You are here

Home » Content

Enhancing prospective chemistry teachers’ cognitive structures in the topics of bonding and hybridization by internet-assisted chemistry applications

Journal Name:

  • World Journal on Educational Technology

Publication Year:

  • 2011

Key Words:

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
The purpose of this study is to determine the effects of internet-assisted chemistry applications on prospective chemistry teachers’ cognitive structures in the topics of bonding and hybridization. The sample of the study consisted of 36 prospective chemistry teachers attending Hacettepe University, Faculty of Education, the Department of Chemistry Education in 2010-2011 academic year and taking Basic Chemistry I lesson. In the study, students were separated into experimental and control groups according to their pre-cognitive structures. Students were requested to answer two open ended questions. Answers by each student were gathered and evaluated by flow map method. “Bonding and hybridization” topics were taught to control group with traditional teaching method and to experimental group besides traditional method internet-assisted applications were conducted. The same open-ended questions were given to both groups and their cognitive structures were examined once more. The differences between control and experimental groups’ cognitive structures were examined. A significant difference was identified in favour of experimental group (p<0, 05). The mean score of the Experimental group was X=19.94, and the mean score of the Control group was X=13.88. In addition, subsequent to internet assisted chemistry applications differences in terms of concepts and descriptions in prospective chemistry teachers’ in experimental and control group cognitive structure have been determined. When post flow maps of prospective chemistry teachers in experimental group, on whom internet assisted chemistry applications were made, are formed, it has been determined that there are more statements about hybridization, hybridization types, molecule geometry and bond angles compared to control group.
Bookmark/Search this post with
FULL TEXT (PDF): 
PDF icon arastrmx_159831_3_pp_90-102.pdf
  • 2
90-102
  • English

REFERENCES

References: 

Anderson, O. R., & Demetrius, O. J. (1993). A flow map method of representing cognitive structure
based on respondents’ narrative using science content. Journal of Research in Science
Teaching, 30(8), 953-969.
Ardac, D., & Akaygun, S. (2005). Using static and dynamic visuals to represent chemical change at
molecular level. International Journal of Science Education, 27(11), 1269-1298.
Barak, M., & Dori ,Y. J. (2005). Enhancing undergraduate students' chemistry understanding through
project-based learning in an IT environment. Science Education, 89(1), 117-139.
Barnea, N., & Dori, Y.J. (2000). Computerized molecular modeling: The new technology for enhance
model perception among chemistry educators and learners. Chemistry Education: Research
and Practice in Europe, 1, 109-120.
Bischoff, P.J. (2002). The role knowledge frameworks play in the ability of pre-service elementary
teachers to explain the operation of a St. Louis Motor. School Science and Mathematics,
102(4), 181-189.
Buisoon, J., Chaynes, J., Delestre, B., Dumoulin, S., & Le Bescond, I. (2004). Apprendre et se former
sur le web: pour une typologie des sites pédagogiques. Mémoire de recherche, ENSSIB.
Carpi, A. (2001). Improvements in undergraduate science education using web-based instructional
modules: the natural science pages. Journal of Chemical Education, 78, 1709-1712.
Frailich, M., Kesner, M., & Hofstein, A. (2007). The influence of web-based chemistry learning on
students’ perceptions, attitudes, and achievements. Research in Science & Technological
Education, 25(2), 179–197.
Özge Özyalçın Oskay & Sinem Dinçol / World Journal on Educational Technology (2011) 90-102
100
Frailich, M., Kesner, M., & Hofstein, A. (2009). Enhancing students' understanding of the concept of
chemical bonding by using activities provided on an interactive website. Journal of Research in
Science Teaching, 46(3), 289-310.
Gabel, D. (1996). The complexity of chemistry: Research for teaching in the 21st century. Paper
presented at the 14th International Conference on Chemical Education, Brisbane, Australia.
Hubert, S., Petit, C., Demily,F., Detroz, P., & Denis, B. (2001). De l’utilisation pédagogique d’internet
dans l’enseignement secondaire. Le Point sur la Recherche en Education, 20, juin 2001.
Kim, B., Yang, C. & Tsai, I. (2005). Review of computer mediated collaborative concept mapping:
Implication for future research. Proceedings of 2005 conference on computer support for
collaborative learning: Learning 2005 the next ten years, 291-295.
Küçükcankurtaran, E. (2008). Çevre eğitiminde internetin kullanımı: çevreye karşı olan sorumluluklarımızın
farkına varmamızda internet nasıl etkili olabilir? Inet-tr’08 - XIII. Türkiye’de İnternet
Konferansı Bildirileri 22-23 Aralık 2008 Orta Doğu Teknik Üniversitesi, Ankara, 175-182.
Levy Nahum, T., Hofstein, A., Mamlok-Naaman, R. & Bar-Dov, Z. (2004). Can final examinations
amplify students’ misconceptions in chemistry? Chemistry Education: Research and Practice,
5(3), 301-325.
Liu, P., Chen, C., & Chang, Y. (2010). Effects of computer assisted concept mapping learning strategy
on EFL College students’ English learning comprehension. Computers and Education, 54(2),
436-445.
Marbach-Ad, G., Rotbain, Y., & Stavy, R. (2008). Using computer animation and illustration activities
to improve high school students' achievement in molecular genetics. Journal of Research in
Science Teaching, 45, 273-292.
Maule,R. W. (1997). Cognitive maps, Al agents and personalized virtual environments in internet
learning experiences. Internet Research: Electronic Networking Applications and Policy, 8 (4),
347- 358.
Own, Z. (2006). The application of an adaptive, web-based learning environment on oxidation
reduction reactions. International Journal of Science and Mathematics Education, 4, 73–96.
Para, D., & Ayvaz Reis, Z. (2009). Eğitimde bilişim teknolojileri kullanılması: kimyada su döngüsü.
Akademik Bilişim’09 - XI. Akademik Bilişim Konferansı Bildirileri, 1-13 Şubat, Harran
Üniversitesi, Şanlıurfa, 181-187.
Pichault, F. (2001). Ressources humaines et Changement stratégique. Bruxelles: De Boeck Université,
Bruxelles. Retrieved December 2010 from:
http://www.mhhe.com/physsci/chemistry/essentialchemistry/flash/hybrv18.swf
Selvi, M., & Yakışan, M. (2005). Akış haritaları yoluyla öğrencilerin bilişsel yapılarının belirlenmesi:
Ekolojik döngüler. Türk Fen Eğitimi Dergisi, 2 (1), 46-55.
Özge Özyalçın Oskay & Sinem Dinçol / World Journal on Educational Technology (2011) 90-102
101
Shavelson, R.J. (1974). Methods for examining representations of subject matter structure in a
student’s memory. Journal of Research in Science Teaching, 11, 231-249.
Tsai, C. C., & Huang, C. M. (2001). Development of cognitive structures and information processing
strategies of elementary school students learning about biological reproduction. Journal of
Biological Education, 36 (1), 21-26.
Tsai, C. C. & Huang C. M. (2002). Exploring students’ cognitive structures in learning science: A
review of relevant methods. Journal of Biological Education, 36 (1), 21-26.
Tsai, C. C. (2001). Probing students’ cognitive structures in science: the use of a flow map method
coupled with a meta- listening technique. Studies in Educational Evaluation 27, 257-268.
Uzunboylu, H. (2002). Web destekli ingilizce öğretiminin öğrenci başarısı üzerindeki etkisi (Efficiency
of web assisted english language instruction on the success of the student), Doktora Tezi,
Ankara Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
Ying-Shao H., & Rex A. T. (2002). The impacts of a web-aided instructional simulation on science
learning. International Journal of Science Education, 24(9), 955–979.

Thank you for copying data from http://www.arastirmax.com