The Effect of Multiple Representations of Physical and Chemical Changes on the Development of Primary Pre-service Teachers Cognitive Structures

Author:

Derman Ayşegül,Ebenezer Jazlin

Publisher

Springer Science and Business Media LLC

Subject

Education

Reference82 articles.

1. Abd-El-Khalick, F., & Lederman, N. G. (2000). Improving science teachers' conceptions of the nature of science: a critical review of the literature. International Journal of ScienceEducation, 22(7), 665±701.

2. Abraham, M. R., Williamson, V. M., & Westbrook, S. L. (1994). A cross-age study of the understanding of five chemistry concepts. Journal of Research in Science Teaching, 31(2), 147–165.

3. Adadan, E. (2014a). Investigating the influence of preservice chemistry teachers’ understanding of the particle nature of matter on their conceptual understandings of solution chemistry. Chemistry Education Research and Practice, 15, 219–238. https://doi.org/10.1039/C4RP00002A .

4. Adadan, E. (2014b). Model-tabanlı öğrenme ortamının kimya öğretmen adaylarının maddenin tanecikli yapısı kavramını ve bilimsel modellerin doğasını anlamaları üzerine etkisinin incelenmesi (Investigating the Effect of Model-Based Learning Environment on Preservice Chemistry Teachers’ Understadings of the Particle Theory of Matter and the Nature of Scientific Models). Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 33(2), 378–403.

5. Adadan, E., Irving, K. E., & Trundle, K. C. (2009). Impacts of multi- representational instruction on high school students’ conceptual understandings of the particulate nature of matter. International Journal of Science Education, 31(13), 1743–1775.

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