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Enhancing Pre-service Elementary Teachers' Conceptual Understanding of Solution Chemistry with Conceptual Change Text

  • Muammer ÇalikEmail author
  • Alipaşa Ayas
  • Richard Kevin Coll
Article

Abstract

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 ‘conceptual 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.

Key Words

chemistry education conceptual change conceptual change text solution chemistry 

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Copyright information

© Springer Science+Business Media, Inc. 2005

Authors and Affiliations

  • Muammer Çalik
    • 1
    Email author
  • Alipaşa Ayas
    • 2
  • Richard Kevin Coll
    • 3
  1. 1.KTU, Giresun Faculty of EducationDepartment of Elementary Science EducationGiresunTurkey
  2. 2.Fatih Faculty of EducationDepartment of Secondary Science and Mathematics EducationSöğütlü-TrabzonTurkey
  3. 3.Centre for Science & Technology Education ResearchUniversity of WaikatoHamiltonNew Zealand

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