Facilitating conceptual change in students understanding of electrochemical concepts Facilitar el cambio conceptual en el entendimiento de los estudiantes sobre conceptos de electroquímica

Date

2010-01-01

Author

Dogar, Çetin
GÜRSES, Ahmet
Geban, Ömer

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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The main purpose of this study is to investigate the effectiveness of conceptual change approach oriented instruction over traditionally designed instruction on students' understanding of electrochemical cell concepts. Sampling consists of a total of 55 students (age range of 17-18) on two Grade 11 classes of a high school. Prior to instruction, students in both groups were pre-tested in order to determine their previous understanding of electrochemistry, electrochemistry concept test (ECT), science process skills (SPST) and attitude toward chemistry (ATSC) as a school subject. In addition to these, the students' views in the experimental groups related to the computer simulations exercises were determined at the end of the study. After instruction over a period of four weeks, data was analyzed with two-way analysis of covariance (ANCOVA) using science process skill scores as covariate and independent samples t-test was used to compare the students' attitudes scores. The results showed that the experimental group a significantly higher mean scores with respect to achievement related to electrochemistry concepts than the traditionally designed chemistry instruction group. In addition, science process skills were a strong predictor in understanding electrochemistry concepts. Students' attitudes were not changed by treatments. In addition, it was determined that the students in experimental groups displayed a positive attitude toward computer simulations.

Subject Keywords

Computer simulations, Conceptual change approach, Constructivism, Demonstrations, Electrochemistry, Misconceptions

URI

https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=79953032277&origin=inward
https://hdl.handle.net/11511/106891

Collections

Department of Mathematics and Science Education, Article