### Journal Name:

- Amasya Üniversitesi Eğitim Fakültesi Dergisi

### Keywords (Original Language):

Author Name | University of Author |
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Abstract (2. Language):

Problem Statement: Research studies have indicated that students correctly
solve algorithmic questions about a concept without having a basic
understanding of it. Parallel to this, in our schools, teachers have generally
determined their students’ chemistry achievement by using algorithmic
questions. This is an important problem for an effective chemistry education.
Purpose of the Study: The purpose of the present study is to compare
prospective science teachers’ performance on conceptual and algorithmic
chemistry questions.
Method(s): The descriptive survey model was adopted for the study. A total
of 92 student teachers in first year enrolled in science teacher education
department of a Faculty of Education in the eastern Blacksea region
participated in the study. A test consisting of 12 questions, half of which are
algorithmic and the others are conceptual, were developed and it covered six
chemistry topics; acid and base, mole concept, chemical equilibrium, gases,
dissolving, and finding molecular formula. The test included one conceptual
question and one algorithmic question related to each topic. Students’
performances on algorithmic and conceptual questions were statistically
analyzed by using independent samples t-test.
Findings and Discussions: The results of t-test showed that there was a
statistically significant difference between conceptual questions and
graphical questions (p < 0.05). This result was consistent with results of
previous studies. While 60% of students prefer algorithmic questions, 20% of
them prefer conceptual questions, which is consistent with t-test findings. 50% of the students solved correctly both conceptual and algorithmic
questions about all concepts under investigation. Although 27% of them
solved algorithmic questions correctly, they cannot solve conceptual
questions in same topics. While 14% of students solved conceptual questions
correctly, they cannot solve algorithmic questions. 9% of the students cannot
solve both conceptual and algorithmic questions.
Conclusions and Recommendations: Most of the students showed higher
performance on solving algorithmic questions requiring mathematical
calculations than conceptual questions. This difference in student
performance between algorithmic and conceptual questions was found
statistically significant. In a similar manner, most of the students preferred
algorithmic questions rather than conceptual questions. High performance on
conceptual questions could be a predictor in explaining students’
performance on algorithmic questions. Teachers and teacher educators should
be awareof results of this and similar studies with in-service training
programs.

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Abstract (Original Language):

Bu çalışmanın amacı, ilköğretim fen bilgisi öğretmen adaylarının
kavramsal ve algoritmik kimya sorularındaki performanslarını
karşılaştırmaktır. Çalışmaya, Doğu Karadeniz bölgesinde yer alan bir eğitim
fakültesinin ilköğretim fen bilgisi öğretmenliği programında öğrenim gören
toplam 92 birinci sınıf öğretmen adayı katılmıştır. Çalışmanın
yürütülmesinde betimsel tarama modeli benimsenmiştir. Gazlar, asit-baz,
molekül formülü bulma, denge, çözeltiler ve mol kavramı konularına yönelik
altı kavramsal altı algoritmik toplam 12 sorudan oluşan bir test
geliştirilmiştir. Testten elde edilen veriler, bağımsız örneklemeli t-testi
kullanılarak karşılaştırılmıştır. Sonuçlar, öğretmen adaylarının genel olarak
algoritmik sorularda kavramsal sorulardan daha yüksek başarıya sahip
olduklarını göstermektedir. Kimya öğretiminde kavramsal anlamayı merkeze
alan, sayısal işlemlerden ziyade kavram öğretimine ağırlık veren, öğretim
yöntemlerinin ve ölçme-değerlendirme yaklaşımlarının kullanılması
önerilmektedir.

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