Chemistry Teachers’ Misconceptions Concerning Concept of Chemical Reaction Rate
Ali Kolomuç 1
Seher Tekin 2  
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Faculty of Education, Artvin Çoruh University, Artvin, Turkey
Faculty of Education, Amasya University, Amasya, Turkey
Seher Tekin   

Faculty of Education, Amasya University, Amasya, Turkey
Publish date: 2017-10-12
International Journal of Physics and Chemistry Education 2011;3(2):84–101
Teachers play a great role in how students understand and learn the concepts taught in class. Studies show that teachers reflect their already-existing conceptual constructs and their problem-solving processes onto students. This is also true of the misconceptions reflected in chemistry classes, especially when absract concepts are being taught. It is the purpose of this study to see the degree of understanding of chemistry teachers concerning the chemical reaction rate concept. A case study method was used in the study whose sample consisted of 70 chemistry teachers from 40 different cities in Turkey. The data were collected through a chemical reaction rate comprehension test comprising 5 open-ended questions. The results have indicated that teachers have some misconceptions concerning chemical reaction rate.
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