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A non-experimental descriptive and correlational design was used to examine the ‘notion of the nature of scientific model, atom achievement and correlation between the two’ held by a total sample of 76 prospective science teachers. “Students’ Understanding of Models in Science” scale was utilized to evaluate the views of the prospective science teachers on the nature of scientific models. “Atom Achievement Test” was used to determine the achievement levels of the prospective science teachers. Some meaningful outcomes were obtained related to the views of the prospective science teachers on the nature of scientific models. No any significant relationship was observed between the views of the prospective science teachers on the nature of scientific models and their achievement in the topic of Atom. The findings have been analysed by comparing them with the relevant literature and the implications to enhance prospective science teachers modeling ability have been discussed.
A non-experimental descriptive and correlational design was used to examine the 'notion of the nature of scientific model, atom achievement and correlation between the two' held by a total sample of 76 prospective science teachers. ‚Students' Understanding of Models in Science‛ scale was utilized to evaluate the views of the prospective science teachers on the nature of scientific models. ‚Atom Achievement Test‛ was used to determine the achievement levels of the prospective science teachers. Some meaningful outcomes were obtained related to the views of the prospective science teachers on the nature of scientific models. No any significant relationship was observed between the views of the prospective science teachers on the nature of scientific models and their achievement in the topic of Atom. The findings have been analysed by comparing them with the relevant literature and the implications to enhance prospective science teachers modeling ability have been discussed.
The purpose of this study is to reveal the preservice science teachers' difficulties about the concept of atoms. The data was collected from two different sources: The Draw an Atom Test (DAAT) and face-to-face interviews. Draw an atom test (DAAT) were administered to the 142 science teacher candidates. To elaborate the results, the researcher conducted face-to-face interviews with 15 students. The students’ drawings were analyzed and grouped into eight different categories. These categories were: 1- Rutherford atomic model, 2- Bohr atomic model, 3- Probability orbit model, 4- Probability model, 5- Electronium model, 6- Electronium orbit model, 7- Orbital model, and 8- Wave orbit model. Based on the results, the Bohr atomic model was the most drawn model by the students while probability atomic model, the wave orbit model, and Electronium orbit model were the least drawn. Moreover, the study demonstrated that the pre-service science teachers had difficulty in grasping atom, electron cloud, and orbital concepts as well as the atom models, the probable nature of quantum physics, and wave-particle duality.
Currently, implementing models and modelling activities in science teaching is considered to be essential. Apart from being crucial as an auxiliary aid to the construction of scientific knowledge, they also play a major contribution in the development of adequate views of nature of science and models, as well as in the development of scientific inquiry competencies. However, many studies disclose that science teachers do not rely on models in their classes very often, thus revealing some lack of knowledge regarding them. With the intention of improving prospective science teachers' views of the nature of science, emphasising the nature of models, as well as their role in science and for teaching science, an intervention programme was conducted and evaluated. Nine prospective science teachers voluntarily attended the intervention programme and responded to previously validated questionnaires and interviews about models before and after it. Data was analysed with the help of the Q.S.R. NVivo 10 qualitative data analysis package. In general terms, prospective science teachers improve their views regarding models in science and for teaching. Nevertheless, the observation of their classes will be an invaluable asset for future research.
This study focused on determining the elements of mental models of atomic structure and views on visual representations of models of atomic structure in two sub-cohorts of student teachers studying at a university in Turkey. In total, 141 student teachers participated in this study. In the first cohort, the focus was on 73 freshman science student teachers' drawings of mental models of atomic structure. The analysis showed a wide variety of individual aspects in the students' minds when asked to sketch the structure of atoms. The majority of students preferred to draw two-dimensional structures, neglecting the atom's space-filling character. Concerning the details of atomic structure, the majority of students emphasized only the most essential components of atoms, namely protons, neutrons, and electrons. It was quickly recognizable that these elements were arranged according to different analogies or representations of historical models, particularly related to Bohr's atomic theory and different representations thereof. Overall, the different visual representations of atomic models the students see in school, almost exclusively serve as the basis for their ideas about atomic structure. Current atomic theory, like quantum mechanical models, are generally not used when students are asked for a "contemporary" model of atoms. Rather it seems that concreteness and functionality are the primary factors leading to the selection of an atomic model when requested. This study is supplemented by data collected from the second cohort of 68 prospective teachers consisting of a diverse group of students ranging from freshman to senior level. The students in this cohort were asked for their preferred illustrations of atoms in textbooks. Open-ended questions about atoms led to further insights. The analysis of the prospective teachers' drawings indicated that a more careful approach to teaching is necessary to clarify the relationships between different models of atomic structure and to allow students to understand what an appropriate and contemporary understanding of atomic structure should encompass.
2011 •
The general aim of modeling is to test an idea- represented as a system of related processes, events, or structures-against observations in the real world. The scientific modeling is different from the model space craft or the various models (clothes, cars, etc.) on the magazines. The model space crafts are done to reduce the size of the object that we can see to a smaller size which can be worked on better. The purpose of using such models is rather than explaining an event, to reproduce by copying as in the model space craft example or to advertise by the models on the magazines. Therefore, in this study, it was aimed to do validity and reliability study of “The Role of the Scientific Models Scale” according to the high school students ‟ level and whose reliability study was done in order to determine the views of the high school students towards scientific modeling.
This study aims to investigate Turkish students' mental models of the "atom" concept. To achieve this aim, a two-item questionnaire was administered to a total of 325 students (i.e., 104 Grade 8 students, 114 Grade 11 students, and 107 science student-teachers). The present study showed that all students under investigation have similar difficulties in modeling the concept of "atom". In addition, it was found that even if senior science student-teachers' percentages were higher than those of Grade 8 and Grade 11 students they possessed similar alternative conceptions to those of their future students. Further, it was concluded that there is no clear link between students' models and their grades. In the light of the study, it can be suggested that due to the Ministry of National Education's recent revisions of the science education curricula and instructional materials, further emphasis should be given to the concept of "atom" and its modeling in related course books by differentiating atomic models from each other
ICERI2017 Proceedings
PRESERVICE ELEMENTARY TEACHERS' UNDERSTANDINGS ABOUT SCIENTIFIC MODELS AND MODELLING2017 •
Abstract: Scientific models are important thinking tools, which are used to generate explanations and predications. Despite the relevance of scientific models and modelling in science education, several studies reveal that students and teachers do not possess adequate views regarding these topics. This study investigated preservice elementary teachers' views about scientific models and modelling. Research questions included: (1) what do preservice elementary teachers understand about models and modelling in science?; (2) is there a relationship between preservice teachers' views about scientific models and modelling and their scientific background in high school or year of course attendance? A questionnaire adopted form the literature was applied to a sample of preservice elementary teachers of one Portuguese institution of higher education at 1st, 2nd and 3th years of the course. This questionnaire comprised five aspects of students' understanding of models and modelling: nature of models, multiple models, purpose of models, testing models, and changing models. Descriptive analysis showed that a high percentage of preservice elementary teachers hold naive or uninformed understandings of models and modelling. From this we can infer that this lack of understanding would hamper their pedagogical practice related to scientific issues in a fundamental way as well their teaching and learning in their initial formation. Moreover, students' understanding of models and modelling didn't became more elaborated with increasing university years and no difference was found taking in account the area chosen in high school.
This study sheds some light on the commonly held views of senior secondary students about the nature of science. The study is framed around the philosophical positions on the nature of science and elaborate treatment of its various aspects as given by Lederman (2002). The study is purely qualitative and emergent and has been conducted in the Indian context. Samples of the study are school children who have opted science and the college students who are in the first year of graduation course with chemistry as one of their major subjects. In this study we have tried to describe how students perceive science to be and how it works along with trying to present an emergent relationship between their understanding of the nature of science and their interest in and appreciation of science. Furthermore, taking insights from many studies (Mc Comas, Almazora and Clough (1998)) that chemistry textbooks have an important role in shaping ideas and understanding of concepts in science and the nature of science, we reviewed the NCERT chemistry textbook looking for representation of some aspects of the nature of science. This book is chosen because of being relied upon heavily by students and teachers as the main source of information in Indian schools. Also, looking at the current trend worldwide (Nuffield Projects, PISA documents) there was a felt need how NCERT textbooks fare on the yardstick of parameters set to decipher the effectiveness of chemistry concepts taught to the children. We also have used in this study the Niaz and Fernandez (2008) framework to review a chapter on ?structure of atom? looking for the representation of Historical and Philosophical treatment of the chapter. Major findings reveal that college and school students had almost the same views about the nature of science. Textbook writing needs to incorporate the style of presentation which doesn?t distort the real science, its nature and how it develops. The textbook reviewed for the chapter ?structure of atom? was not written as per the historical and philosophical framework. Students didn?t appreciate the need to study older theories. Several such findings are enlisted in this study. Thus, this study presents how actually this study was conceptualized, took its course and finally manifested in the form of results, findings and discussions which we would like to share with you.
Students try to understand many abstract concepts by using mental models they have created by thinking and imagining. Students must have a functional and dynamic atomic model in their minds in order to understand the atomic and atomic concepts. In this study; it was aimed to determine the models of science student candidates using the analogy of atomic concepts by using analogies. The study carried out in the spring semester of 2016 - 2017 academic year; 47 science teachers were involved with the undergraduate students studying in the second grade. In the study, it was desired to establish an analogy of the atomic concept and to explain this analogy in order to determine the atomic models in the minds of the prospective teachers. Subsequently, in the course of modern physics, the students were told about the atom and atom modeling, and they were asked to establish an analogy with the atomic concept. First of all, their characteristics were examined by analyzing the types of analogies, origin, relationship and similarity that teacher candidates established. Then the answers given by the teacher candidates were separated by categorized by qualitative analysis method and the frequency values were obtained. It has been determined that prospective teachers use daily information in their analogies and use concrete concepts to establish analogies. It is also seen that teacher candidates often try to establish similarities in their analogies in their constructs. Teacher candidates have established similarities in the analogies of atoms such as shape, orientation, disintegration. The analogies used by the prospective teachers initially represented Dalton, Thomson and Bohr atom models; and modern atomic theory, Bohr and Rutherford atomic models. It has been determined that the students do not represent any atomic model of the analogy established by the 7th modern physics lesson before 19th.
2013 •
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