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Showing 1 to 15 of 54 results Save | Export
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Eymur, Guluzar – Chemistry Education Research and Practice, 2019
The aim of the present study was to investigate the influence of the explicit nature of science instruction embedded in the Argument-Driven Inquiry method compared with an implicit inquiry method on eleventh grade students' conceptions of NOS. The study used a pre-/post-test control group design to investigate the influence of the explicit nature…
Descriptors: Science Instruction, Scientific Principles, Persuasive Discourse, High School Students
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Nakiboglu, Canan; Nakiboglu, Nuri – Chemistry Education Research and Practice, 2019
In this study, how prospective chemistry teachers (PCTs) perceive precipitation and conceptualize precipitation reactions at the symbolic level was explored. Further, it was of interest to identify PCTs' visualization of the sub-microscopic level of precipitation reactions. The sample was drawn from the Chemistry Education Department at the…
Descriptors: Science Teachers, Preservice Teachers, Chemistry, Knowledge Level
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Teke, Dilek; Sozbilir, Mustafa – Chemistry Education Research and Practice, 2019
This study aimed to identify the needs of a 10th grade congenitally blind student in an inclusive chemistry classroom and design and develop tactile materials to teach the 'energy in living systems' topic with particular emphasis on covering the symbolic language of the chemistry. A single case study design was used to carry out an in-depth and…
Descriptors: Chemistry, Science Instruction, Grade 10, Energy
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Günter, Tugçe – Chemistry Education Research and Practice, 2018
The objective of this research was to investigate the effect of a context-based approach (CBA) 'Relating, Experiencing, Applying, Cooperating, Transferring' (REACT) strategy used in relation to the topic of solubility equilibrium in the laboratory chemistry course on students' achievement at associate level in a health-related program. In this…
Descriptors: Chemistry, Science Instruction, Science Achievement, College Science
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Yaseen, Zeynep – Chemistry Education Research and Practice, 2018
This research investigates the use of student-generated animations in the teaching and learning of chemistry. Previous research has identified the potential for animations to contribute to student learning in science. In particular, animations have the capacity to represent the dynamic process and motions that may be inherent in some chemical…
Descriptors: Animation, Grade 11, Science Instruction, High School Students
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Aydin-Gunbatar, Sevgi; Tarkin-Celikkiran, Aysegul; Kutucu, Elif Selcan; Ekiz-Kiran, Betul – Chemistry Education Research and Practice, 2018
In this study, we sought to examine the influence of a 12-week design-based elective Science, Technology, Engineering, and Mathematics (STEM) course on pre-service chemistry teachers' content knowledge, STEM conceptions, and engineering and engineering design views. To attain the goals determined, we utilized five STEM activities starting with a…
Descriptors: STEM Education, Engineering Education, Chemistry, Science Tests
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Uzuntiryaki-Kondakci, Esen; Demirdögen, Betül; Akin, Fatma Nur; Tarkin, Aysegul; Aydin-Günbatar, Sevgi – Chemistry Education Research and Practice, 2017
This study combined two important frameworks--teacher self-regulation and pedagogical content knowledge (PCK)--to reveal whether they were related to each other. To fulfill this aim, researchers utilized a case-study design. Data were collected from five preservice chemistry teachers through semi-structured interviews, lesson plans in the form of…
Descriptors: Self Management, Pedagogical Content Knowledge, Preservice Teachers, Science Teachers
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Günter, Tugçe; Alpat, Sibel Kilinç – Chemistry Education Research and Practice, 2017
This study investigates the effects of problem-based learning (PBL) on students' academic achievements in studying "Electrochemistry" within a course on Analytical Chemistry. The research was of a pretest-posttest control group quasi-experimental design and it was conducted with second year students in the Chemistry Teaching Program at…
Descriptors: Chemistry, Science Instruction, Science Achievement, Quasiexperimental Design
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Cigdemoglu, C.; Arslan, H. O.; Cam, A. – Chemistry Education Research and Practice, 2017
Argumentative practices have the potential to contribute to scientific literacy. However, these practices are not widely incorporated in science classrooms and so their effect on the domains of literacy is still not revealed. Therefore, this study proposes to reveal the effect of argumentation on the three domains of chemical literacy related to…
Descriptors: Persuasive Discourse, Preservice Teachers, Science Teachers, Teacher Competencies
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Çalik, Muammer; Cobern, William W. – Chemistry Education Research and Practice, 2017
The aim of this study was to cross-culturally investigate the instructional efficacy of the Common Knowledge Construction Model (CKCM) with college students learning about "factors affecting solubility" focusing on students' conceptual understanding, attitudes and scientific habits of mind. Even though the CKCM is a decade old, there has…
Descriptors: College Students, Undergraduate Study, Science Instruction, Chemistry
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Akkuzu, Nalan; Uyulgan, Melis Arzu – Chemistry Education Research and Practice, 2017
The current study examines the performance and achievement of students in the Systematic Qualitative Analyses of Cations (SQACs). We sought answers to questions such as, "What are the students' levels of performance?" and "What is the relation between the average scores for performance and achievement?." This was done by using…
Descriptors: Foreign Countries, Qualitative Research, Science Achievement, Inquiry
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Çiçek, Ö.; Ilhan, N. – Chemistry Education Research and Practice, 2017
Students are more likely to be successful in topics they are interested in than others. This study aims to develop an Acid-Base Interest Scale (ABIS) and subsequently evaluate the interest of pre-service science teachers in acids-bases according to gender, years at the university, type of high school the pre-service science teachers attended, and…
Descriptors: Student Interests, Science Interests, Chemistry, Science Tests
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Sendur, G.; Polat, M.; Kazanci, C. – Chemistry Education Research and Practice, 2017
The creative comparisons prospective chemistry teachers make about "chemistry" and the "chemist" may reflect how they perceive these concepts. In this sense, it seems important to determine which creative comparisons prospective teachers make with respect to these and how these can change after the history of chemistry is…
Descriptors: Foreign Countries, Science Teachers, Chemistry, Scientists
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Demirdögen, Betül; Uzuntiryaki-Kondakçi, Esen – Chemistry Education Research and Practice, 2016
The purpose of this case study was to investigate how pre-service chemistry teachers' science teaching orientations change during a two-semester intervention designed to enhance their pedagogical content knowledge (PCK) for teaching the nature of science (NOS). Moreover, the way that pre-service chemistry teachers translated their change in…
Descriptors: Foreign Countries, Theory Practice Relationship, Preservice Teachers, Student Teacher Attitudes
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Derman, Aysegul; Eilks, Ingo – Chemistry Education Research and Practice, 2016
Understanding students' cognitive structures in a specific knowledge domain helps to determine the ''what, how and why'' features of such knowledge, so that we can take these structures into consideration in teaching. The purpose of the present study was to identify students' cognitive structures about solution and dissolution concepts. The study…
Descriptors: High School Students, Chemistry, Science Instruction, Cognitive Structures
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