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The Contribution of Constructivist Instruction Accompanied by Concept Mapping in Enhancing Pre-service Chemistry Teachers’ Conceptual Understanding of Chemistry in the Laboratory Course

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Abstract

The present study aimed to evaluate whether a chemistry laboratory course called “Laboratory Experiments in Science Education” based on constructivist instruction accompanied with concept mapping enhanced pre-service chemistry teachers’ conceptual understanding. Data were collected from five pre-service chemistry teachers at a university in Ankara by means of a concept test and semi-structured interviews. Results showed that pre-service teachers had some alternative conceptions about chemistry topics. Moreover, using constructivist instruction accompanied with concept maps as an instructional tool was effective to promote conceptual understanding. Participants thought that concept maps were useful especially in recognizing the relation between different chemistry concepts.

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Notes

  1. All names are pseudonyms.

  2. R and P stand for the researcher and participant, respectively.

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Author information

Authors and Affiliations

  1. Yuzuncu Yil University, Van, Turkey

    Sevgi Aydin

  2. Ataturk University, Erzurum, Turkey

    Nurdane Aydemir

  3. Middle East Technical University, Ankara, Turkey

    Yezdan Boz

  4. Selcuk University, Konya, Turkey

    Ayla Cetin-Dindar

  5. Erciyes University, Kayseri, Turkey

    Oktay Bektas

Authors
  1. Sevgi Aydin
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  2. Nurdane Aydemir
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  3. Yezdan Boz
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  4. Ayla Cetin-Dindar
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  5. Oktay Bektas
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Corresponding author

Correspondence to Yezdan Boz.

Appendices

Appendix 1: Example Items from the Concept Test

Q-9: Figure 1 represents a 1.0 L solution of sugar dissolved in water. The dots in the magnification circle represent the sugar molecules. In order to simplify the diagram, the water molecules have not been shown

Which response represents the view after 1.0 L of water was added (Figure 2).

Explain your reason:

Q-14: Please compare the vapor pressure of three systems at 250°C (liquids are the same)

Explain your answer:

Q-24: Put the following solutions in order according to their acid strength

Explain why:

Appendix 2: Probing Questions Asked in the Interviews

  1. 1.

    What does electron affinity mean?

  2. 2.

    What is the mechanism in question 26? What is the logic behind it? How does it work? Explain.

  3. 3.

    Why the life of the battery in q-26 is short? When does the life of it finish? Why?

  4. 4.

    How did you determine the direction of charge? In which direction do the charges flow in this cell to complete the circuit? Why?

  5. 5.

    How would you determine which electrode is the anode and which is the cathode?

  6. 6.

    What is the mechanism in question 27? What is the logic behind it? How does it work? Explain.

  7. 7.

    What does negative value of half reaction of reduction mean?

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Aydin, S., Aydemir, N., Boz, Y. et al. The Contribution of Constructivist Instruction Accompanied by Concept Mapping in Enhancing Pre-service Chemistry Teachers’ Conceptual Understanding of Chemistry in the Laboratory Course. J Sci Educ Technol 18, 518–534 (2009). https://doi.org/10.1007/s10956-009-9167-1

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