Exploring chemistry teacher candidates' profile characteristics, teaching attitudes and beliefs, and chemistry conceptions

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dc.contributor.authorKahveci, Ajda
dc.date.accessioned2025-01-27T21:00:21Z
dc.date.available2025-01-27T21:00:21Z
dc.date.issued2009
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractThe curricula of teacher education need periodic revisions to respond to the evolution of educational objectives. Teachers' beliefs, as well as their characteristics, teaching attitudes and competency in their subject matter play a decisive role in the success of any reform. In this study, a cross-sectional survey was conducted across years 1-5 of a teacher training program at a university in a metropolitan area in Turkey, seeking to outline prospective chemistry teachers' profile and understand their teaching beliefs and attitudes toward teaching as a profession. As a second facet, an investigation of prospective teachers' understanding of fundamental chemistry concepts was conducted, including the concepts of element, compound, the particulate nature of matter and chemical bonding. One hundred and forty chemistry teacher candidates (more women than men) responded to the beliefs and attitudes surveys. Chemistry concept probes were answered by group combinations of first, fourth and fifth year students. The results highlight positive attitudes and intentions of the participants about having teaching as a profession. Final year students appear to hold less traditional teaching beliefs than their year 3 and 4 peers, most likely because of their participation in courses on chemistry methods. Insufficient levels of understanding of fundamental chemistry concepts and common alternative conceptions were uncovered. Suggestions are made in regards to restructuring teacher preparation curricula and courses to allow for confrontation of beliefs and to be more conceptually challenging as well as practice based.
dc.identifier.doi10.1039/b908248b
dc.identifier.endpage120
dc.identifier.issn1109-4028
dc.identifier.issn1756-1108
dc.identifier.issue2
dc.identifier.scopus2-s2.0-69249201248
dc.identifier.scopusqualityQ1
dc.identifier.startpage109
dc.identifier.urihttps://doi.org/10.1039/b908248b
dc.identifier.urihttps://hdl.handle.net/20.500.12428/27002
dc.identifier.volume10
dc.identifier.wosWOS:000265477100005
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherRoyal Soc Chemistry
dc.relation.ispartofChemistry Education Research and Practice
dc.relation.publicationcategoryinfo:eu-repo/semantics/openAccess
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WoS_20250125
dc.subjectchemistry teacher preparation
dc.subjectprospective chemistry teachers
dc.subjecteducational reform
dc.subjectteaching science as inquiry
dc.subjectteaching attitudes
dc.subjectteaching beliefs
dc.subjectcross-sectional survey
dc.subjectchemistry misconceptions
dc.subjectchemical bonding
dc.subjectparticle model of matter
dc.titleExploring chemistry teacher candidates' profile characteristics, teaching attitudes and beliefs, and chemistry conceptions
dc.typeArticle

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