Misconceptions About Boiling And Their Possible Reasons

Coştu, B., Ayas, A. & Coştu, B.

Paper of the national journal, Kastamonu Eğitim Dergisi

Turkish

This study was performed in order to determine the fallacies about boiling concept and possible reasons for those. For that purpose, the misconceptions were determined by examining the studies related with boiling concept in national and international literature. After that a document which contained the misconception defined was prepared and semi-structured interviews with seven chemistry teachers were carried out with the help of that document. At the end of investigations performed on findings lack of knowledge was determined as one of the reasons for misconceptions. According to the result of the research and explanations of the teachers; students with lack of knowledge answer the questions related with concepts using their existing knowledge about the concept. Secondly, it can be deduced from the findings obtained that failing to perform the experiments with the purpose of reification is another reason of misconceptions. According to the result of the research and explanations of the teachers; students reify the things that they haven’t seen concretely differently in their minds so they construct different misconceptions in their minds. Thirdly, it can be deduced from the findings that the teachers’ styles of presentation of the subjects is another reason for occurence of misconceptions. According to the findigs obtained from the research, teachers’ presentation style of the subject and some inadequacies and mistakes with those cause some misconceptions occur in the minds of people

At the end of the literature review and interviews with teachers possible reasons of misconceptions related with boiling concept and suggestions related with removal of these take place in the study. It is also emphasized in the study that it would be very important to convey the defined knowledge to the teachers and researchers of this field. Making use of these information in performance of conceptual change can be given as the most important reason of that. Similarly, suggestions of teachers who are responsible from teaching of related concepts in relation with solution of students problems and teaching materials to be developed in that issue were also emphasized.

Printed Document

Murat Demirbaş

Kırıkkale University

Asst. Prof. Dr.