chemistry Education, Solubility, Misconceptions
Coştu, B., Ünal, S., Çalık, M. & Ayas, A. (2004). A suggestion for development process of activities that can be used in chemistry teaching. Paper presented at ‘Re-construction in secondary schools’ symposium, Ministry of National Education, 20-22 December 2004, Ankara, Türkiye
Toplumun gereksinimleri doğrultusunda bireyler yetiştirmek durumunda olan eğitim kurumlarından, hem yeni teknolojileri yaratıcı bir şekilde kullanabilecek hem de bilgi becerileri ile donanmış bireyler yetiştirmeleri beklenmektedir. Bu beklentilerin gerçekleştirilmesi, ancak iyi hazırlanmış öğretim programları ile mümkün olabilir. Genel amaçların ve konu başlıklarının listelendiği mevcut ortaöğretim programlarının öğretmenlere ve öğrencilere yeterli düzeyde rehberlik edemediği literatürde sıklıkla vurgulanmaktadır. Bu eksiklik öğretmenleri derslerinde kullanacakları yöntem ve teknikleri kendi kişisel deneyimlerine bağlı olarak geliştirmeye yöneltmiştir. Bu durum alan eğitimcilerini harekete geçirmiş ve birçok konuya ilişkin farklı öğretim yaklaşımlarını temel alan bireysel çalışmalar yürütülmüştür. Bu çalışmalar incelendiğinde, hazırlanan materyallerin okullarda uygulanabilirliğini sağlamak amacıyla çoğunlukla bir ders kitabı şeklinde, ihtiyaç duyulan bilgilerin hepsinin yer aldığı bir doküman ya da bilgisayar yazılımı şeklinde olduğu görülmektedir. Öğretmenler, konu ya da kavramla ilgili yeterli ön bilgileri, kendilerine sunulan kaynaklardan kolaylıkla temin edebilmelerine rağmen, öğrencileri etkin hale getirmeye ve kavram yanılgılarını gidermeye yönelik hazırlanmış etkinliklere çoğu zaman ulaşamamaktadırlar. Bundan dolayı, öğretmenlere öğrencilerde var olan kavram yanılgılarını ayrıntılı ele alan, bu yanılgıları düzeltmeye yönelik kavram bazında hazırlanmış etkinlikleri ve bunların nasıl kullanacağına ilişkin bilgileri içeren öğretim programının geliştirilmesi gerektiği ortaya çıkmaktadır. Bu tarzda hazırlanacak bir programın öğretmen tarafından uygulanabilir, öğretimi kolaylaştırıcı ve kavram yanılgılarını gidermede daha etkili olacağı düşüncesinden yola çıkarak bu çalışma planlanmıştır. Bu çalışmada ilk olarak orta öğretim kimya programının yeniden yapılandırılması sürecinde etkinliklerin geliştirilme aşamalarına yönelik bir öneri sunulacak ve bu aşamaları dikkate alarak hazırlanmış etkinliklere birkaç örnek verilecektir. Daha sonra hazırlanacak bu tür etkinliklerin öğretmenler tarafından uygulanmasını kolaylaştırmak için hazırlanacak öğretmen rehber materyalleri içerisinde hangi türden bilgilere yer verilmesi gerektiği belirtilerek, çalışmada sunulan etkinliğe uygun bir örneği sunulacaktır. Bu çalışmada bahsedilen aşamaların, öğretmen ve öğrenci materyallerinden oluşan bir öğretim programının hazırlanması sürecinde, program geliştirme çalışmalarına rehberlik edeceğine inanılmaktadır.
Ayas, A., Coştu, B., Çalık, M., Ünal, S. & Karataş, F.Ö. Determining student teachers’ competences in preparing solution and their abilities in use of laboratory tools. Sixteenth national chemistry meeting, 4-7 September 2001, Boğaziçi University, İstanbul, Türkiye
Kimya laboratuarını kullanacak öğretmenler, bazı bilgi ve becerileri lisans düzeyindeki eğitimleri esnasında kazanmalıdırlar. Yapılan bu çalışma öğretmen adaylarının, laboratuar çalışmalarının temelini teşkil eden çözelti hazırlama ve laboratuar malzemelerini doğru kullanma becerilerine ilişkin eksikliklerini belirlemek ve bu eksikliklerini giderilmesine ilişkin önerilerde bulunmak amacıyla yapılmıştır.
Çalışma, K.T.Ü Fatih Eğitim Fakültesinde “Genel Kimya” dersi ve Kimya laboratuar uygulamalarına katılmış olan Kimya Öğretmenliği, İlköğretim Fen Bilgisi Öğretmenliği ve İlköğretim Matematik Öğretmenliği bölümlerinde okuyan öğrencileri kapsamaktadır. Çalışmada Örnek Olay (Case Study) metodolojisi kullanılmıştır. Bu metodoloji dahilinde örneklem grubuna yazılı cevap gerektiren bir test, bir grup öğrenci ile de mülakatlar yapılmıştır. Yazılı test, toplam 135 öğretmen adayına uygulanmıştır. Mülakat metodu ise her biri dört kişiden oluşan 6 grup olmak üzere, toplam 24 öğretmen adayı ile yürütülmüştür. Bu çalışmada elde edilen veriler nitel ve nicel yöntemler kullanılarak analiz edilmiştir.
Elde edilen bulgulara göre; öğretmen adaylarının laboratuar derslerini almış olmalarına rağmen, özellikle bazı temel konularda, örneğin hesaplama, uygun araç-gereçler kullanarak çözelti hazırlama ve çözelti hazırlamada maddenin halini dikkate almama gibi hatalar yaptıkları tespit edilmiştir. Çalışmanın sonunda elde edilen bulgulara dayalı olarak öğretmen adaylarının, laboratuarla ilgili temel bilgi ve becerilerinin yeterli düzeye çıkarılabilmesi için bazı önerilerde bulunulmuştur.
Ünal, S., Ayas, A. & Çalık, M. Students’ misconceptions of ionic bonding. Seventeenth national chemistry meeting, İstanbul University, 8-11 September 2003, İstanbul, Türkiye
Kimyasal bağ konusu ve içerdiği kavramlar; öğrencilerin çevresiyle etkileşimleri sonucu sahip olabileceği deneyimlerinden uzak ve soyut kavramlardır. Bu nedenle öğrencilerin kimyasal bağlanma ile ilgili kavramları anlamada güçlük çekmeleri ve bu kavramlarla ilgili yanlış anlamalara sahip olmaları büyük bir olasılıktır [1-4]. Bu çalışma; Lise-3 öğrencilerinin iyonik bağ ve yapı kavramları ile ilgili anlamalarını araştırmak ve onların bu kavramlarla ilgili sahip oldukları yanlış anlamaları belirlemek amacıyla yapılmıştır. Çalışmada veri toplama aracı olarak yarı-yapılandırılmış mülakatlar kullanılmıştır. Mülakatta öğrencilere iyonik bağın hangi tür atomlar arasında ve nasıl meydana geldiği ile ilgili dört soru, iyonik yapılı bileşiklerden biri olan tuzun yapısı ile ilgili de iki soru olmak üzere toplam altı ana soru yöneltilmiş ve öğrencilerin anlama düzeyleri verilen cevaplar doğrultusunda yöneltilen alt sorularla derinlemesine araştırılmıştır. Bu çalışmanın örneklemini Lise-3 fen bölümünden rasgele seçilen toplam 10 öğrenci oluşturmaktadır. Mülakatlardan elde edilen veriler, ana sorular etrafında anlama, yanlış anlama ve cevapsız kategorileri kullanılarak analiz edilmiştir. Bunun yanısıra alt sorular da kendi içerisinde değerlendirilmiştir. Çalışmadan elde edilen en önemli bulgu, öğrencilerin iyonik bağ ve yapı kavramları ile ilgili yetersiz anlamalara ve yüzeysel bilgilere sahip olduklarını göstermektedir. Bir diğer önemli bulgu ise öğrencilerin sahip oldukları bilimsel bilgilerin nedenlerine ilişkin açıklamalar yapamadıklarını ve iyonik bağlanma, bağlanmayı gerçekleştiren atomlar, iyonik yapılı bileşikler ve bu bileşiklerin yapılarına dair bazı yanlış anlamalara sahip olduklarını göstermektedir. Çalışmada ayrıca bu yanılgıların olası nedenlerine dikkat çekilmiş ve bunların giderilebilmesi için bazı önerilerde bulunulmuştur.
Çalık, M. & Ayas, A. A comparision of level of understanding of students related to selected chemistry concepts. First learning and teaching symposium in 2000s, (29-31 May 2002), Marmara University, Atatürk Faculty of Education, İstanbul, Türkiye
Kimyanın çözeltiler, gazlar ve kimyasal değişme konuları soyut ve daha fazla zihinsel düşünmeyi gerektiren kavramlar içermektedir. Bu çalışmanın amacı, ilköğretim 8. sınıf öğrencilerinin ve fen bilgisi 4. sınıf öğretmen adaylarının, üç konuda belirlenen kavramlarla ilgili anlama düzeylerini tespit etmek ve karşılaştırmalar yapmaktır.
Bu amaçla her biri 2' şer alt sorudan oluşan 3 açık uçlu soru hazırlanarak bir anket-test oluşturulmuştur. Ayrıca alt sorularda çizimlere de yer verilerek , öğrencilerin verilen kavramları zihinlerinde nasıl canlandırdıkları da tespit edilmeye çalışılmıştır. Hazırlanan anket 2001-2002 bahar yarıyılında, ilköğretim 8. sınıf öğrencilerinden ve fen bilgisi 4. sınıf öğretmen adaylarından seçilen 50' şer kişilik iki gruba uygulanmıştır. Çalışmadan elde edilen veriler, nitel ve nicel yöntemler kullanılarak analiz edilmiştir.
Çalışmadan elde edilen bulgulara göre, gruplar arasında benzer kavram yanılgılarının olduğu tespit edilmiştir. Elde edilen sonuçlar dahilinde bazı önerilerde bulunulmuştur.
Anahtar Kelimeler : Fen Eğitimi, Kavram Yanılgısı, Kimyasal Kavramlar
Ayas, A., Karataş, F.Ö., Ünal, S. & Çalık, M., Investigating computer aided softwares’ competency of ‘gas’ subject. Science education symposium at the beginning of new century, Educational Faculty of Maltepe University, Turkey pp. 221-228, 2001
Bilgisayar teknolojik araçlar içerisinde en fazla duyu organına hitap edebilenlerden birisidir. Bilgisayara yönelik öğretim hedeflerinin karşılanmasının temel koşulu, öğretim ilke ve yöntemlerine uygun nitelikte yazılımların geliştirilip (ya da sağlanıp), uygun şekilde kullanılmasıdır. Bu çalışma, eğitim-öğretim sürecinde kullanılan bilgisayar destekli ders yazılımlarının sahip oldukları nitelikleri tespit etmek ve öğretmenlere basit alternatif programların geliştirilmesi hususunda önerilerde bulunmak amacıyla yapılmıştır.
Bu amaçla, geniş kapsamlı literatür taraması yapılmış ve KTÜ Fatih Eğitim Fakültesi'nde bilgisayar ve fen bilimleri öğretimi derslerinin yürütülmesinden sorumlu 8 öğretim üyesi ile yarı yapılandırılmış mülakatlar gerçekleştirilerek bir takım ölçütler geliştirilmiştir. Belirlenen bu ölçütler doğrultusunda evvela piyasada bulunan kimya ile ilgili yazılımlardan ikisinin "gazlar" ünitesi incelenmiş ve değerlendirilmiştir. Ölçütler doğrultusunda yapılan incelemeler neticesinde, yazılım programlarının öğretim sürecindeki etkililiği bakımından yeterli oldukları bulunurken, bazı eksikliklerinin de olduğu tespit edilmiştir. Daha sonra öğretmenlere, öğrenmeyi daha kalıcı kılmak ve dersi öğrencinin de aktif katıldığı bir şekilde işlemek için nasıl basit yazılımlar geliştirebilecekleri konusunda önerilerde bulunulmuştur.
Anahtar kelimler: Eğitim teknolojisi, Bilgisayar destekli kimya öğretimi, yazılım değerlendirme.
Ayas, A., Özmen, H. & Çalık, M. (accepted paper for publication). Students' conceptions of the particulate nature of matter at secondary and tertiary level. International Journal of Science and Mathematics Education
The aim of the present study is to elicit students’ understanding of the particulate nature of matter via a cross-age study ranging from secondary to tertiary educational levels. A questionnaire with five item open-ended questions was administered to 166 students from the secondary to tertiary levels of education. In light of the findings, it can be deduced that the number of students’ responses categorized under ‘sound understanding’ category for each item increased with educational level, except for U1. Also, it can be concluded that students’ specific misconceptions decreased steadily from SHS1 to SHS3, except for Item 4, but there is surprisingly a clear increase at U1.
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