Browsing by Author "Uzuntiryaki, Esen"

Now showing 1 - 3 of 3

Pre-Service Chemistry Teachers' Understanding of Ionization and Dissolution
(Elsevier Science Bv, 2011) Ekiz, Betul; Bektas, Oktay; Tuysuz, Mustafa; Uzuntiryaki, Esen; Kutucu, E. Selcan; Tarkin, Aysegul
The purpose of this study was to find out pre-service chemistry teachers' explanations and representations regarding ionization and dissolution concepts. Data were collected through open ended questions from seven respondents. Findings indicated that only three participants agreed that solid AgCI partially dissolves in water. Moreover, only two of them drew this process at the microscopic level correctly. Similarly, three respondents accepted that solid NaCI dissolves in water not ionizes. Moreover, only two of them were able to draw this process at the microscopic level correctly. Finally, one participant stated that gaseous HCl ionizes in the water. Also, none of the participants represented this process correctly. (c) 2011 Elsevier Ltd. Open access under CC BY-NC-ND license.
Pre-Service Chemistry Teachers' Understanding of Phase Changes and Dissolution at Macroscopic, Symbolic, and Microscopic Levels
(Elsevier Science Bv, 2011) Tuysuz, Mustafa; Ekiz, Betul; Bektas, Oktay; Uzuntiryaki, Esen; Tarkin, Aysegul; Kutucu, E. Selcan
The purpose of this study was to investigate how pre-service chemistry teachers use macroscopic, symbolic, and microscopic levels and how they integrate teaching strategies at these three levels while instructing phase changes and dissolution. Also, their opinions on the importance of using these three levels in their instructions were examined. The participants were seven pre-service chemistry teachers. Data were collected using open ended questions. Results indicated that pre-service chemistry teachers generally used demonstration, experimentation, and lecturing at macroscopic level. Although they believed that the use of the three levels promotes meaningful learning, they had some difficulties in integrating these levels with the contents during instruction. (c) 2011 Elsevier Ltd. Open access under CC BY-NC-ND license.
Providing a Set of Research-Based Practices To Support Preservice Teachers' Long-Term Professional Development as Learners of Science Teaching
(Wiley, 2013) Aydin, Sevgi; Demirdogen, Betul; Tarkin, Aysegul; Kutucu, Selcan; Ekiz, Betul; Akin, Fatma Nur; Uzuntiryaki, Esen
The purpose of this research was twofold. The first was to investigate the development of preservice teachers' knowledge base for science teaching on the rate of reaction topic within the 14-week content representation (CoRe)-based mentoring-enriched practicum course. In this course, CoRe design was used as a form of lesson planning and intensive educative mentoring was provided by teaching assistants. The second purpose was to identify which aspects of the practicum course contributed to preservice teachers' development. Three preservice chemistry teachers voluntarily participated in the study. Qualitative data sources included CoRe, semistructured interviews, and reflection papers. Both inductive and deductive analyses were applied by triangulating findings from multiple data sources. Results revealed that at the end of the practicum, participants were able to successfully link content with teaching to promote student learning. Their pedagogical content knowledge (PCK) developed with its all components coherently integrated with each other. They also started to view the PCK construct as professional pedagogical knowledge. Educative mentoring with the use of an explicit and shared PCK language supported by CoRes, teaching experiences, and the observation of peers were reported as the most valuable aspects in stimulating teacher development. Implications for teachers' professional growth and research are discussed. (C) 2013 Wiley Periodicals, Inc. Sci Ed 97:903-935, 2013