Science Teacher Candidates' Ability to Relate Gas Pressure Information to Daily Life

In this study, it is investigated how the candidates of science teachers use their knowledge about gas presses while explaining the examples of daily life. The sample of the study consists of 33 students who read in the first year of science teacher education program. Five formative polling questions were used for the study. Students are asked to answer questions in small groups. Voice recordings were made during group discussions. The written answers given by the groups were classified into five categories: understanding, partially understood, misunderstanding, meaningless and missed, and the percentages were calculated. According to this, the sum of the scientifically expected and expected close answers to the questions of the students varies between 37.5% and 62.5%. The results show that students studying science teachers have problems in understanding gas concepts and associating these concepts with everyday events. Furthermore, in the descriptions of the students, the ideal gas equation was seen to be used in many places unnecessarily, and many concepts related to gas concepts were found to be misleading. (Powered by Google Translate)