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KMID : 1059520190630060459
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Journal of the Korean Chemical Society
2019 Volume.63 No. 6 p.459 ~ p.472
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Analysis of Preservice Chemistry Teachers’ Modelling Ability and Perceptions in Science Writing for Audiences of General Chemistry Experiment Using Argument-based Modeling Strategy
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Cho Hey-Sook
Kim Han-Young
Kang Eu-Gene
Nam Jeong-Hee
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Abstract
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The purpose of this study was to investigate the effect of science writing for different audiences on preservice chemistry teachers’ chemistry concept understanding and modeling ability in general chemistry experiment activities using Argument-based Modeling (AbM) strategy. And we also examined preservice chemistry teachers’ perceptions of modeling in different audience groups. The participants of the study were 18 university students in the first grade of preservice chemistry teachers taking a general chemistry experiment course. They completed eleven topics of general chemistry experiment using argumentbased modeling strategy. The understanding of chemistry concept was compared with the effect size of pre- and post-chemistry concept test scores. To find out modeling ability, we analyzed level of model by each preservice chemistry teacher. Analytical framework for the modeling ability was composed of three elements, explanation, representation, and communication. The questionnaire was conducted to check up on preservice chemistry teacher’s recognition of modeling. The result of analyzing the effect of modeling for different audience on the understanding of chemistry concept and modeling ability, the preservice chemistry teachers’ were found to be more effective when the level of audience was low. There was no difference in the recognition of modeling between the groups for audience. However, we could confirm that the responses of preservice chemistry teachers are changed in concrete when they have an experience in succession on modeling.
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KEYWORD
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Argument-based Modeling (AbM) strategy, Modeling, Preservice chemistry teacher, Writing for different audiences
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