Opinions of Teacher Candidates on the Use of Flowcharts in Teaching of Quantitative Analysis Problems

Abstract

This study is conducted to demonstrate usability of flowcharts and to determine opinions of teacher candidates on the use of flowcharts in teaching of quantitative analysis problems in Analytical Chemistry II course. The study group consisted of 13 students enrolled in Analytical Chemistry II course, which was taught as a compulsory course in the second year of chemistry teaching program. The data were collected from the flowcharts drawn at lesson, from the qualitative observations identified during the drawing of the flowcharts of the problems in the course, from the feedback form and the answers to the questions in the semi structured interviews. According to the findings, the useful of flowcharts in teaching of the problems is a quite good, makes it easier to solve problems, reduces the probability of students making mistakes gives the ability to reach the right result and makes problem solving fun and so on positive opinions were determined. In addition, teacher candidates state that when they are teachers, they will teach their students at their lessons using contemporary teaching methods and techniques instead of traditional methods. As a result, it can be said that it is appropriate to use flowcharts to facilitate the teaching of quantitative analysis problem, to provide students with problem solving skills, and to ensure that their behaviour against problem solving develops positively. It is recommended that teacher candidates should be educated with such methods and techniques in their undergraduate training for future course of student-centred education.