Open AccessChemistry Teachers’ Misconceptions Concerning Concept of Chemical Reaction Rate
Author(s) -
Ali Kolomuç,
Seher Tekin
Publication year - 2011
Publication title -
international journal of physics and chemistry education
Language(s) - English
Resource type - Journals
ISSN - 2589-8876
DOI - 10.51724/ijpce.v3i2.194
Subject(s) - comprehension , mathematics education , chemistry education , class (philosophy) , chemistry , concept learning , psychology , epistemology , computer science , social psychology , philosophy , enthusiasm , programming language
Teachers play a great role in how students understand and learn the concepts taught in class. Studies show that teachers reflect their already-existing conceptual constructs and their problem-solving processes on students. This is also true of the misconceptions reflected in chemistry classes, especially when abstract concepts are being taught. The purpose of this study is to see the degree of understanding of chemistry teachers concerning the chemical reaction rate concept. A case study research method was used in the study whose sample consisted of 70 chemistry teachers from forty different cities in Turkey. The data were collected through a chemical reaction rate comprehension test comprising five open-ended questions. The results have indicated that teachers have some misconceptions concerning chemical reaction rate.