There are various definitions related to the concept of learning. According to Skinner (1974) and Thorndike, Bregman, Tilton and Woodyard (1928), learning can be defined as a relatively permanent change in behavior brought about as a result of experience or practice (Daley, 2003). Cognitive theorists, on the other hand, think that learning is the product of human’s effort to understand the world, and it is the process of making meaning by creating internal representations or mental models to new situations encountered with the help of previous experience and preface (Greca & Moreira, 2000). In order to realize learning, many theories have been proposed and put into practice (Darling-Hammond, Austin, Orcutt, & Rosso, 2001). As learning differs from person to person and has a multi-dimensional structure, it is often not possible for all students to learn by a single method or technique. For this reason, researchers suggest to use multiple methods and techniques for learning and also to take individual characteristics of students into consideration to ensure learning (Karsli & Ayas, 2017; Ozdilek & Ozkan, 2009). Science is one of the most difficult lessons in general to learn because of the abstract subjects and concepts it contains. Various researches have been carried out in the fields of physics, chemistry and biology education in order to test effective science learning and to eliminate the misconceptions about the subjects. These researches suggested that students have serious problems with the understanding of abstract concepts of science (Jaber & Boujaoude, 2012; Liu & Lesniak, 2006; Smith & Villarreal, 2015; Yuruk, Beeth, & Andersen, 2009). Chemistry is considered as a scientific discipline containing the most abstract concepts of science. The literature reveals that in chemistry teaching, students have many alternative concepts, misconceptions and misunderstandings due to the difficulties they have experienced in embodying abstract subjects and in associating concepts (Papageorgiou, Stamovlasis, & Johnson, 2010; Smith & Villarreal, 2015; Talanquer, 2011). Chemistry education involves three levels of understanding (1) the macroscopic level including visual and concrete phenomena and events; (2) the microscopic (submicroscopic) level including abstract events and situations Zehra Ozdilek Bursa Uludag University, Turkey Seda Okumus, Kemal Doymus Ataturk University, Turkey Abstract. This research was conducted to facilitate the conceptual understanding of the solutions that contain abstract concepts and not to understand easily. The aim of this research is to determine the effect of applied methods on the achievement level of prospective science teachers and conceptual understanding level at the particulate nature of matter in solution chemistry. The research was conducted with 58 prospective science teachers and a pre-test/posttest non-equivalent quasi-experimental design was used. Three experimental groups were determined as model supported Reading Writing Application method of cooperative learning (n=20), model supported Students Teams Achievement Divisions method of cooperative learning (n=20), and model supported individual learning method (n=18). The data collected with a Particulate Nature of Matter Test (PNMT) and a Module Test (MT). For analyzing data descriptive statistics, one–way ANOVA, and ANCOVA were used. The results showed that there was no significant effect with respect to the achievement level. According to findings from the post test of MT, all groups were more successful in terms of correct understanding of the solutions compared with the pre-tests.

中文翻译：

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模式支持的合作和个体学习方法对前瞻性科学教师理解解决方案的影响

有各种与学习概念相关的定义。根据 Skinner (1974) 和 Thorndike、Bregman、Tilton 和 Woodyard (1928) 的说法，学习可以定义为由于经验或实践而导致的相对永久性的行为变化 (Daley, 2003)。另一方面，认知理论家认为学习是人类努力理解世界的产物，它是通过在先前经验和序言的帮助下对遇到的新情况创建内部表征或心理模型来创造意义的过程。格雷卡和莫雷拉，2000）。为了实现学习，许多理论被提出并付诸实践（Darling-Hammond, Austin, Orcutt, & Rosso, 2001）。由于学习因人而异，具有多维结构，通常不可能所有学生都通过一种方法或技术来学习。出于这个原因，研究人员建议使用多种学习方法和技术，并考虑学生的个体特征以确保学习（Karsli & Ayas，2017；Ozdilek & Ozkan，2009）。科学是一般来说最难学习的课程之一，因为它包含抽象的主题和概念。在物理、化学和生物教育领域进行了各种研究，以测试有效的科学学习并消除对学科的误解。这些研究表明学生在理解抽象科学概念方面存在严重问题（Jaber & Boujaoude, 2012; Liu & Lesniak, 2006; Smith & Villarreal, 2015; Yuruk, 贝丝和安徒生，2009 年）。化学被认为是一门包含最抽象的科学概念的科学学科。文献表明，在化学教学中，学生由于在体现抽象学科和联想概念方面遇到困难而存在许多替代概念、误解和误解（Papageorgiou, Stamovlasis, & Johnson, 2010; Smith & Villarreal, 2015; Talanquer, 2011）。化学教育涉及三个层次的理解（1）宏观层次，包括视觉和具体的现象和事件；(2)微观（submicroscopic）层次包括抽象事件和情境 Zehra Ozdilek Bursa Uludag University, 土耳其 Seda Okumus, Kemal Doymus Ataturk University, Turkey Abstract。进行这项研究是为了促进对包含抽象概念且不易理解的解决方案的概念理解。本研究的目的是确定应用方法对未来科学教师的成就水平和溶液化学中物质颗粒性质的概念理解水平的影响。该研究由 58 名准科学教师进行，并使用了前测/后测非等效准实验设计。三个实验组被确定为模型支持的阅读写作应用合作学习法（n=20）、模型支持的Students Teams Achievement Divisions 合作学习法（n=20）和模型支持的个人学习法（n=18）。使用颗粒物性质测试 (PNMT) 和模块测试 (MT) 收集的数据。为了分析数据描述性统计，使用了单向方差分析和 ANCOVA。结果表明，对于成绩水平没有显着影响。根据 MT 后测的结果，与前测相比，所有组在正确理解解决方案方面都更加成功。