Essa dissertação está baseada em uma pesquisa qualitativa, em que procuramos conhecer e analisar como professores em um curso de formação continuada, onde são utilizadas ferramentas visuais e modelos, receberiam esse tipo de informação e se esse modo de exposição poderia afetar a maneira como pensam a sua prática docente. Percebe-se que o papel dos modelos e da utilização de ferramentas que favoreçam a visualização tem crescido nas últimas décadas, fato observado pela quantidade de trabalhos envolvendo tal temática. Dessa maneira, os cursos de formação continuada podem ser bastante proveitosos, na tentativa de preparar o professor para a utilização crítica dessas ferramentas e modelos, bem como servirem como momentos de reflexão sobre a própria prática docente. Nesse sentido, foram acompanhadas pela pesquisadora as aulas de Química Orgânica de um curso de pós-graduação Lato Sensu. Foi aplicado um questionário no início das aulas, com o objetivo de identificar o perfil dos alunos, suas expectativas, seus conhecimentos prévios acerca de alguns conceitos trabalhados nessa tese. As aulas foram acompanhadas, visando-se perceber a interação da docente e dos alunos com as ferramentas visuais utilizadas. Além disso, observações sobre a metodologia da professora e sobre os instrumentos diferenciados empregados no ensino foram analisados. Posteriormente foi feita outra entrevista, em forma de questionário, onde foram comparadas as respostas coletadas nesse instrumento com todas as outras informações coletadas durante o curso. Nesse momento procuramos identificar os efeitos do convívio e da observação da utilização dos instrumentos visuais nesses alunos, buscando perceber se alguma mudança na maneira de atuar desses docentes será efetiva. Pela análise dos materiais utilizados pela docente desse curso de formação continuada, percebe-se a ênfase que esta dá aos recursos visuais, como suporte às explicações dos fenômenos observados. Mais além, pode-se dizer que alguns conceitos trabalhados pela professora seriam praticamente impossíveis sem essas ferramentas, como por exemplo, a estereoquímica. A análise dos resultados nos mostram que o curso era formado basicamente por professores de Ensino Médio, que buscavam no curso aperfeiçoamento e que tiveram um ensino de Química Orgânica insuficiente em suas graduações. A maioria desses docentes desconheciam conceitos como visualização, modelagem e modelos. Comparando-se as respostas do questionário final com os outros instrumentos de coletas de dados, observou-se uma mudança em relação a como os professores passaram a observar as suas aulas, já que muitos assinalaram querer modificar algum aspecto prático na sua metodologia de ensino. / This dissertation is based on a qualitative research project which aimed at investigating and analyzing how teachers enrolled in a continuing education course would relate to the visual aids and models employed as course tools, and whether being exposed to such resources could affect participants\' views on their own teaching practice. Models and visual aids have played an increasingly important role in the past decades, evidence of which is the significant number of studies on this theme. This way, continuing education courses may be effective in preparing teachers for the critical use of these tools and models, providing them with an opportunity to reflect on their teaching practice. In this research project, the Organic Chemistry classes of a graduate specialization course were monitored so that the interaction of the instructor and of the participants with the visual tools could be studied. In addition, the teaching methodology and the special resources employed were also observed and analyzed. In the beginning of the course, participants\' profile, expectations and previous knowledge of the concepts dealt with in this study were identified by means of a questionnaire. Later on, another interview was carried out with a second questionnaire, and the information collected this way was contrasted with all the data gathered throughout the course. At this point, the aim was to identify in the participants any effects of the experience and observation of such visual tools in use, in search of some evidence that an effective change in their practice could occur. The analysis of materials employed by the instructor in this continuing education course reveals the emphasis given to visual resources as essential support to the presentation of course content. As a matter of fact, the explanation of some concepts, such as those related to stereochemistry, would be practically impossible without visual aids. According to the data collected in this study, course participants were mostly high school teachers who claimed to have had insufficient instruction in Organic Chemistry in their undergraduate courses. Most of these teachers were not familiar with concepts such as visualization, modeling and models. When their answers on the final research questionnaire are compared to the data collected with other instruments in this study, a change in the way these teachers see their own classes can be observed. Many of them state through their answers on this final questionnaire that they would like to modify some practical aspect of their teaching methodology.

Essa dissertação está baseada em uma pesquisa qualitativa, em que procuramos conhecer e analisar como professores em um curso de formação continuada, onde são utilizadas ferramentas visuais e modelos, receberiam esse tipo de informação e se esse modo de exposição poderia afetar a maneira como pensam a sua prática docente. Percebe-se que o papel dos modelos e da utilização de ferramentas que favoreçam a visualização tem crescido nas últimas décadas, fato observado pela quantidade de trabalhos envolvendo tal temática. Dessa maneira, os cursos de formação continuada podem ser bastante proveitosos, na tentativa de preparar o professor para a utilização crítica dessas ferramentas e modelos, bem como servirem como momentos de reflexão sobre a própria prática docente. Nesse sentido, foram acompanhadas pela pesquisadora as aulas de Química Orgânica de um curso de pós-graduação Lato Sensu. Foi aplicado um questionário no início das aulas, com o objetivo de identificar o perfil dos alunos, suas expectativas, seus conhecimentos prévios acerca de alguns conceitos trabalhados nessa tese. As aulas foram acompanhadas, visando-se perceber a interação da docente e dos alunos com as ferramentas visuais utilizadas. Além disso, observações sobre a metodologia da professora e sobre os instrumentos diferenciados empregados no ensino foram analisados. Posteriormente foi feita outra entrevista, em forma de questionário, onde foram comparadas as respostas coletadas nesse instrumento com todas as outras informações coletadas durante o curso. Nesse momento procuramos identificar os efeitos do convívio e da observação da utilização dos instrumentos visuais nesses alunos, buscando perceber se alguma mudança na maneira de atuar desses docentes será efetiva. Pela análise dos materiais utilizados pela docente desse curso de formação continuada, percebe-se a ênfase que esta dá aos recursos visuais, como suporte às explicações dos fenômenos observados. Mais além, pode-se dizer que alguns conceitos trabalhados pela professora seriam praticamente impossíveis sem essas ferramentas, como por exemplo, a estereoquímica. A análise dos resultados nos mostram que o curso era formado basicamente por professores de Ensino Médio, que buscavam no curso aperfeiçoamento e que tiveram um ensino de Química Orgânica insuficiente em suas graduações. A maioria desses docentes desconheciam conceitos como visualização, modelagem e modelos. Comparando-se as respostas do questionário final com os outros instrumentos de coletas de dados, observou-se uma mudança em relação a como os professores passaram a observar as suas aulas, já que muitos assinalaram querer modificar algum aspecto prático na sua metodologia de ensino. / This dissertation is based on a qualitative research project which aimed at investigating and analyzing how teachers enrolled in a continuing education course would relate to the visual aids and models employed as course tools, and whether being exposed to such resources could affect participants\' views on their own teaching practice. Models and visual aids have played an increasingly important role in the past decades, evidence of which is the significant number of studies on this theme. This way, continuing education courses may be effective in preparing teachers for the critical use of these tools and models, providing them with an opportunity to reflect on their teaching practice. In this research project, the Organic Chemistry classes of a graduate specialization course were monitored so that the interaction of the instructor and of the participants with the visual tools could be studied. In addition, the teaching methodology and the special resources employed were also observed and analyzed. In the beginning of the course, participants\' profile, expectations and previous knowledge of the concepts dealt with in this study were identified by means of a questionnaire. Later on, another interview was carried out with a second questionnaire, and the information collected this way was contrasted with all the data gathered throughout the course. At this point, the aim was to identify in the participants any effects of the experience and observation of such visual tools in use, in search of some evidence that an effective change in their practice could occur. The analysis of materials employed by the instructor in this continuing education course reveals the emphasis given to visual resources as essential support to the presentation of course content. As a matter of fact, the explanation of some concepts, such as those related to stereochemistry, would be practically impossible without visual aids. According to the data collected in this study, course participants were mostly high school teachers who claimed to have had insufficient instruction in Organic Chemistry in their undergraduate courses. Most of these teachers were not familiar with concepts such as visualization, modeling and models. When their answers on the final research questionnaire are compared to the data collected with other instruments in this study, a change in the way these teachers see their own classes can be observed. Many of them state through their answers on this final questionnaire that they would like to modify some practical aspect of their teaching methodology.

The aim of this study is to investigate the effectiveness of conceptual change text oriented instruction accompanied with analogies over traditionally designed chemistry instruction on overcoming 10th grade students&rsquo / misconceptions, their understanding of rate of reaction concepts and their attitude towards chemistry as a school subject. 42 tenth grade students from two classes of a chemistry course taught by the same teacher at a public high school in &Ccedil / anakkale involved in the study. The study was carried out in Spring Semester of 2005-2006 Education Year. Two groups of students participated in the study. One group was called Experimental Group and instructed with conceptual change texts oriented instruction accompanied with analogies and the other group was called Control Group and was instructed with traditionally designed chemistry instruction over a period of four weeks. To investigate the effectiveness of the treatment, Rate of Reaction Concepts Test and Attitude Scale Towards Chemistry as a school subject were administered to both groups of students at the beginning and at the end of the treatment period. To evaluate students&rsquo / science process skills, Science Process Skills Test was administered to both groups of students before the treatment. MANCOVA was used to test the hypothesis of the study. The results of the study indicated that students instructed with conceptual change texts oriented instruction accompanied with analogies gained higher average scores in Rate of Reaction Concepts Test than the students instructed with traditionally designed chemistry instruction. Results and strategies that were developed for the present study may be used by science teachers to reduce and eliminate students&rsquo / misconceptions about rate of reaction concepts.

The main purpose of this study was to compare the effectiveness of 5E learning cycle model based on constructivist theory approach over traditionally designed chemistry instruction on ninth grade students&rsquo / understanding of acid-base concepts. Sixty tenth grade students from two classes of a chemistry course taught by the same teacher in Ankara Atat&uuml / rk Anatolian High School 2004-2005 spring semester were enrolled in the study. The classes were randomly assigned as control and experimental groups. Students in the control group were instructed by traditionally designed chemistry instruction whereas students in the experimental group were taught by the instruction based on constructivist approach. Acid-Base Concepts Achievement Test was administered to both groups as a pre-test and post-test in order to assess their understanding of concepts related to acid-base. Students were also given Attitude Scale Toward Chemistry as a School Subject at the beginning and end of the study to determine their attitudes and Science Process Skill Test at the beginning of the study to measure their science process skills. The hypotheses were tested by using analysis of covariance (ANCOVA) and t-test. The results indicated that instruction based on constructivist approach caused significantly better acquisition of scientific conceptions related to acid-base and produced significantly higher positive attitudes toward chemistry as a school subject than the traditionally designed chemistry instruction. In addition, science process skill was a strong predictor in understanding the concepts related to acid-base.

The purpose of the present study was to compare the effectiveness of context based instruction over traditionally designed chemistry instruction on 9th grade students&rsquo / understanding of cleaning materials topic and their attitudes toward environment. Moreover students&rsquo / science process skills were measured for using as a covariate. Participants were 222 ninth grade students from eight classes in two different types of high schools in Ankara. Experimental group students were instructed with context based instruction and control group students were instructed with traditionally designed instruction through five weeks. Cleaning Materials Achievement Test and Attitudes toward Environment Scale were used as pre and post tests. Science Process Skills test was used only as a pretest. MANCOVA technique was used as a statistical analysis procedure. According to statistical analyses, there was a significant mean difference with respect to context based instruction and traditionally designed instruction on cleaning materials topic in favor of experimental group and no significant difference with respect to attitude toward environment. There was no significant mean difference with respect to school type in both Cleaning Materials Achievement Test scores and Attitude toward Environment Scale scores. Beside, science process skills were a strong predictor for understanding the cleaning materials topic. Four focus groups were conducted separately regarding the students&rsquo / career choices after the treatment to have an idea over the quality of the instruction in experimental group. Focus group results revealed that students were appreciated and more motivated with context based instructional design.

The main purpose of this study was to compare the effectiveness of instruction based on constructivist approach over traditionally designed chemistry instruction on ninth grade students&amp / #65533 / understanding of chemical bonding concepts. In addition, the effect of instruction on students&amp / #65533 / attitude toward chemistry as a school subject and the effect of gender difference on understanding of chemical bonding concepts were investigated. Forty-two ninth grade students from two classes of a chemistry course taught by the same teacher in METU Development Foundation Private School 2000-2001 spring semester were enrolled in the study. The classes were randomly assigned as control and experimental groups. Students in the control group were instructed by traditionally designed chemistry instruction whereas students in the experimental group were taught by the instruction based on constructivist approach. Chemical Bonding Concept Test was administered to both groups as a pre-test and post-test in order to assess their understanding of concepts related to chemical bonding. Students were also given Attitude Scale Toward Chemistry as a School Subject at the beginning and end of the study to determine their attitudes and Science Process Skill Test at the beginning of the study to measure their science process skills. The hypotheses were tested by using analysis of covariance (ANCOVA) and two-way analysis of variance (ANOVA). The results indicated that instruction based on constructivist approach caused a significantly better acquisition of scientific conceptions related to chemical bonding and produced significantly higher positive attitudes toward chemistry as a school subject than the traditionally designed chemistry instruction. In addition, science process skill was a strong predictor in understanding the concepts related to chemical bonding. On the other hand, no significant effect of gender difference on understanding the concepts about chemical bonding and students&amp / #65533 / attitudes toward chemistry as a school subject was found.

The purpose of this study was to explore the effects of inquiry-based high school chemistry course and gender differences with respect to students&rsquo / understanding of atom concept, learning approaches, motivational goals, self-efficacy, and epistemological beliefs. In this study, 47 ninth grade students from classes of a chemistry course were taught by the same teacher in Private Y&uuml / ce Science High School in the 2003-2004-spring semester were enrolled. There were two groups in the study. Two instruction methods used in this study were randomly assigned to each group. The experimental group who received Inquiry-Oriented Instruction (IOI) consisted of 22 students while the control group who received Traditionally Designed Chemistry Instruction (TDCI) consisted of 25 students. To examine the effect of the treatment on dependent variables / students&rsquo / understanding of atom concepts measured by Chemistry Achievement Test (CAT), meaningful learning and rote learning measured by Learning Approach Questionnaire (LAQ), learning-goal orientation, performance-goal orientation and self-efficacy measured by Achievement Motivation Questionnaire (AMQ), and epistemological beliefs measured by Science Knowledge Questionnaire (SKQ). t-test and ANOVA were used to test hypotheses of the study. The results showed that the students who used the inquiry oriented instruction had significantly higher scores with respect to achievement related to atom concept than the students who taught with the traditionally designed chemistry instruction. On the other hand, inquiry oriented instruction did not effect students&rsquo / learning approaches, motivational goals, self-efficacy, and epistemological beliefs. And also, the present study failed to find neither difference between boys and girls nor interaction between treatment (IOI vs. TDCI) and gender with respect to students&rsquo / understanding of atom concept, learning approaches, motivational goals, self-efficacy, epistemological beliefs.

The main purpose of this study was to compare the effectiveness of instruction based on 5E learning cycle model over traditionally designed chemistry instruction on tenth grade students&rsquo / understanding of acid-base concepts. Fifty- six tenth grade students from two classes of a chemistry course taught by the same teacher in Atat&uuml / rk Anatolian High School 2003-2004 spring semester were enrolled in the study. The classes were randomly assigned as control and experimental groups. Students in the control group were instructed by traditionally designed chemistry instruction whereas students in the experimental group were taught by the instruction based on 5E learning cycle model. Acid-Base Concepts Achievement Test was administered to both groups as a pre-test and post-test in order to assess their understanding of concepts related to acid-base. Students were also given Attitude Scale Toward Chemistry as a School Subject at the beginning and end of the study to determine their attitudes and Science Process Skill Test at the beginning of the study to measure their science process skills. The hypotheses were tested by using analysis of covariance (ANCOVA) and t-test. The results indicated that instruction based on 5E learning cycle model caused a significantly better acquisition of scientific conceptions related to acid-base produced significantly higher positive attitudes toward chemistry as a school subject than the traditionally designed chemistry instruction. In addition, science process skill was a strong predictor in understanding the concepts related to acid-base.

The main aim of this study to investigate the effectiveness of conceptual change texts oriented instruction accompanied with analogies over traditionally designed chemistry instruction on overcoming 10th grade students&amp / #8217 / misconceptions, their understanding of rate of reaction concepts and attitude towards chemistry as a school subject. 56 tenth grade students from two classes of a chemistry course taught by the same teacher in the ATAT&Uuml / RK Anatolian High school, participated in the study. This study was carried out in 2003-2004 spring semester. There were two groups in the study. Experimental group was instructed with conceptual change texts oriented instruction accompanied with analogies and the control group was instructed by traditionally designed chemistry instruction over a period of four weeks. To investigate the effect of treatment, Rate of Reaction Concepts Test and Attitude Scale Toward Chemistry as a school subject were administered to all students in both groups at the beginning and end of the treatment. To evaluate students&amp / #8217 / science process skills, Science Process Skills Test was administered before treatment. To test the hypothesis of the study ANOVA and ANCOVA were used. The result of the study showed that students in conceptual change texts oriented instruction accompanied with analogies got higher average scores in Rate of Reaction Concepts Test than traditionally designed chemistry instruction. Also, students in experimental group indicated a higher positive attitude toward chemistry as a school subject. In addition, science process skill was a strong predictor for the achievement related to rate of reaction concepts. Results and strategies that were developed for this study may be used by teachers to reduce and eliminate students&amp / #8217 / misconceptions about the rate of reaction concepts.

The main aim of this study to investigate the effectiveness of conceptual change texts oriented instruction accompanied with analogies over traditionally designed chemistry instruction on overcoming 10th grade students&rsquo / misconceptions, their understanding atoms and molecules concepts and attitude towards chemistry as a school subject . 45 tenth grades students from two classes of a chemistry course taught by the same teacher in Elmadag High School prticipated in the study that was carried out in 2004 &ndash / 2005 Fall semester . Two student groups participated in the study . One of them , called as Experimental group , was instructed with conceptual change text oriented instruction accompanied with analogies and the other one , called as Control group , was instructed with traditionally designed chemistry instruction over a period of two weeks . To investigate the effect of the treatment , Atoms and Molecules Concept Test and Attitude Scale Toward Chemistry as a school subject were administrated to all students in both groups at the begining and end of the the treatment . To evaluate students&rsquo / science process skills , Science Process Skills Test was administrated before treatment . ANCOVA and ANOVA were used to test the hypothesis of the study . The result of the study showed that students instructed with conceptual change text oriented instruction accompanied with analogies gained higher average scores in Atoms and Molecules Concept Test than students instructed by traditionally designed instruction . In addition , students in experiental group indicated a higher positive attitude toward chemistry as a school subject .The results also indicated science process skill was a stronger predictor for the achievement of atoms and molecules concepts. Strategies that were developed and results obtained for the present study may be used by science teachers to eliminate the students&rsquo / misconceptions about atoms and molecules concepts and provide better conceptual understanding of atoms and molecules.