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Student’s Misconceptions and Understandings of Metal, Nonmetal, Semimetal, Alloy Concepts at Different Levels of Schooling
Karamustafaoğlu, S., & Ayas, A.
Paper of the national journal, M.Ü. Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi
Turkish
This study was perfrormed in order to define students’ misconceptions and understanding levels of concepts of “metal, nonmetal, semimetal, alloy” at different learning levels. The sample of the study is composed of randomly selected students of primary school, high school and university in Trabzon. A total of 150 students were studied as of 50 students from primary school 8th class, 50 students from secondary education 11th class and 50 students from Science Education Department of Karadeniz Technical University Fatih Education Faculty. A test was applied in order to define the understanding levels of students on these subjects and the students were asked to explain the reasons for their answers . The percentage of correct and false expressions were calculated depending on characteristics of questions in the analysis of data obtained. Also, comparisons were made using the SPSS package programme.
At the end of the evaluation of the applied test over 100, it was determined that primary school 8th class students got 29, secondary school 11th class students got 45 and senior class science teacher programme students got 52. When the achievements of students at the test was evaluated compared to each other, primary school 8th class students’ levels of interpretation of the concepts “metal, nonmetal, semimetal, alloy” and associating them with their daily lives constituted a meaningful negative difference statistically in proportion to other classes. It was concluded that Secondary school 11th class students and science teacher programme senior class students‘ understaning and interpretation levels of the related concepts didn’t constitute a meaningful difference statistically, in other words their achievements were almost at the same level and low.
The concepts of “metal, nonmetal, semimetal, alloy” are passed over by only giving their definitions and characteristics in science books . Therefore students memorise them and forget them after some time. It provides benefits in use of more effective technics in teaching these concepts. There are also many methods and technics related with concept teaching in education It is also mentioned in the study that use of these technics and especially use of laboratories and visual materials by teachers will be more effective and help permenant learning.
Printed Document
Mustafa Bayrakcı
Sakarya University
Researcher