THE USE OF ANALOGY FOR THE DETERMINATION OF PRE-SERVICE SCIENCE TEACHERS’ COGNITIVE STRUCTURES ABOUT THE CONCEPT OF ATOM

Özlem Eryilmaz Muştu, Emin Berk Özkan

Abstract


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.

 

Article visualizations:

Hit counter

DOI

Keywords


atom, atom models, analogy, pre-service science teachers

References


Coll, R. K., & Treagust, D. F. (2008). Inquiry-Based Teacher- and Student Generated Analogies. In A. G. Harrison, & R. Coll, Using Analogies in Middle and Secondary Science Classrooms (s. 66-80). Thousand Oaks: CA: Corwin Press.

Cosgrove, M. (1995). A study of science-in-the-making as student generate an analogy for electricity. International Journal of Science Education, 3(17), 295-310. doi:10.1080/0950069950170303

Harman, G., & Çökelez, A. (2017). The Importance and Role of The Analogical Models in Science Education. Necatibey Faculty of Education, Electronic Journal of Science and Mathematics Education, 11(1), 340-363.

Kesercioğlu, T., Yılmaz, H., Huyugüzel Çavaş, P., & Çavaş , B. (2004). İlköğretim Fen Bilgisi Öğretiminde Analojilerin Kullanımı: Örnek Uygulamalar. Ege Eğitim Dergisi, 5, 35-44.

Mendonça, P. C., Justi, R., & de Oliveira, M. M. (2006). Analogias sorbe ligaçöes quimicas elaboradas por alunos do ensina medio (Secondary school student’s analogies about chemical bonding). Revista Brasileira de Pesquisa em Educaçao em Ciencias, 6(1), 35-54.

Mozzer, N. B., & Justi, R. (2012). Students' Pre- and post-teaching analogical reasoning when they draw their analogies. International Journal of Science Education, 3(34), 429-458. doi: 10.1080/09500693.2011.593202

Pittman, K. M. (1999). Student-generated analogies: Another way of knowing? Journal of Research in Science Teaching, 36(1), 1-22. doi:10.1002/(SICI)1098-2736(199901)36:1<1::AID-TEA2>3.0.CO;2-2

Wong, E. D. (1993). Understanding the generative capacity of analogies as a tool for explanation. Journal of Research in Science Teaching, 30(10), 1259-1272. doi: 10.1002/tea.3660301008

Yaseen, Z., & Akaygün, S. (2016). Lise Öğrencilerinin Atom İle ilgili zihinsel modelllerinin ders kitaplarındaki görsellerle karşılaştırılması. Mehmet Akif Üniversitesi Eğitim Fakültesi Dergisi (40), 469-490.

Yıldırım, A., & Şimşek, H. (2016). Sosyal Bilimlerde Nitel Araştirma Yöntemleri (10. Baskı b.). Ankara: Seçkin Yayıncılık.


Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Özlem Eryilmaz Muştu, Emin Berk Özkan

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2018. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.


This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).

 
Histats.com © 2005-2018 - GDPR: tracker policy -Integrate your policy - this website policy - Check/do opt-out