NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1087291
Record Type: Journal
Publication Date: 2016-Jan
Pages: 9
Abstractor: As Provided
ISSN: EISSN-1756-1108
Exploring the Impact of Argumentation on Pre-Service Science Teachers' Conceptual Understanding of Chemical Equilibrium
Aydeniz, Mehmet; Dogan, Alev
Chemistry Education Research and Practice, v17 n1 p111-119 Jan 2016
This study examines the impact of argumentation on pre-service science teachers' (PST) conceptual understanding of chemical equilibrium. The sample consisted of 57 first-year PSTs enrolled in a teacher education program in Turkey. Thirty two of the 57 PSTs who participated in this study were in the experimental group and 25 in the control group. The experimental group students learned the concept of chemical equilibrium through argumentation; the control group students learned the same concepts through business as usual (i.e. lectures, supported by laboratory experiments). The intervention lasted for 12 instructional hours, of which 4 were spent in the laboratory. The chemical equilibrium concept test was administered to both groups of students one week after the intervention. The results show that the experimental group students performed significantly better than then control group students on the chemical equilibrium concept test. The mean difference between two groups is 14.026. This difference is statistically significant at (*p < 0.001). However, the control group students performed significantly better on the comprehensive course final exam.
Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Grant or Contract Numbers: N/A