Ayşegül Derman, Kadriye Kayacan


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.


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chemistry education, nature of scientific models, the atom topic, prospective science teachers


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