Akademik Veri Yönetim Sistemi
Eurasia Journal of Mathematics, Science and Technology Education, cilt.5, sa.2, ss.153-164, 2009 (SCI-Expanded)
This study aimed at identifying specifically prospective chemistry teachers’ difficulties in
determining the differences between the concepts of chemical thermodynamics and
kinetics. Data were collected from 67 prospective chemistry teachers at Kâzım Karabekir
Education Faculty of Atatürk University in Turkey during 2005-2006 academic year. Data
collection performed through two different instruments. In order to determine
prospective teachers’ difficulties in determining the differences between the concepts of
chemical thermodynamics and kinetics, a diagnostic test composed of five open-ended
questions was specifically developed for this study. Thirteen participants (out of 67) were
also interviewed in order to gather more information about the written responses. The
analysis of results showed six major misconceptions about the difference between the
concepts of chemical thermodynamics and kinetics indicating that the prospective
chemistry teachers attempted to interpret the kinetics of several phenomena by using
thermodynamics data. The findings reported here may contribute to understanding of
undergraduates’ difficulties and can be utilized in research that develops teaching strategies
to overcome such difficulties.