Effectiveness of constructivist approach on students' understanding of chemical bonding concepts

Download

index.pdf

Date

2003

Author

Uzuntiryaki, Esen

Metadata

Show full item record

Item Usage Stats

320
views

0
downloads

The main purpose of this study was to compare the effectiveness of instruction based on constructivist approach over traditionally designed chemistry instruction on ninth grade students2 understanding of chemical bonding concepts. In addition, the effect of instruction on students2 attitude toward chemistry as a school subject and the effect of gender difference on understanding of chemical bonding concepts were investigated. Forty-two ninth grade students from two classes of a chemistry course taught by the same teacher in METU Development Foundation Private School 2000-2001 spring semester were enrolled in the study. The classes were randomly assigned as control and experimental groups. Students in the control group were instructed by traditionally designed chemistry instruction whereas students in the experimental group were taught by the instruction based on constructivist approach. Chemical Bonding Concept Test was administered to both groups as a pre-test and post-test in order to assess their understanding of concepts related to chemical bonding. Students were also given Attitude Scale Toward Chemistry as a School Subject at the beginning and end of the study to determine their attitudes and Science Process Skill Test at the beginning of the study to measure their science process skills. The hypotheses were tested by using analysis of covariance (ANCOVA) and two-way analysis of variance (ANOVA). The results indicated that instruction based on constructivist approach caused a significantly better acquisition of scientific conceptions related to chemical bonding and produced significantly higher positive attitudes toward chemistry as a school subject than the traditionally designed chemistry instruction. In addition, science process skill was a strong predictor in understanding the concepts related to chemical bonding. On the other hand, no significant effect of

Subject Keywords

Science, Educational psychology, Constructivism (Education)

URI

http://etd.lib.metu.edu.tr/upload/3/692046/index.pdf
https://hdl.handle.net/11511/13951

Collections

Graduate School of Natural and Applied Sciences, Thesis

Suggestions

OpenMETU
Core

Implementation of conceptual change oriented instruction using hands on activities on tenth grade students' understanding of gases concepts İpek, İnciser; Kondakçı, Esen; Department of Secondary Science and Mathematics Education (2007) The purpose of this study was to compare the effectiveness of the conceptual change oriented instruction using hands-on activities and traditionally designed chemistry instruction on 10th grade students’ understanding of gases concept. Also, the effect of instruction on students’ attitude toward chemistry as a school subject was investigated. The sample of the study consisted of 59 tenth grade students from two chemistry classes in a public high school. This study was conducted during the 2006-2007 fall sem...
Effectiveness of 5E learning cycle model on students' understanding of acid-base concepts Akar, Elvan; Demircioğlu, Hüsniye; Department of Secondary Science and Mathematics Education (2005) The main purpose of this study was to compare the effectiveness of instruction based on 5E learning cycle model over traditionally designed chemistry instruction on tenth grade students2 understanding of acid-base concepts. Fifty- six tenth grade students from two classes of a chemistry course taught by the same teacher in Atatürk Anatolian High School 2003-2004 spring semester were enrolled in the study. The classes were randomly assigned as control and experimental groups. Students in the control group we...
Effectiveness of Case-Based Learning Instruction on Epistemological Beliefs and Attitudes Toward Chemistry ÇAM, AYLİN; Geban, Ömer (Springer Science and Business Media LLC, 2011-02-01) The purpose of the study was to investigate the effectiveness of case-based learning instruction over traditionally designed chemistry instruction on eleventh grade students' epistemological beliefs and their attitudes toward chemistry as a school subject. The subjects of this study consisted of 63 eleventh grade students from two intact classes of an urban high school instructed with same teacher. Each teaching method was randomly assigned to one class. The experimental group received case-based learning a...
Effect of conceptual change approach accompanied with concept mapping on understanding of solution concepts Kondakçı, Esen; Geban, Ömer (Springer Science and Business Media LLC, 2005-07-01) The purpose of this study was to investigate the effect of conceptual change texts accompanied with concept mapping instruction, compared to traditional instruction (TI), on 8th grade students' understanding of solution concepts and their attitudes toward science as a school subject. Solution Concept Test was developed as a result of examination of related literature and interviews with teachers regarding their observations of students' difficulties. The test was administered to a total of 64 eighth grade s...
The effect of multiple intelligences based instruction on 9th graders chemistry achievement and attitudes toward science Bilgin (Köken), Elmas; Geban, Ömer; Department of Secondary Science and Mathematics Education (2006) The main purpose of the study was to compare the effectiveness of multiple intelligences theory based instruction (MITBI) and traditional science instruction (TSI) on 9th grade students’ understanding of chemical bonding concept and attitudes toward chemistry. In the study, 50 ninth grade students from two classes of Genç Osman high school in Ankara were used. 25 of the students were assigned as experimental group and the other 25 as control group. They were instructed by the same teacher. The study was con...

Citation Formats

E. Uzuntiryaki, “Effectiveness of constructivist approach on students’ understanding of chemical bonding concepts,” Ph.D. - Doctoral Program, Middle East Technical University, 2003.