Effect of conceptual change texts accompanied with analogies on understanding of chemical bonding concepts

Download

index.pdf

Date

2004

Author

Pabuçcu, Aybüke

Metadata

Show full item record

Item Usage Stats

281
views

127
downloads

The purpose of this study was to explore the effects of CCTIA over TDCI for 9th grade students̕ understanding of chemical bonding concepts. Also, the effect of instruction on students̕ attitude toward chemistry as a school subject and the effect of gender difference on understanding of chemical bonding concepts and attitudes toward chemistry were investigated. The subjects of this study consisted of 41 ninth grade students from two classes of a chemistry course in TED Ankara High School. This study was conducted during the 2003-2004-spring semester. The classes were randomly assigned as control and experimental groups. Students in the control group were instructed by TDCI whereas students in the experimental group were instructed by CCTIA. CBCT 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 ASTC as a school subject at the beginning and end of the study to determine their attitudes and SPST at the beginning of the study to measure their science process skills. At the end of the study, we administered interviews to the students. The hypotheses were tested by using ANCOVA and ANOVA. The results revealed that CCTIA caused a significantly better understanding of scientific conceptions related to chemical bonding concepts than the TDCI. In addition, these two modes of instruction developed the similar attitude toward science as a school subject. Also, science process skill was a strong predictor in understanding the concepts related to chemical bonding. Alternatively, no significant effect of gender difference on understanding the concepts about chemical bonding and on students̕ attitudes toward chemistry as a school subject was found.

Subject Keywords

Education, Secondary.

URI

http://etd.lib.metu.edu.tr/upload/3/12605121/index.pdf
https://hdl.handle.net/11511/14336

Collections

Graduate School of Natural and Applied Sciences, Thesis

Suggestions

OpenMETU
Core

The effect of inquiry based chemistry course on students' understanding of atom concept, learning approaches, motivation, self efficacy, and epistemological beliefs Çalışkan, İlmiye Sevilay; Geban, Ömer; Department of Secondary Science and Mathematics Education (2004) The purpose of this study was to explore the effects of inquiry-based high school chemistry course and gender differences with respect to students̕ understanding of atom concept, learning approaches, motivational goals, self-efficacy, and epistemological beliefs. In this study, 47 ninth grade students from classes of a chemistry course were taught by the same teacher in Private Yüce Science High School in the 2003-2004-spring semester were enrolled. There were two groups in the study. Two instruction method...
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...
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...
Effect of conceptual change oriented instruction accompanied with cooperative group work on understanding of acid-base concepts Ayhan, Arzu; Geban, Ömer; Department of Secondary Science and Mathematics Education (2004) The main purpose of this study was to compare the effectiveness of conceptual change oriented instruction accompanied with cooperative group work and traditionally designed instruction for removing misconceptions related to acid-base concepts. In this study 33 tenth grade students from two classes from METU Development Foundation Private School in the spring semester of 2003-2004 participated. There were two groups in the study. Students in experimental group received conceptual change oriented instruction ...
Facilitating conceptual change in atom, molecule, ion and matter concepts Şeker, Aytül; Geban, Ömer; Department of Secondary Science and Mathematics Education (2006) The main purpose of the study was to compare the effectiveness of the conceptual chance texts oriented instruction accompanied with analagoies over traditionally designed science instruction on 7th grade students̕ understanding of atom, molecule, ion and matter concepts and their attitudes toward science as a school subject. In this study 70 seventh grade students from two classes of science course instructed by the same teacher from Battalgazi Elementary School took part. The study was conducted during 200...

Citation Formats

A. Pabuçcu, “Effect of conceptual change texts accompanied with analogies on understanding of chemical bonding concepts,” M.S. - Master of Science, Middle East Technical University, 2004.