MENTAL MODELS OF PRE-SERVICE SCIENCE TEACHERS ABOUT BASIC CONCEPTS IN CHEMISTRY

Abstract

The aim of this study was to investigate mental models of pre-service science teachers about basic concepts in chemistry. Cross-sectional research design was used in this study. The sample of the study consisted of 60 pre-service science teachers which were 15 freshmen, 15 sophomores, 16 junior, 14 senior. The drawings and the writing of the students about the basic concepts of chemistry, which we have asked to the participants as 5 open-ended questions, composed of the research data. The students are asked to answer these open-ended questions on the first page, and they were asked to draw their imaginations about the questions on the second page so that their mental images can be learned about these concepts of chemistry. Responses of questions and the students' mental models were compared with scientific answers/models, and were evaluated under five categories which were 'there is no drawing/expression', 'wrong or irrelevant drawing/ expression of question', 'partially correct drawing/ expression', 'the drawing/ expression that has some deficiencies', 'completely correct and complete drawing/ expression'. Tables including frequency were used analysis of data. The results of study indicated that relationship between levels of writing and drawings were interpreted according to class level