What do Pre-Service Physics Teachers Know and Think about Concept Mapping

Nilüfer Didiş; Özgür Özcan; Ali Azar

doi:10.12973/eurasia.2014.1031a

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Nilüfer Didiş ¹, Özgür Özcan ² ^* , Ali Azar ¹

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¹ Bülent Ecevit University, TURKEY² Hacettepe University, TURKEY^* Corresponding Author

Abstract

In order to use concept maps in physics classes effectively, teachers’ knowledge and ideas about concept mapping are as important as the physics knowledge used in mapping. For this reason, we aimed to examine pre-service physics teachers’ knowledge on concept mapping, their ideas about the implementation of concept mapping in physics classes, the hidden elements influencing their ideas, and the relations between knowledge and ideas, qualitatively. The participants of this study were eight pre-service physics teachers enrolled in the physics education department at two state universities. The results of the interviews conducted with the participants and their artifacts revealed that although pre-service physics teachers had basic knowledge about concept mapping, they had some negative ideas about implementation in physics classes. Furthermore, language, limitation in assessment, limitation in expressions, and teacher’s knowledge were identified as the sources of pre-service physics teachers’ negative ideas.

Keywords

physics education
concept map
teacher education

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 10, Issue 2, 2014, 77-87

https://doi.org/10.12973/eurasia.2014.1031a

Publication date: 15 Dec 2014

Article Views: 1936

Article Downloads: 1041

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How to cite this article

APA

Didiş, N., Özcan, Ö., & Azar, A. (2014). What do Pre-Service Physics Teachers Know and Think about Concept Mapping. Eurasia Journal of Mathematics, Science and Technology Education, 10(2), 77-87. https://doi.org/10.12973/eurasia.2014.1031a

Vancouver

Didiş N, Özcan Ö, Azar A. What do Pre-Service Physics Teachers Know and Think about Concept Mapping. EURASIA J Math Sci Tech Ed. 2014;10(2):77-87. https://doi.org/10.12973/eurasia.2014.1031a

AMA

Didiş N, Özcan Ö, Azar A. What do Pre-Service Physics Teachers Know and Think about Concept Mapping. EURASIA J Math Sci Tech Ed. 2014;10(2), 77-87. https://doi.org/10.12973/eurasia.2014.1031a

Chicago

Didiş, Nilüfer, Özgür Özcan, and Ali Azar. "What do Pre-Service Physics Teachers Know and Think about Concept Mapping". Eurasia Journal of Mathematics, Science and Technology Education 2014 10 no. 2 (2014): 77-87. https://doi.org/10.12973/eurasia.2014.1031a

Harvard

Didiş, N., Özcan, Ö., and Azar, A. (2014). What do Pre-Service Physics Teachers Know and Think about Concept Mapping. Eurasia Journal of Mathematics, Science and Technology Education, 10(2), pp. 77-87. https://doi.org/10.12973/eurasia.2014.1031a

MLA

Didiş, Nilüfer et al. "What do Pre-Service Physics Teachers Know and Think about Concept Mapping". Eurasia Journal of Mathematics, Science and Technology Education, vol. 10, no. 2, 2014, pp. 77-87. https://doi.org/10.12973/eurasia.2014.1031a