The effect of cooperative learning approach based on conceptual change conditions on students understanding of chemical equilibrium

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2002
Bilgin, İbrahim
The purpose of this study was to investigate the effects of the cooperative learning approach based on conceptual change conditions over traditional instruction on 10th grade students' conceptual understanding and achievement of computational problems related to chemical equilibrium concepts. In addition, the effects of students' performance in small group work on the students' conceptual understanding and achievement of computational problems related to chemical equilibrium was investigated. mThe subjects of this study consisted of 87 tenth grade students from two classes of a Chemistry Course instructed by the same teacher from Ankara Lycee. One of the classes was randomly assigned as experimental group, which was instructed with cooperative learning approach based on conceptual change conditions and the other class was assigned as control group, which trained traditionally designed chemistry instruction. This study was conducted during the 2000-2001 -spring semester. In order to assess students' conceptual understanding and achievement of computational problems related to chemical equilibrium concepts, Chemical Equilibrium Concept Test (CECT) was administered to experimental and control groups as a pre-post test to measure the effect of cooperative learning approach based on conceptual change conditions on students' conceptual understanding, and Chemical Equilibrium Achievement Test (CEAT) was administered to experimental and control group as a post-test to measure the effect of cooperative learning approach based on conceptual change conditions on students' understanding of computational problems. Science Process Skills Test was used at the beginning of the study to determine students' science process skills. After the treatment, Peer and Self Evaluation Test was administered to only the experimental group for evaluating the relationship of students' performance in small group work with their conceptual understanding and computational problems related to chemical equilibrium concepts. IVMultivariate Analysis of Covariate (MANCOVA) and correlation analysis was used to test the hypotheses. The results showed that students in experimental group had better conceptual understanding and achievement of computational problems related to chemical equilibrium concepts than students in control group when their science process skills were statistically controlled. The correlation analysis showed that students' performance in small group work was significantly correlated with their conceptual understanding and computational problems related to chemical equilibrium concepts.
Citation Formats
İ. Bilgin, “The effect of cooperative learning approach based on conceptual change conditions on students understanding of chemical equilibrium,” Ph.D. - Doctoral Program, Middle East Technical University, 2002.