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ERIC Number: EJ1145726
Record Type: Journal
Publication Date: 2016-Dec
Pages: 15
Abstractor: As Provided
Reference Count: 47
ISBN: N/A
ISSN: EISSN-1609-4913
An Analysis of Prospective Chemistry Teachers' Cognitive Structures through Flow Map Method: The Subject of Oxidation and Reduction
Temel, Senar
Asia-Pacific Forum on Science Learning and Teaching, v17 n2 Article 18 Dec 2016
This study aims to analyse prospective chemistry teachers' cognitive structures related to the subject of oxidation and reduction through a flow map method. Purposeful sampling method was employed in this study, and 8 prospective chemistry teachers from a group of students who had taken general chemistry and analytical chemistry courses were included in the study. To determine participants' cognitive structures related to the subject of oxidation and reduction, participants were asked two questions which did not guide them. Then the answers they gave to the questions were collected, and a flow map for each participant was prepared. The flow maps obtained through participants' written narratives were analysed in terms of quantitative variables used in presenting cognitive structures in quantitative statements. On examining participants' flow maps in accordance with all the quantitative variables used in presenting cognitive structures, it was found that prospective chemistry teacher 8 had the largest comprehensive cognitive structure, prospective chemistry teacher 4 had the medium comprehensive cognitive structure whereas prospective chemistry teacher 1 had the narrowest comprehensive cognitive structure. Participants' misconceptions were also determined through flow maps.
Hong Kong Institute of Education. 10 Lo Ping Road, Tai Po, New Territories, Hong Kong. Tel: +011-852-2948-7650; Fax: +011-852-2948-7726; e-mail: apfslt@sci.ied.edu.hk; Web site: http://www.ied.edu.hk/apfslt
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A