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Factors influencing pre-service science teachers' imagination at the microscopic level in chemistry

[Abstract] 
النوع مقال
ردمد 15710068
رقم الوثيقة 24929
مصدر المعلومات ERIC
المؤلف al-Balushi, Sulaiman M.
الصفحات pp. 1089-1110
ملاحظة عامة Peer reviewed
المصدر International Journal of Science and Mathematics Education. v7, n6, Dec 2009
الناشر New York: Springer، 2009
عنوان الناشر 233 Spring Street. New York, NY 10013. . Springer. T: 8007774643 T: 2124601500. F: 2123484505. service-ny@springer.com. http://www.springerlink.com.
ERIC رقم الوثيقة في EJ861410
الواصفات Imagination  -  Chemistry  -  Science teachers  -  Cognitive processes  -  Preservice teacher education  -  Science instruction  -  Scientific principles  -  Experimental teaching  -  Scientific concepts.  -  Concept formation  -  Models  -  Oman
لغة الوثيقة الانكليزية
البلد الولايات المتحدة
This study explores the mental images at the microscopic level of matter created by 22 preservice science teachers in Oman. Participants were encouraged during a guided imagery session to construct mental images for a scenario written about the explanation of the reaction of sodium in water. They were then asked to describe what they envisioned in their own imagination. Participants had images that were based on textbook illustrations, modeling kits, a solar-system model, physical properties, and humanized animations. 3D mental images represented 33.36% of participants' mental images at the microscopic level, while images in 2D format formed 39.15% of the overall created mental images. Several factors shaped the participants' mental images, such as their imaginative ability, attention mode, and the nature of their old images stored in their long-term memory. Most of the participants experienced image transformation from one form to another as they were progressing in the GI session. This unstable reliance on different models might indicate unorganized conceptual networks in learners' LTM: a feature that characterizes novices' mental networking. On the contrary, past research has revealed that experts have more organized and sophisticated conceptual networking. This study argued that participants lacked the homogeneous and reliable mental model of the atom that is required to carry out advanced cognitive processes for mental exploration of chemical phenomena. The absence of this mental model might explain the overwhelming finding in literature that many learners fail to explain and predict chemical phenomena. (ERIC: As Provided)

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al-Balushi, Sulaiman M.. (2009). Factors influencing pre-service science teachers' imagination at the microscopic level in chemistry . International Journal of Science and Mathematics Education. v7, n6, Dec 2009. pp. 1089-1110 تم استرجاعه من search.shamaa.org .