Preservice Chemistry Teachers' Level Of Explaining The Chemical Basis Of Everyday Phenomena [Ki̇mya öǧretmen adaylarinin gündeli̇k yaşam olaylarinin ki̇myasal temeli̇ni̇ açiklama düzeyi̇]

Abstract

The consensus amongst the studies concerning quality and professionalism in education is that for effective teaching, meaningful learning should be encouraged by linking the learned subject matter and everyday life. In this survey research, preservice chemistry teachers' level of explaining the chemical basis of everyday phenomena and the effect of their chemistry knowledge on their explanations, were explored. The research sample comprised 31 senior students in the Chemistry Education program of a public university in Turkey. Two questionnaires, the Everyday Phenomena Achievement Test including open-ended questions and the Chemistry Knowledge Achievement Test with multiple-choice items, were developed as data collection instruments. According to research findings, there was a significant relationship between the preservice teachers' chemistry knowledge level and their explanations of the chemical basis of everyday phenomena. Their level of explaining everyday phenomena fell short of expected levels and was found to be lower than their level of chemistry knowledge. For meaningful science and chemistry learning, more space needs to be given in elementary, middle, secondary and teacher education curricula to the chemical basis of everyday phenomena. Curriculum effectiveness or student achievement may be evaluated by utilizing the questionnaires developed.