Open AccessContext-based chemistry problem solving
Author(s) -
Canan Koçak Altundağ
Publication year - 2020
Publication title -
new trends and issues proceedings on humanities and social sciences
Language(s) - English
Resource type - Journals
ISSN - 2547-8818
DOI - 10.18844/prosoc.v7i3.5245
Subject(s) - chemistry education , context (archaeology) , mathematics education , science education , chemistry , psychology , quality (philosophy) , coherence (philosophical gambling strategy) , pedagogy , mathematics , epistemology , paleontology , philosophy , statistics , biology
The purpose of this study was to investigate preservice chemistry teachers’ science expectations on learning science after they completed the introductory Context-Based Chemistry Problem Solving. The sampling of the study consisted of 22 preservice chemistry teachers studying at Hacettepe University, Faculty of Education. The scores obtained by participating groups from the ‘Science Expectations Questionnaire’. In addition, preservice teachers’ interviews are given as evidence. As a result of the evaluation of preservice chemistry teachers’ the expectations about learning science on independence, coherence, concept, reality link, math link and effort dimensions, it is thought that there will be important outcomes in terms of improvement of the quality of teacher training at the university and that there will be an important contribution to literature in this sense.
Keywords: Context-based chemistry problem solving, science expectations, teacher education.