The Future of Education

Edition 14

Accepted Abstracts

How Do Pre-Service Science Teachers’ Understand Representations?

Betul Demirdogen, Zonguldak Bülent Ecevit University (Turkey)

Gulsah Demircan, Zonguldak Bülent Ecevit University (Turkey)

Abstract

Chemistry is a discipline of science, which is both abstract and multi-representational (i.e., macroscopic, submicroscopic, and symbolic) in nature (Johnstone, 2000). By the use of representations, “…chemists are able to visualize, discuss, and understand the molecules and chemical processes that account for the more perceivable reagents and phenomena they observe…” (Kozma & Russel, 2005, p. 130). Similarly, science educators recommended the use of representations by teachers for helping students meaningfully interpret this abstract world (Talanquer, 2011). However, students have difficulties when reading representations (Stylianidou, 2002) and if students interpret the representations by themselves they may have misconceptions (Chittleborough & Treagust, 2008). Therefore, the purpose of this study was to investigate preservice science teachers’ understandings about representations. We utilized a qualitative research methodology (Creswell, 2007). Nine preservice teachers (6 female and 3 male) agreed to participate. Semi-structured interviews were conducted with participants. Preservice teachers were asked to explain and draw an example of representation levels during interview. Content analysis was used to analyze data. Pre-service teachers’ responses regarding representations were coded as “true (T), partially true (PT), and false (F)”. The authors coded the data belonging to three of the preservice teachers independently. We calculated inter-rater reliability as .87, which is good (Miles & Huberman, 1994). Then, discrepancies among the coders were resolved. After reaching consensus, the second author coded all data. Results indicated that all preservice teachers had true understandings about macroscopic representations while percentage of participants whose understandings were true about submicroscopic and symbolic representation were the same and 56 % for both (N=5). 33 %  (N=3) and 22 % (N=2) of preservice teachers had partial understandings about submicroscopic and symbolic representations respectively. Number of preservice teachers who had false understanding about submicroscopic representation is lower (11%, N=1) than the ones (22%, N=2) whose understanding is false about symbolic representation. Literature have also provided compatible findings with this study indicating that understanding macroscopic representation is easier than understanding submicroscopic and symbolic representations for preservice teachers (Ramnarain & Joseph, 2012). Implications for science educators and science education research are provided.

Keywords: chemical representations, preservice science teachers, case study, science education.

References:
[1] Chittleborough G., & Treagust D. (2008). Correct interpretation of chemical diagrams requires transforming from one level of representation to another, Research in Science Education, 38, 463–482.
[2] Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Thousand Oaks, CA: Sage.
[3] Johnstone, A. H. (2000). Chemical education research: Where from Here? University Chemistry Education, 4(1), 34-38.
[4] Kozma, R., & Russell, J. (2005). Students becoming chemists: Developing representational competence. In John K. Gilbert (Ed.), Visualization in science education (pp. 121-145). Springer Netherlands.
[5] Miles M. B. and Huberman A. M., (1994). Qualitative data analysis: an expanded sourcebook, 2nd Ed., Thousand Oaks: Sage Publications.
[6] Ramnarain, U. & Joseph, A. (2012). Learning difficulties experienced by grade 12 South African students in the chemical representation of phenomena. Chemistry Education Research and Practice, 13(4), 462-470.
[7] Stylianidou, F. (2002). Analysis of science textbook pictures about energy and pupils’ readings of them. International Journal of Science Education, 24(3), 257-283.

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