PROMOTING PRE-SERVICE SCIENCE TEACHERS’ CONCEPTUAL UNDERSTANDING ABOUT BOILING BY DIALOGIC TEACHING

Mehmet Demirbağ; Sevgi Kingir

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PROMOTING PRE-SERVICE SCIENCE TEACHERS’ CONCEPTUAL UNDERSTANDING ABOUT BOILING BY DIALOGIC TEACHING

Title	PROMOTING PRE-SERVICE SCIENCE TEACHERS’ CONCEPTUAL UNDERSTANDING ABOUT BOILING BY DIALOGIC TEACHING
Publication Type	Journal Article
Year of Publication	2017
Authors	Demirbağ, M, Kingir, S
Journal	Journal of Baltic Science Education
Volume	16
Issue	4
Start Page	459-471
Pagination	Continuous
Date Published	August/2017
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	boiling topic, conceptual change, dialogic teaching, pre-service science teachers
Abstract	In order to reach students who can efficiently use intended scientific understandings, it is important to have science teachers without conceptual difficulties. The aim of present research is to enhance pre-service science teachers’ conceptual understanding about boiling by dialogic teaching. The sample consisted of forty-three pre-service science teachers in their first year of teacher education. Dialog-based instructional activities were conducted in a chemistry laboratory course. Audio recordings of classroom discourse and written texts were used for data collection. Pre-service science teachers’ conceptions about boiling identified before and after dialogic teaching were analyzed using content analysis.. The findings showed that dialogic teaching efficiently supported pre-service science teachers’ understanding about boiling.
URL	http://oaji.net/articles/2017/987-1503904739.pdf
DOI	10.33225/jbse/17.16.459
Refereed Designation	Refereed
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