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

Download
119440.pdf
2002
Bilgin, İbrahim
Show full item record
252
views
0
downloads
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.
Group work in education, Tenth grade (Education), Education, Secondary, Study skills, Learning, Psychological of, Comprehension, Science, Cooperative learning approach based on conceptual change conditions, Traditional instruction, Group tasks, Misconception, Chemical equilibrium
https://hdl.handle.net/11511/12877
Graduate School of Natural and Applied Sciences, Thesis

Suggestions

The Effect of cooperative learning based on conceptual change approach on students’ understanding of chemical bonding concepts
Eymur, Gülüzar; Geban, Ömer; Department of Secondary Science and Mathematics Education (2014)
The main purpose of this study was to investigate the effects of cooperative learning based on conceptual change approach on 9th grade students’ understanding in chemical bonding concepts and their attitudes toward chemistry as a school subject compared to traditionally designed chemistry instruction. Seventy-two ninth grade students from two intact classes of chemistry course taught by same teacher in a public high school in Ankara were participated. The study was applied in the spring semester of 2011-201...
The Collaboration of Cooperative Learning and Conceptual Change: Enhancing the Students' Understanding of Chemical Bonding Concepts
EYMUR, GÜLÜZAR; Geban, Ömer (2017-06-01)
The main purpose of this study was to investigate the effects of cooperative learning based on conceptual change approach instruction on ninth-grade students' understanding in chemical bonding concepts compared to traditional instruction. Seventy-two ninth-grade students from two intact chemistry classes taught by the same teacher in a public high school participated in the study. The classes were randomly assigned as the experimental and control group. The control group (N = 35) was taught by traditional i...
Effect of structuring cooperative learning based on conceptual change approach on students' understanding of the concepts of mixtures and their motivation
Belge Can, Hatice; Boz, Yezdan; Department of Secondary Science and Mathematics Education (2013)
The purpose of this study is to investigate the effect of structuring cooperative learning based on conceptual change approach on grade nine students’ understanding the concepts of mixtures and their motivation, compared to traditional instruction. Mixtures Concept Test (MCT), self-efficacy for learning and performance, task value, control of learning beliefs, and test anxiety sub-scales of Motivated Strategies for Learning Questionnaire (MSLQ), and mastery approach goals, mastery avoidance goals, performan...
The effect of conceptual change based instruction on students’ understanding of rate of reaction concepts
Kaya, Ebru; Geban, Ömer; Department of Secondary Science and Mathematics Education (2011)
The purpose of this study was to investigate the effects of conceptual change based instruction accompanied by demonstrations (CCBIAD) and gender on 11th grade students’ understanding and achievement in rate of reaction concepts, and their attitudes toward chemistry as a school subject compared to traditionally designed chemistry instruction (TDCI). Sixty nine 11th grade students from two classes in a public high school in Ankara participated in this study in the Fall Semester of 2008-2009. These classes we...
Effect of cooperative learning based on conceptual change conditions on motivation and understanding of reaction rate
Taştan, Özgecan; Boz, Yezdan; Department of Secondary Science and Mathematics Education (2009)
The present study mainly focuses on the effect of cooperative learning based on conceptual change conditions to remedy 11th grade students’ misconceptions related to reaction rate. Also, effect of this method on their motivation was investigated. A total of 110 eleventh grade students participated in the study. Two schools in Ankara and two classes being instructed by the same teacher in each school were included in the sample. One of the classes was randomly assigned as a control group instructed by tradit...
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.
METU IIS - Integrated Information Service open@metu.edu.tr